An Integral View of Mindfulness Practices and the Perception of Challenge Within a School Based Setting

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dc.contributor.advisorDavis, Andrew Brent
dc.contributor.authorDaniel, Anne
dc.contributor.committeememberBohac-Clarke, Veronika Elizabeth
dc.contributor.committeememberBurns, Amy Marie
dc.contributor.committeememberWinchester, Ian
dc.contributor.committeememberFels, Lynn
dc.date2018-02
dc.date.accessioned2018-01-25T18:28:28Z
dc.date.available2018-01-25T18:28:28Z
dc.date.issued2017-12-07
dc.description.abstractThe purpose of this study was to examine how mindfulness-based strategies are taught within school-based settings and how they impact students’ perceptions of challenge. In the course of this research, I also found myself exploring the effects of two different attitudes toward mindfulness training: the first derives from Eastern sensibilities and traditions, while the other is more strongly rooted in Western ways of thinking. The former focuses on awareness of personal experience and function, the latter much more on situated being. Integral Methodological Pluralism (IMP) was used to achieve an informed perspective from multiple viewpoints. This IMP study investigated how mindfulness practices were taught within four different classroom settings in a high school located within the a large school district in Western Canada. Informed by phenomenological methodology, interviews were conducted with both teachers and student participants to investigate their perception of challenge. Findings revealed three overarching themes connected to challenge: time, necessity and anxiety. Structural analysis of language frequency and comparisons revealed many similarities and differences within the language of teacher and student participants. Ethnographic observations were used to interpret the functions and meanings of different daily routines within both Eastern-influenced and Western-style mindfully-based classrooms. Hermeneutic interviews conducted with teacher and student participants further disclosed some similarities, such as a culture of attention, slower pace and challenge, differences in student retention, and application of mindfulness strategies. Systemic influences are discussed in connection to individual and cultural themes. Lastly, implications for implementation of mindfulness and the connection to student perception of challenge are explored.en_US
dc.identifier.citationDaniel, A. (2017). An Integral View of Mindfulness Practices and the Perception of Challenge Within a School Based Setting (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/5398
dc.identifier.urihttp://hdl.handle.net/1880/106317
dc.language.isoenen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectMindfulnessen_US
dc.subjectSocial Emotional Learningen_US
dc.subjectWellnessen_US
dc.subjectWell-Beingen_US
dc.subjectIntegral Theoryen_US
dc.subjectHealth Educationen_US
dc.subject.classificationEducation--Curriculum and Instructionen_US
dc.subject.classificationEducational Psychologyen_US
dc.subject.classificationEducation--Elementaryen_US
dc.subject.classificationEducation--Guidance and Counselingen_US
dc.subject.classificationEducation--Healthen_US
dc.titleAn Integral View of Mindfulness Practices and the Perception of Challenge Within a School Based Settingen_US
dc.typedoctoral thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Researchen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameDoctor of Education (EdD)en_US
ucalgary.item.requestcopytrue
ucalgary.thesis.checklistI confirm that I have submitted all of the required forms to Faculty of Graduate Studies.en_US
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