Abstract
There is a growing interest in the use of contemplative science particularly mindfulness based practices in schools around the world (Albrecht, Albrecht & Coben, 2012). Preliminary research have demonstrated how mindfulness can be used to increase the ability to concentrate and sustain attention, reduce stress and anxiety among school aged youths, increase awareness of and compassion towards other people, increase self-control/self-regulation and the ability to responds thoughtfully rather than react impulsive to situations, improve executive functions, (Frank, Jennings & Greenberg 2013; Burke, 2010; Greeson, 2008; Brown & Ryan, 2003). To this end this paper explores the core concepts of mindfulness, the purpose of mindfulness in school and its potential efficacy among teachers and learners. Finally results from prior research findings will be examined followed by recommendations.
Author Information
Morayo Ayopo Jimoh, University of South Africa, South Africa.
Paper Information
Conference: ECP2014
Stream: Qualitative/Quantitative Research in any other area of Psychology
This paper is part of the ECP2014 Conference Proceedings (View)
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