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Handbook of Mindfulness in Education

Integrating Theory and Research into Practice

  • Book
  • © 2016

Overview

Editors:
  1. Kimberly A. Schonert-Reichl

    1. Dept Educational & Counselling Psyc, University of British Columbia, Vancouver, Canada

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    You can also search for this editor in PubMed   Google Scholar

  2. Robert W. Roeser

    1. Portland, USA

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    You can also search for this editor in PubMed   Google Scholar

  • Defines mindfulness and its potential role as well as value-added effects in education
  • Culls emerging research in mindfulness practices with children, adolescents, and emerging adults
  • Chapter contributions from world-renowned experts
  • Examines emerging theory on mindfulness, education, and human relationships
  • Provides scientific and contemplative bases for the study of mindfulness in education
  • Offers future directions for theory, research, and practice
  • Includes supplementary material: sn.pub/extras

Part of the book series: Mindfulness in Behavioral Health (MIBH)

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Table of contents (22 chapters)

  1. Front Matter

    Pages i-xxvii
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  2. Mindfulness in Education: Historical, Contemplative, Scientific, and Educational Foundations

    1. Front Matter

      Pages 1-1
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    2. Mindfulness in Education: Introduction and Overview of the Handbook

      • Kimberly A. Schonert-Reichl, Robert W. Roeser
      Pages 3-16

    3. Contemplation in Education

      • Arthur Zajonc
      Pages 17-28

    4. What Is Mindfulness? A Contemplative Perspective

      • Shinzen Young
      Pages 29-45

    5. Internal Education and the Roots of Resilience: Relationships and Reflection as the New R’s of Education

      • Daniel J. Siegel, Madeleine W. Siegel, Suzanne C. Parker
      Pages 47-63

    6. Mindfulness and Social Emotional Learning (SEL): A Conceptual Framework

      • Molly Stewart Lawlor
      Pages 65-80

  3. Mindfulness in Education: Science and Applications with Educators

    1. Front Matter

      Pages 81-81
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    2. Mindfulness Training for Teachers

      • Shauna Shapiro, Daniel Rechtschaffen, Sarah de Sousa
      Pages 83-97

    3. Mindfulness and Teachers’ Coping in the Classroom: A Developmental Model of Teacher Stress, Coping, and Everyday Resilience

      • Ellen Skinner, Jeffry Beers
      Pages 99-118

    4. Cultivating Inner Resilience in Educators and Students: The Inner Resilience Program

      • Linda Lantieri, Madhavi Nambiar, Susanne Harnett, Eden Nagler Kyse
      Pages 119-132

    5. CARE for Teachers: A Mindfulness-Based Approach to Promoting Teachers’ Social and Emotional Competence and Well-Being

      • Patricia A. Jennings
      Pages 133-148

    6. Processes of Teaching, Learning, and Transfer in Mindfulness-Based Interventions (MBIs) for Teachers: A Contemplative Educational Perspective

      • Robert W. Roeser
      Pages 149-170

    7. Mindfulness Activities and Interventions that Support Special Populations

      • Veronica Smith, Michaela Jelen
      Pages 171-190

    8. Preparing Teacher Candidates for the Present: Investigating the Value of Mindfulness-Training in Teacher Education

      • Geoffrey B. Soloway
      Pages 191-205

    9. Embodied Presence: Contemplative Teacher Education

      • Richard C. Brown, Genét Simone, Lee Worley
      Pages 207-219

    10. On Attentive Love in Education: The Case of Courage to Teach

      • Daniel P. Liston
      Pages 221-235

    11. Mindfulness and Organizational Change

      • Rona Wilensky
      Pages 237-249

    12. Mindful School Leadership: Guidance from Eastern Philosophy on Organizing Schools for Student Success

      • Gordon S. Gates, Barbara Gilbert
      Pages 251-267

  4. Mindfulness in Education: Science and Applications with Students

    1. Front Matter

      Pages 269-269
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Keywords

About this book

This handbook addresses the educational uses of mindfulness in schools. It summarizes the state of the science and describes current and emerging applications and challenges throughout the field. It explores mindfulness concepts in scientific, theoretical, and practical terms and examines training opportunities both as an aspect of teachers’ professional development and a means to enhance students’ social-emotional and academic skills. Chapters discuss mindfulness and contemplative pedagogy programs that have produced positive student outcomes, including stress relief, self-care, and improved classroom and institutional engagement. 

Featured topics include: 

  • A comprehensive view of mindfulness in the modern era.
  • Contemplative education and the roots of resilience. 
  • Mindfulness practice and its effect on students’ social-emotional learning.
  • A cognitive neuroscience perspective on mindfulness in education that addresses students’ academic and social skills development. 
  • Mindfulness training for teachers and administrators.
  • Two universal mindfulness education programs for elementary and middle school students.

The Handbook of Mindfulness in Education is a must-have resource for researchers, graduate students, clinicians, and practitioners in psychology, psychiatry, education, and medicine, as well as counseling, social work, and rehabilitation therapy.

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Editors and Affiliations

  • Dept Educational & Counselling Psyc, University of British Columbia, Vancouver, Canada

    Kimberly A. Schonert-Reichl

  • Portland, USA

    Robert W. Roeser

About the editors

Kimberly A. Schonert-Reichl is a Professor in the Human Development, Learning, and Culture program in the Faculty of Education at the University or British Columbia (UBC) and Director of the Human Early Learning Partnership, an interdisciplinary research institute in the Faculty of Medicine at UBC. She received her MA in Educational Psychology from the University of Chicago, her Ph.D. in Educational Psychology from the University of Iowa, and was a postdoctoral National Institute of Mental Health (NIMH) Fellow in the Clinical Research Training Program in Adolescence at the University of Chicago and Northwestern University. Prior to her graduate work, Kim was a middle school teacher and a teacher at an alternative high school for “at risk” adolescents. Kim studies the social and emotional development of children and adolescents, particularly in relation to identifying the processes and mechanisms that foster positive human qualities such as empathy, compassion, altruism, andresiliency. She has won several awards, including the 2015 Joseph E. Zins Distinguished Scholar Award for Outstanding Contributions to Research in Social and Emotional Learning, given by the Collaborative for Academic, Social, and Emotional Learning (CASEL) and the Confederation of University Faculty Associations’ (CUFA-BC) Paz Buttedahl Career Achievement Award for sustained contributions over the course of a career to the non-academic community through research and scholarly activity.


Robert W. Roeser is a Professor of Psychology and Human Development in the Department of Psychology at Portland State University in Portland, Oregon. He received his Ph.D. from the Combined Program in Education and Psychology at the University of Michigan (1996) and holds master's degrees in religion and psychology, developmental psychology and clinical social work. In 2005 he was a United States Fulbright Scholar in India; from 1999-2004 he was a William T. Grant Faculty Scholar; and from 2006 to 2010 served as the Senior Program Coordinator for the Mind and Life Institute (Boulder, CO). Currently, Dr. Roeser's Culture and Contemplation in Education Lab (CaCiEL) at Portland State is devoted to the study of the putative effects of mindfulness and compassion training for teachers and (early childhood and early adolescent) students with regard to health and wellbeing, and the optimization of teaching and learning.


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