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The Scientific Method02:40

The Scientific Method

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Research is what makes the difference between facts and opinions. Facts are observable realities, and opinions are personal judgments, conclusions, or attitudes that may or may not be accurate. In the scientific community, facts can be established only using evidence collected through empirical research.
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Modeling in Therapy01:26

Modeling in Therapy

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Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in...
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Stress Prevention and Stress Management Techniques III01:25

Stress Prevention and Stress Management Techniques III

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Regular exercise and meditation serve as essential tools in managing stress and promoting physical and mental well-being.
The Role of Exercise in Stress Management
Regular physical activity is essential for reducing stress and promoting cardiovascular health. Exercise strengthens the heart, enhances blood flow, keeps blood vessels flexible, and helps lower blood pressure, all of which reduce the body's stress response. Research shows that adults who exercise regularly have nearly half the...
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Steps in the Modeling Process01:14

Steps in the Modeling Process

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Albert Bandura's theory of observational learning identifies four critical processes: attention, retention, motor reproduction, and reinforcement or motivation.
Attention is the first necessary component for observational learning. It involves focusing on what the model is doing and saying. For example, if you decide to take a drawing class to enhance your skills, you need to pay close attention to the instructor's words and hand movements. The characteristics of the model significantly...
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Socioemotional Experience and Gender Development01:30

Socioemotional Experience and Gender Development

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Social-emotional experiences and cultural influences play significant roles in shaping gender development. During middle childhood, from ages 6 to 11, peer groups become dominant in reinforcing gender norms. Children in this age group often align with same-gender peer groups, which actively encourage behaviors that conform to traditional gender roles. For instance, boys may be discouraged from engaging in activities perceived as feminine, reinforcing culturally dictated norms about masculinity...
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Metacognition01:26

Metacognition

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Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
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相关实验视频

Updated: Sep 18, 2025

Mindfulness in Motion MIM: An Onsite Mindfulness Based Intervention MBI for Chronically High Stress Work Environments to Increase Resiliency and Work Engagement
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Mindfulness in Motion MIM: An Onsite Mindfulness Based Intervention MBI for Chronically High Stress Work Environments to Increase Resiliency and Work Engagement

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解开黑盒子:探索在学校的正念计划中教导的实践,技能和知识的差异.

Sebrina L Doyle Fosco1, Deborah L Schussler2

  • 1Human Development and Family Studies Department, The Pennsylvania State University, University Park, PA, 16802, USA. sld40@psu.edu.

Prevention science : the official journal of the Society for Prevention Research
|June 25, 2025
PubMed
概括

基于学校的正念计划 (SBMP) 在内容上有所不同,影响结果. 这项研究分析了12个课程,揭示了实践,技能和知识的差异,这些差异对于理解课程有效性至关重要.

关键词:
核心组件 核心组件 核心组件教育教育教育教育教育教育.基于学校的正念课程课程.

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科学领域:

  • 在教育中的正念.
  • 心理干预 心理干预
  • 课程开发 课程开发

背景情况:

  • 基于学校的正念计划 (SBMP) 显示出不同的结果,但课程差异使解释复杂化.
  • 了解SBMPs的具体内容对于将结果置于环境中至关重要.
  • 本研究探讨了SBMP课程中的异质性.

研究的目的:

  • 为了打开包装.
  • 黑盒子是一个黑盒子.
  • 通过检查他们的课程内容,SBMPs.
  • 分析12个SBMP课程中传达的实践,技能和知识.
  • 根据理论基础和课程长度,确定课程组件如何不同.

主要方法:

  • 十二个SBMP课程的内容分析.
  • 课程元素 (CE) 的编码,用于正念实践和技能.
  • 课程的编码为正念知识传达.

主要成果:

  • 课程组成因理论基础和课程长度而异.
  • 所有这些都包括了人内行为 (人体意识);人际行为不太常见.
  • 较长的节目比较短的节目更强调人际交往技巧,集中注意力和同情心.
  • 传达的知识有时超过了实践技能,表明没有积极参与的意识.

结论:

  • 这项分析澄清了SBMP课程内容,使各组件和成果之间更好地联系起来.
  • 这些发现可以改进学校正念变化理论.
  • 更好的理解有助于教师有效地促进SBMP.