Reclaiming Psychological Wellness Through Arts-Based Mindfulness
Reclaiming Psychological Wellness Through Arts-Based Mindfulness
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211151004
- ISBN
- 9798384097006
- DDC
- 370
- 저자명
- Hart, Miu E.
- 서명/저자
- Reclaiming Psychological Wellness Through Arts-Based Mindfulness
- 발행사항
- [Sl] : University of Washington, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 188 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-03, Section: A.
- 주기사항
- Advisor: Jones, Janine.
- 학위논문주기
- Thesis (Ph.D.)--University of Washington, 2024.
- 초록/해제
- 요약This critical qualitative study explores how racially and ethnically diverse youth foster psychological wellness through the arts and how their teachers reflect on arts-based mindfulness practices. While there is a substantial research basis for mindfulness and social-emotional learning (SEL), more literature should explicitly examine the cultural sustainability of this work. The conceptual framework used to explore the data for this study is rooted in the tenets of DisCrit and the principles of Disability Justice. The framework focuses on three areas of inquiry: artistic expression to promote more inclusive psychological wellness practices, disruption of traditional classroom power dynamics through centering student experiences and choice, and the role of student identity, including non-Eurocentric values such as interdependence, in promoting psychological wellness. The data were analyzed through a frame of critical qualitative inquiry, where findings were applied to recommendations for applied practices in implementing culturally inclusive SEL. This study addresses this gap in the research by exploring how the implementation of arts-based methods can be used to center student voices while encouraging students to construct individualized definitions of mental well-being. Using the arts, mindfulness practices can be designed to be more child-led, creating the potential for redefinitions of mental wellness that are culturally inclusive and resist the conceptions of wellness prevalent in traditional Western ideology.
- 일반주제명
- Educational psychology
- 일반주제명
- Education
- 일반주제명
- Ethnic studies
- 일반주제명
- Disability studies
- 키워드
- DisCrit
- 기타저자
- University of Washington Education
- 기본자료저록
- Dissertations Abstracts International. 86-03A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798384097006
■035 ▼a(MiAaPQ)AAI30994413
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aHart, Miu E.
■24510▼aReclaiming Psychological Wellness Through Arts-Based Mindfulness
■260 ▼a[Sl]▼bUniversity of Washington▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a188 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-03, Section: A.
■500 ▼aAdvisor: Jones, Janine.
■5021 ▼aThesis (Ph.D.)--University of Washington, 2024.
■520 ▼aThis critical qualitative study explores how racially and ethnically diverse youth foster psychological wellness through the arts and how their teachers reflect on arts-based mindfulness practices. While there is a substantial research basis for mindfulness and social-emotional learning (SEL), more literature should explicitly examine the cultural sustainability of this work. The conceptual framework used to explore the data for this study is rooted in the tenets of DisCrit and the principles of Disability Justice. The framework focuses on three areas of inquiry: artistic expression to promote more inclusive psychological wellness practices, disruption of traditional classroom power dynamics through centering student experiences and choice, and the role of student identity, including non-Eurocentric values such as interdependence, in promoting psychological wellness. The data were analyzed through a frame of critical qualitative inquiry, where findings were applied to recommendations for applied practices in implementing culturally inclusive SEL. This study addresses this gap in the research by exploring how the implementation of arts-based methods can be used to center student voices while encouraging students to construct individualized definitions of mental well-being. Using the arts, mindfulness practices can be designed to be more child-led, creating the potential for redefinitions of mental wellness that are culturally inclusive and resist the conceptions of wellness prevalent in traditional Western ideology.
■590 ▼aSchool code: 0250.
■650 4▼aEducational psychology
■650 4▼aEducation
■650 4▼aEthnic studies
■650 4▼aDisability studies
■653 ▼aArts-based mindfulness
■653 ▼aCulturally inclusive SEL
■653 ▼aDisability Justice
■653 ▼aDisCrit
■653 ▼aPsychological wellness
■653 ▼aRacial and ethnic diversity
■690 ▼a0525
■690 ▼a0631
■690 ▼a0515
■690 ▼a0201
■71020▼aUniversity of Washington▼bEducation.
■7730 ▼tDissertations Abstracts International▼g86-03A.
■790 ▼a0250
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17160358▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
