Dissertation/Thesis Abstract

The Compassion Approach to Learning Meditation
by Frazier-Meyers, Mary, M.S., Southern Illinois University at Edwardsville, 2017, 57; 10275816
Abstract (Summary)

Mindfulness and meditation practices have been a growing area of interest, in research and popular culture, over the past decade, and may offer possible treatments for a variety of problems. Mindfulness and meditation programs have been linked with positive outcomes in a wide variety of clinical and nonclinical populations. More widely researched with adults, research using these programs with children and adolescents is more limited. Recently, more narrowly focused programs, such as compassion-based meditation and mindfulness, have been developed and researched. Research has shown promising results for use in adult populations, but such programs have minimal research in use for children and adolescents. This project investigates a compassion-based meditation and mindfulness program, specifically the Compassion Approach to Learning Mindfulness (CALM) program, for use in a population of elementary aged children. A randomized, waitlist control model was used to examine the effects of the CALM program on measures of ability to cope with stress and anger, emotional intelligence, and altruism. Significant effects were not observed for measures of ability to cope with stress and anger and emotional intelligence, while the control group was found to give more during a task measuring altruism. Research implications and limitations of the present study are discussed.

Indexing (document details)
Advisor: Jewell, Jeremy D.
Commitee: Hupp, Stephen D., McKenney, Elizabeth L.
School: Southern Illinois University at Edwardsville
Department: Psychology
School Location: United States -- Illinois
Source: MAI 56/05M(E), Masters Abstracts International
Source Type: DISSERTATION
Subjects: Mental health, Elementary education, Educational psychology
Keywords: Children, Compassion, Meditation, Mindfulness
Publication Number: 10275816
ISBN: 978-0-355-05995-3
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