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    Mindfulness for educators: fostering awareness and resilience in the classroom

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    Bursiel_M_2014.pdf
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    Author
    Bursiel, Morgan R.
    Committee
    Vinlove, Amy
    Healy, Joanne
    McIntosh, Susan
    Keyword
    Teachers
    Training of
    Job stress
    Mindfulness (Psychology)
    Resilience (Personality trait) in adolescence
    Resilience (Personality trait) in children
    Metadata
    Show full item record
    URI
    http://hdl.handle.net/11122/9758
    Abstract
    Teaching in the public schools is demanding work, and addressing teacher stress in the classroom remains a significant challenge in education. Increasing numbers of children come to school unprepared and often at risk of mental health and behavioral concerns, yet teachers are expected to provide emotionally responsive support to all students, manage larger classroom sizes, and meet the growing academic demands imposed by standardized testing. Despite these high expectations, teachers rarely receive training to address and skillfully handle the social-emotional challenges of their profession. A current examination of teacher educational and in-service professional development activities indicates that little professional development specifically targets these competencies. Over the last decade, mindfulness--the intentional cultivation of focused attention and awareness--has grown from its initial western applications in medicine to other disciplines, including education. Studies have shown that even a few weeks of practicing mindfulness can bring a variety of physical, emotional, and social benefits to teachers and students alike. This project aims to introduce mindfulness training to teachers to bolster positive qualities of mind and enhance responsive, compassionate teaching.
    Description
    Master's Project (M.Ed.) University of Alaska Fairbanks, 2014
    Date
    2014-08
    Type
    Master's Project
    Collections
    Education

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