東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Ameliorating anxiety in the school s...

Brookshier, Ashley R.

FindBook

Google Book

Amazon

博客來

Ameliorating anxiety in the school setting using acceptance and commitment therapy and mindfulness.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Ameliorating anxiety in the school setting using acceptance and commitment therapy and mindfulness./
作者:	Brookshier, Ashley R.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	140 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-03(E), Section: A.
Contained By:	Dissertation Abstracts International78-03A(E).
標題:	Educational psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10159265
ISBN:	9781369142532

Ameliorating anxiety in the school setting using acceptance and commitment therapy and mindfulness.
Brookshier, Ashley R.

Ameliorating anxiety in the school setting using acceptance and commitment therapy and mindfulness. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 140 p.

Source: Dissertation Abstracts International, Volume: 78-03(E), Section: A.

Thesis (Ph.D.)--Northern Arizona University, 2016.

This study assessed whether an Acceptance and Commitment Therapy and mindfulness-based intervention ameliorated self-report of anxiety and psychological inflexibility, and increased wellbeing and mindfulness skills, in 5 th grade through 11th grade students in the school setting. The intervention was adapted from established mindfulness and ACT protocols (Forsyth & Eifert, 2007; & Saltzman, 2014) and was completed over five one-hour intervention sessions.

ISBN: 9781369142532Subjects--Topical Terms:

517650
Educational psychology.

Ameliorating anxiety in the school setting using acceptance and commitment therapy and mindfulness.
LDR:03176nmm a2200337 4500 001 2122052
005 20170911071811.5
008 180830s2016 ||||||||||||||||| ||eng d
020 $a 9781369142532
035 $a (MiAaPQ)AAI10159265
035 $a AAI10159265
040 $a MiAaPQ $c MiAaPQ
100 1 $a Brookshier, Ashley R. $3 3283996
245 1 0 $a Ameliorating anxiety in the school setting using acceptance and commitment therapy and mindfulness.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 140 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-03(E), Section: A.
500 $a Advisers: Mary J. McLellan; Lisa L. Persinger.
502 $a Thesis (Ph.D.)--Northern Arizona University, 2016.
520 $a This study assessed whether an Acceptance and Commitment Therapy and mindfulness-based intervention ameliorated self-report of anxiety and psychological inflexibility, and increased wellbeing and mindfulness skills, in 5 th grade through 11th grade students in the school setting. The intervention was adapted from established mindfulness and ACT protocols (Forsyth & Eifert, 2007; & Saltzman, 2014) and was completed over five one-hour intervention sessions.
520 $a A single-subject multiple-baseline design was applied to three groups of eleven total students over eight weeks. Wellbeing was assessed at baseline and weekly during the intervention. Anxiety, psychological inflexibility, and mindfulness skills were assessed at the beginning and end of the study, with a 7-week follow-up to determine retention of skills.
520 $a There appeared to be no measurable treatment effects in wellbeing resulting from the intervention, potentially due to the unstable nature of the mood state assessed, or due to a lack of sensitivity in the measure used. All groups demonstrated holistic improvements in anxiety, and delayed improvements in psychological inflexibility and mindfulness. Older students reported higher baseline anxiety scores but also larger improvements. Younger students reported high intervention satisfaction, and older students reported moderate satisfaction. Students reported that the most useful intervention that they learned was the breathing exercise and the "safe space" mindfulness meditation.
520 $a Study results were not generalizable but do indicate that more research is needed to determine the effectiveness of ACT and mindfulness-based curriculum as a Tier-2 preventive intervention within the school setting to help students with the avoidant behaviors associated with mild to moderate anxiety. Anxiety in adults creates a significant societal burden in terms of healthcare costs and missed productivity due to avoidant behaviors. This study helps inform further research regarding the potentially beneficial aspects of a preventive curriculum to help ameliorate anxiety in children and adolescents before the symptoms worsen in adulthood.
590 $a School code: 0391.
650 4 $a Educational psychology. $3 517650
650 4 $a School counseling. $3 2144793
650 4 $a Counseling Psychology. $3 2122842
690 $a 0525
690 $a 0519
690 $a 0603
710 2 $a Northern Arizona University. $b Educational Psychology. $3 3189020
773 0 $t Dissertation Abstracts International $g 78-03A(E).
790 $a 0391
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10159265