Dissertation
Rural teachers’ attitudes towards mindfulness-based school interventions: a qualitative study
University of Iowa
Doctor of Philosophy (PhD), University of Iowa
Autumn 2024
DOI: 10.25820/etd.007565
Abstract
I examined the perspectives of 11 teachers with experience in rural settings on school-based mindfulness interventions using a consensual qualitative research method (CQR; Hill, 2012). With the foundational orientation of Community-Based Participatory Research, the potential impact of the rural setting of the schools was examined as most previous research on mindfulness-based school interventions was based on data from schools in urban settings. Results were consistent with seven domains: teacher factors, school factors, student factors, barriers to use, rural community attitude, successful strategies, and recommendations for future implementation. Overall, the attitudes and perceptions of teachers with experience in rural schools were largely specific to the individual and aligned with existing research. School factors, student factors, and the rural community’s attitude toward mindfulness were found to impact the usefulness of school-based mindfulness interventions. Finally, findings were mixed regarding whether mindfulness activities need to be adjusted to meet the unique needs of rural schools. Researchers engaged in providing services to rural schools or implementing programming should consider the unique needs of rural schools along with the feedback from teachers directly involved with students as they create and implement mindfulness programming.
Keywords: Mindfulness, school-based mindfulness, rural, implementation factors,
consensual qualitative research, community-based participatory research
Details
- Title: Subtitle
- Rural teachers’ attitudes towards mindfulness-based school interventions: a qualitative study
- Creators
- Nikki Mathur Grunewald
- Contributors
- Megan Foley-Nicpon (Advisor)Martin Kivlighan (Committee Member)Charles Bermingham (Committee Member)Kathy L Schuh (Committee Member)Stacey McElroy-Heltzel (Committee Member)
- Resource Type
- Dissertation
- Degree Awarded
- Doctor of Philosophy (PhD), University of Iowa
- Degree in
- Psychological and Quantitative Foundations (Counseling Psychology)
- Date degree season
- Autumn 2024
- DOI
- 10.25820/etd.007565
- Publisher
- University of Iowa
- Number of pages
- x, 58 pages
- Copyright
- Copyright 2024 Nikki Mathur Grunewald
- Language
- English
- Date submitted
- 12/03/2024
- Description illustrations
- charts
- Description bibliographic
- Includes bibliographical references (pages 43-51).
- Public Abstract (ETD)
- In this study, I worked with teachers with experience in rural settings about school-based mindfulness interventions. Prior to this work, existing research examining school-based mindfulness interventions was largely based on schools in urban settings. I utilized a qualitative research methodology and interviewed 11 teachers. I operated from a community-based approach, which prioritized an egalitarian relationship between academic researchers and community members providing critical information. Seven domains emerged from data analysis: teacher factors, school factors, student factors, barriers to use, rural community attitude, successful strategies, and recommendations for future implementation. Overall, the attitudes and perceptions of teachers with experience in rural schools were largely specific to the individual and aligned with existing research. School factors, student factors, and the rural community’s attitude toward mindfulness were found to impact the usefulness of school-based mindfulness interventions. Finally, findings were mixed regarding whether mindfulness activities need to be adjusted to meet the unique needs of rural schools. Researchers engaged in providing services to rural schools or implementing programming should consider the specific needs of rural schools along with the feedback from teachers directly involved with students as they create and implement mindfulness programming.
- Academic Unit
- Psychological and Quantitative Foundations
- Record Identifier
- 9984774959902771
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