Building Self-Compassion in Adolescents Through a Mindfulness Program

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atmire.migration.oldid5296
dc.contributor.advisorBohac Clarke, Veronika
dc.contributor.authorWienhold-Leahy, Bernita
dc.contributor.committeememberDavis, Brent
dc.contributor.committeememberBosetti, Lynn
dc.date.accessioned2017-01-26T18:37:19Z
dc.date.available2017-01-26T18:37:19Z
dc.date.issued2017
dc.date.submitted2017en
dc.description.abstractAdolescence is a critical time in human life with regards to identity development; adolescents may experience increased emotional turmoil, stress, and susceptibility to mental health problems (O’Connell, Boat, & Warner, 2009). Implementing a mindfulness program within school curriculum may positively influence this crucial time of growth. This case study focused on teaching self-compassion to adolescents through the “Learning to BREATHE” program. Self-compassion involves being kind towards oneself, understanding that we are all part of common humanity, and mindfulness (Neff, 2003a). This multi-methods study was grounded in Integral Theory (Wilber, 2007), which integrates multiple perspectives of self-compassion. In keeping with Integral Methodological Pluralism, self-compassion was examined through multiple lenses with both qualitative and quantitative methodologies. The findings indicated that a mindfulness program teaching self-compassion had many benefits to students, including increased mindful awareness and focused attention; emotional awareness and regulation; self-awareness, self-kindness, and self-acceptance; resiliency and growth mindset; compassion, acceptance, and forgiveness for others; and a belief it could reduce bullying in schools. While school administrators believed that social and emotional learning can benefit students, classroom application and staff buy-in remains a challenge. Mindfulness programs in the school context will need to be introduced slowly over the next several years as students, parents, teachers, and administrators all have to understand the importance of these skills, before they can be implemented into the classroom.en_US
dc.identifier.citationWienhold-Leahy, B. (2017). Building Self-Compassion in Adolescents Through a Mindfulness Program (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/25184en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/25184
dc.identifier.urihttp://hdl.handle.net/11023/3585
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
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.
dc.subjectEducation--Curriculum and Instruction
dc.subjectEducation--Health
dc.subject.otherself-compassion
dc.subject.otherMindfulness
dc.subject.othereducation
dc.subject.othersocial and emotional learning
dc.subject.othercontemplative practices
dc.titleBuilding Self-Compassion in Adolescents Through a Mindfulness Program
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Education (EdD)
ucalgary.item.requestcopytrue
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