Smiling Mind Mindfulness in Schools Program as a Classroom-Based Self-Regulation Intervention: A Case Study
| dc.contributor.advisor | Claypool, Tim | |
| dc.contributor.advisor | Marche, Tammy | |
| dc.contributor.committeeMember | Kalyn, Brenda | |
| dc.contributor.committeeMember | Molnar, Tim | |
| dc.contributor.committeeMember | McIntyre, Laureen | |
| dc.creator | Adam, Mikayla Gail | |
| dc.creator.orcid | 0000-0002-6518-7641 | |
| dc.date.accessioned | 2023-02-16T23:07:10Z | |
| dc.date.available | 2023-02-16T23:07:10Z | |
| dc.date.copyright | 2023 | |
| dc.date.created | 2023-01 | |
| dc.date.issued | 2023-02-16 | |
| dc.date.submitted | January 2023 | |
| dc.date.updated | 2023-02-16T23:07:10Z | |
| dc.description.abstract | The number of Canadian children experiencing mental health concerns, including both internalizing and externalizing difficulties, continues to be on the rise. Coincidingly, the education system in Saskatchewan continues to experience strained resources. Thus, finding an efficacious, cost-effective, and accessible mental health intervention is vital. Both internalizing (e.g., anxiety, depression) and externalizing (e.g., hyperactivity, aggression) mental health in children are correlated with poor self-regulation. Recent reviews of the literature suggest mindfulness is a promising self-regulation intervention, particularly for clinical populations, as it targets the underlying neural mechanisms related to emotion dysregulation. The current case study aimed to provide insight into the potential value of a specific mindfulness intervention, Smiling Mind, within the context of the BALANCE classroom in Saskatoon, SK. The research questions were as follows: (a) How does incorporating a mindfulness intervention into a tier-three (high support) elementary school classroom routine affect the self-regulation (e.g., ability to appropriately manage thoughts, emotions and behaviour) of students with internalizing or externalizing mental health difficulties/disorders? (b) How does a mindfulness intervention help or hinder student readjustment to the classroom setting following a prolonged absence from school due to COVID-19? And (c) What opinions, attitudes, and feelings do the students have towards incorporating mindfulness into their school day? Data sources for this study included audiotaped semi-structured interviews, a self-report measure on self-regulation, and a Daily Recording Checklist. Semi-structured interviews were completed in place of direct observations due to the COVID-19 pandemic related restrictions and the requirement of completing the research virtually. Four methods of data analysis were employed in this case study: categorical aggregation, pattern identification, direct interpretations, and naturalistic generalizations. This in-depth process led to the formation of three main themes: The Smiling Mind Program: A General Overview; Students with Exceptionalities: “Mindful Considerations”; and Responsive Teaching and Pedagogical Considerations. Results from this research could influence educators as they attempt to meet the mental health needs of all their students within an inclusive classroom environment. Having one more tool in their professional toolboxes, like the Smiling Mind Program, can empower teachers while at the same time enhance the overall well-being of their students. Additionally, future researchers will benefit from seeing how completion of an intervention case study during the COVID-19 pandemic demands flexibility, creativity and determination. The need to pivot and adapt to changing public health or school division policies and directives became the norm during this innovative study. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | https://hdl.handle.net/10388/14482 | |
| dc.language.iso | en | |
| dc.subject | Mindfulness | |
| dc.subject | intervention | |
| dc.subject | tier-3 | |
| dc.subject | self-regulation | |
| dc.subject | education | |
| dc.title | Smiling Mind Mindfulness in Schools Program as a Classroom-Based Self-Regulation Intervention: A Case Study | |
| dc.type | Thesis | |
| dc.type.material | text | |
| thesis.degree.department | Educational Psychology and Special Education | |
| thesis.degree.discipline | School and Counselling Psychology | |
| thesis.degree.grantor | University of Saskatchewan | |
| thesis.degree.level | Masters | |
| thesis.degree.name | Master of Education (M.Ed.) |