TY - JOUR
T1 - A QUALITATIVE EXPLORATION OF IMPLEMENTATION FACTORS IN A SCHOOL-BASED MINDFULNESS AND YOGA PROGRAM
T2 - LESSONS LEARNED FROM STUDENTS AND TEACHERS
AU - Dariotis, Jacinda K.
AU - Mirabal-Beltran, Roxanne
AU - Cluxton-Keller, Fallon
AU - Feagans Gould, Laura
AU - Greenberg, Mark T.
AU - Mendelson, Tamar
N1 - Publisher Copyright:
© 2016 Wiley Periodicals, Inc.
PY - 2017/1/1
Y1 - 2017/1/1
N2 - Identifying factors relevant for successful implementation of school-based interventions is essential to ensure that programs are provided in an effective and engaging manner. The perspectives of two key stakeholders critical for identifying implementation barriers and facilitators—students and their classroom teachers—merit attention in this context and have rarely been explored using qualitative methods. This article reports the results of a study on the qualitative perspectives of fifth- and sixth-grade participants and their teachers of a 16-week school-based mindfulness and yoga program in three public schools serving low-income urban communities. Four themes related to program implementation barriers and facilitators emerged: program delivery factors, program buy-in, implementer communication with teachers, and instructor qualities. Feedback from students and teachers is discussed in the context of informing implementation, adaptation, and future development of school-based mindfulness and yoga programming in urban settings.
AB - Identifying factors relevant for successful implementation of school-based interventions is essential to ensure that programs are provided in an effective and engaging manner. The perspectives of two key stakeholders critical for identifying implementation barriers and facilitators—students and their classroom teachers—merit attention in this context and have rarely been explored using qualitative methods. This article reports the results of a study on the qualitative perspectives of fifth- and sixth-grade participants and their teachers of a 16-week school-based mindfulness and yoga program in three public schools serving low-income urban communities. Four themes related to program implementation barriers and facilitators emerged: program delivery factors, program buy-in, implementer communication with teachers, and instructor qualities. Feedback from students and teachers is discussed in the context of informing implementation, adaptation, and future development of school-based mindfulness and yoga programming in urban settings.
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U2 - 10.1002/pits.21979
DO - 10.1002/pits.21979
M3 - Article
C2 - 28670007
AN - SCOPUS:85003666501
SN - 0033-3085
VL - 54
SP - 53
EP - 69
JO - Psychology in the Schools
JF - Psychology in the Schools
IS - 1
ER -