Art‐based mindfulness at school
A culturally responsive approach to school mental health
Bibliographic Data
| ID | 21376522 |
|---|---|
| Authors | Janine M Jones (0000-0002-3537-557X, School Psychology Program, College of Education University of Washington Seattle Washington USA, corresponding author), Lisa H Lee (School‐Based Behavioral Health, Hawai'i Department of Education Kona Hawaii USA) |
| Year | 2022 |
| Volume | 59 |
| Issue | 10 |
| Pages | 2085-2105 |
| Publication date | 2022-10-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychology in the Schools (JOURNAL) |
| Journal identifiers | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.22660 |
| OpenAlex | W4210281056 |
| Language | EN |
| Citations received | 4 |
| References cited | 45 |
As schools are increasingly tasked with improving student outcomes related to both academic and social and emotional wellbeing, digital interventions are becoming utilized as viable tools for successful outcomes. This study aimed to measure the effectiveness of a culturally responsive, art‐based mindfulness intervention called L.A.U.G.H.® (Let Art Unleash Great Happiness), in a diverse sample of 243 elementary school students. Using an iPad app, students practiced mindful breathing and created digital art in their classrooms. The app also measured students' moods, school connectedness, and joy of learning. The study design was a one‐group repeated measure intervention design where ratings were compared between Weeks 1, 4, 8, and 12 of the intervention. Results indicated that L.A.U.G.H.® time improved and increased students’ moods, School Connectedness, and Joy of Learning over time. Race played a significant role in how students rated their feelings about school, with significant effects that emerged among Black/African American and Asian American/Pacific Islander students. Both groups began with the lowest ratings of school connectedness and demonstrated significant improvements by Week 8. This study revealed results from a digital mindfulness intervention and highlighted the importance of a nuanced study of differential impacts of such interventions among diverse students
Developmental psychology · Feeling · Happiness · Intervention (counseling) · Mental health · Mindfulness · Psychological intervention · Psychotherapist · Social connectedness · Art Therapy and Mental Health · Clinical Psychology · COVID-19 and Mental Health · Mindfulness and Compassion Interventions · Psychology · Social Psychology
Challenges and burden of the Coronavirus 2019 (Covid-19) pandemic for child and adolescent mental health
A Systematic Review of Mindfulness-Based Interventions for Youth in School Settings
Transformative Social and Emotional Learning (SEL)
Feasibility and Preliminary Outcomes of a School-Based Mindfulness Intervention for Urban Youth
Mindfulness training as a clinical intervention
Mindfulness-based interventions in context
Making sense of Cronbach's alpha
A Scoping Review of Arts-Based Mindfulness Interventions for Children and Youth
Mindfulness meditation counteracts self-control depletion
Improving the Factor Structure of Psychological Scales
Mindfulness based art therapy study protocol to determine efficacy in reducing college stress and anxiety
Practices for Improving Secondary School Climate
Preliminary Development of the Positive Experiences at School Scale for Elementary School Children
The Racial School Climate Gap
Improving Classroom Quality with The Ruler Approach to Social and Emotional Learning
Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children
The Impact of Enhancing Students' Social and Emotional Learning
Students' Attachment and Academic Engagement
| Citations per year | 1.33 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |