UA cloudflare authentication

 

Improving self-regulation and managing behavior with mindfulness based intervention

Simple item page
dc.contributorLawson, Michael A.
dc.contributorMyrick, John Wesley
dc.contributorViel-Ruma, Kimberly A.
dc.contributor.advisorSiders, James A.
dc.contributor.advisorSwoszowski, Nicole C.
dc.contributor.authorNorman, Sujata Pisharoty
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2018-07-11T16:49:54Z
dc.date.available2018-07-11T16:49:54Z
dc.date.issued2018
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractThis study investigated the effects of a short-term mindfulness training in a group home for mentally ill, at-risk adolescents with mild to moderate disabilities. Disruptive behavior causes challenges in any setting. Moreover, disruption can lead to aggression, and when not controlled, can change the climate of group homes and schools. Eight adolescents were taught mindfulness-based techniques from Mindfulness Curriculum for Adolescents provided by the MindfulSchools Program. The participants (n=8) in the age group 12 -19 years attended a public-school system and lived in a group home in a southern state in the United States. The eight clients were introduced to innovative mindfulness techniques for 4-6 weeks. The training introduced the participants to four lessons: mindful posture, mindful listening, heartfulness, and mindful thoughts. Clients and mentors were interviewed during the period of study. Narratives from the participants were compared and analyzed. A mindfulness survey was conducted at the end of the mindfulness training. Findings indicated that the high users and frequent users showed better benefits from sub-optimal users in a mixed method study. Clients shared that they felt calm and relaxed and were mindful when they experienced troubled situations. Mindfulness training and techniques helped to regulate, control, and manage adverse behavior in some clients. This intervention could be an alternate strategy that mentors and teachers might use to control children’s interactions within any setting.en_US
dc.format.extent162 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0003007
dc.identifier.otherNorman_alatus_0004D_13430
dc.identifier.urihttp://ir.ua.edu/handle/123456789/3692
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.haspartSupplementary material includes a certificate of completion.
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectSpecial education
dc.subjectEducational psychology
dc.titleImproving self-regulation and managing behavior with mindfulness based interventionen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Special Education and Multiple Abilities
etdms.degree.disciplineSpecial Education
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.namePh.D.

Files

Original bundle
Now showing 1 - 2 of 2
Thumbnail Image
Name:
file_1.pdf
Size:
1.49 MB
Format:
Adobe Portable Document Format
Download
Thumbnail Image
Name:
file_3.pdf
Size:
118.69 KB
Format:
Adobe Portable Document Format
Download

Collections

Theses and Dissertations
Theses and Dissertations - Department of Special Education & Multiple Abilities