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Child Adolesc Psychiatr Clin N Am. 2015 Apr;24(2):245-59. doi: 10.1016/j.chc.2014.11.010. Epub 2015 Jan 17.

Being present at school: implementing mindfulness in schools.

Author information

1
Massachusetts General Hospital, Child Psychiatry, Yawkey 6, 55 Parkman Street, Boston, MA 02114-3139, USA. Electronic address: jbostic@partners.org.
2
Massachusetts General Hospital, Child Psychiatry, Yawkey 6, 55 Parkman Street, Boston, MA 02114-3139, USA.
3
McLean Psychiatric Hospital, Boston, MA, USA.
4
Vanderbilt University, Department of Psychiatry, 1601 23rd Avenue South, #3068C, Nashville, TN 37212, USA.

Abstract

Developmentally sensitive efforts to help students learn, practice, and regularly use mindfulness tactics easily and readily in and beyond the classroom are important to help them manage future stresses. Mindfulness emphasizes consciously focusing the mind in the present moment, purposefully, without judgment or attachment. Meditation extends this to setting aside time and places to practice mindfulness, and additionally, yoga includes physical postures and breathing techniques that enhance mindfulness and meditation. Several mindfulness programs and techniques have been applied in schools, with positive benefits reported. Some elements of these programs require modifications to be sensitive to the developmental state of the children receiving mindfulness training.

KEYWORDS:

Meditation; Mindfulness; Schools; Students

PMID:
25773322
DOI:
10.1016/j.chc.2014.11.010
[Indexed for MEDLINE]

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