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An Integral Analysis of Mindfulness and Self-Compassion Among Adolescents

An Integral Analysis of Mindfulness and Self-Compassion Among Adolescents

Bernita Wienhold-Leahy
Copyright: © 2019 |Pages: 26
ISBN13: 9781522558736|ISBN10: 152255873X|ISBN13 Softcover: 9781522586531|EISBN13: 9781522558743
DOI: 10.4018/978-1-5225-5873-6.ch007
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MLA

Wienhold-Leahy, Bernita. "An Integral Analysis of Mindfulness and Self-Compassion Among Adolescents." Integral Theory and Transdisciplinary Action Research in Education, edited by Veronika Bohac Clarke, IGI Global, 2019, pp. 134-159. https://doi.org/10.4018/978-1-5225-5873-6.ch007

APA

Wienhold-Leahy, B. (2019). An Integral Analysis of Mindfulness and Self-Compassion Among Adolescents. In V. Bohac Clarke (Ed.), Integral Theory and Transdisciplinary Action Research in Education (pp. 134-159). IGI Global. https://doi.org/10.4018/978-1-5225-5873-6.ch007

Chicago

Wienhold-Leahy, Bernita. "An Integral Analysis of Mindfulness and Self-Compassion Among Adolescents." In Integral Theory and Transdisciplinary Action Research in Education, edited by Veronika Bohac Clarke, 134-159. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-5873-6.ch007

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Abstract

This case study focused on teaching self-compassion to adolescents through a mindfulness program. Self-compassion involves being kind towards oneself, understanding that we are all part of common humanity, and mindfulness. This multi-methods study was grounded in integral theory, which examines self-compassion 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. 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.

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