Abstract
Methods MIL was implemented in a low income, urban neighborhood with 3rd grade students (n=41) in a school under academic emergency with many behavior problems. A pre to post test single group design with a 2 month follow up measure was used to investigate the behavioral changes in the children. The MIL program utilized a standardized protocol consisting of mindfulness meditation, yoga movement/breathing in harmony with music, and appreciative inquiry (AI) exercises that required students to express themselves in the written and visual arts. Students were evaluated by their classroom teacher pre/post MIL intervention using the Connors Behavior Rating Scale, identifying problem behaviors that had occurred in the month prior to the assessments.
Highlights
To investigate the initial and sustained effects of MoveInto-Learning (MIL), an 8-week Mindfulness-Based Intervention (MBI), delivered in the classroom, that utilized yoga movement, music, written and visual arts, designed to reduce stress and improve behavior in atrisk elementary students
The MIL program utilized a standardized protocol consisting of mindfulness meditation, yoga movement/breathing in harmony with music, and appreciative inquiry (AI) exercises that required students to express themselves in the written and visual arts
Teachers, administrators, and parents may all recognize a child whose behavior is negatively impacted by stress, but they may not be familiar with programs that can effectively provide strategies for stress reduction
Summary
Purpose To investigate the initial and sustained effects of MoveInto-Learning (MIL), an 8-week Mindfulness-Based Intervention (MBI), delivered in the classroom, that utilized yoga movement, music, written and visual arts, designed to reduce stress and improve behavior in atrisk elementary students
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