There is a research gap in studies that evaluate the effectiveness of a school-embedded mindfulness-based intervention for both students and teachers. To address this gap, the present pilot study reviews relevant literature and investigates whether students and teachers who participate in separate Mindfulness-Based Stress Reduction MBSR courses show improvements across a variety of psychological variables including areas of mental health and creativity. The study applied a controlled waitlist design with three measurement points. The intervention group was also assessed after a 4-month follow-up period. Medium effect sizes on mindfulness, anxiety and creativity indicate a realistic potential in those areas. The present findings contribute to a growing body of studies investigating mindfulness in schools by discussing the similarities and differences in the effects of MBSR on students and teachers as well as stressing the importance of investigating interpersonal effects.
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Chapter 7School And Children: Epps and Sylvia F. Smith This chapter is primarily concerned with the effects of schools and schooling on children ages However, because formal schooling in the United States and many other nations frequently begins between ages 4 and 5, some of the research and theory reviewed encompasses this earlier period as well. Throughout the world the most widely recognized function of elementary schools is to provide opportunities for children to acquire at least basic competencies in reading, writing, and computation. Less frequently discussed by educators, but of equal importance, is the fact that schools serve other less obvious societal functions, including 1 providing custodial care while parents work or pursue personal interests; 2 delaying children's entrance into the work force; 3 encouraging the development of social competencies; and 4 sorting and selecting for the purpose of impeding or maintaining established social roles, organizations, and institutions Goodlad,