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Title: How does mindfulness training change the narratives of young people identified as having behavioural difficulties? : an exploratory study
Author: Ardern, Catherine
ISNI:       0000 0004 5349 4139
Awarding Body: University of Sheffield
Current Institution: University of Sheffield
Date of Award: 2014
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Research investigating Mindfulness as an approach to intervention has generally taken a quantitative approach, focusing on outcomes rather than processes (Grossman, 2008). The purpose of this research was to develop understanding of how and why Mindfulness training might influence young people. The aim was to explore the changes in narratives that occur in young people following a Mindfulness intervention, in order to provide an understanding of how such an intervention might facilitate change. Participants were young people within a secondary school who were identified as having behavioural difficulties, which allowed for investigation of the theory that Mindfulness may be particularly appropriate for individuals with these difficulties (Davis, 2012). Five participants aged eleven to fourteen took part in the ‘Mindfulness for Schools’ intervention (Cattley and Lavelle, 2009). Two of these participants were interviewed using a semi-structured interview schedule prior to and after the intervention. Their interviews were analysed using narrative analysis, in which a multi-faceted, staged approach was adopted. The following findings were discussed: • Both interviewed participants appeared to have experienced a change in their sense of self following the intervention • Both participants showed an increase in self-compassion • Both participants appeared more optimistic about their future following the intervention • Both participants made reference to Mindfulness helping them, or used Mindfulness language in their post-intervention interviews • However, one of the two participants did not show a change in non-judgmental awareness, which might have been anticipated based on literature suggesting this awareness is a component of Mindfulness (e.g. Kabat-Zinn, 2003). Potential implications of this research are discussed, including suggestions for future research and implications for the future of using Mindfulness in schools and for the practice of Educational Psychologists (EPs).
Supervisor: Fogg, Penny Sponsor: Not available
Qualification Name: Thesis (D.Ed.C.Psy.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available