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Journaling: A More Mindful Approach to Researching a Mindfulness-Based Intervention in a Junior School

Joseph, Stephen; Sellman, Edward; Crawford, Andrea

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Authors

Andrea Crawford



Abstract

Mindfulness, often defined as present-moment awareness, has in recent years become a topic of multidisciplinary interest. This article addresses methodological issues for researching mindfulness and education. It is argued that there are advantages to coherence between ontological and epistemological positions when designing research studies. The limitations of positivistic methods for researching mindfulness are discussed. We then advocate the qualitative method of journaling as a more holistic means of providing in-depth access to the unique and often underexplored inner life of those experiencing a mindfulness intervention. Drawing upon pupils and teachers' views at a junior school receiving low-intensity mindfulness training, we show how journaling illuminates both its impact upon individuals alongside implementational issues for the school, in a manner more consistent with mindfulness' emphasis on such terms as 'awareness' and 'being'.

Citation

Joseph, S., Sellman, E., & Crawford, A. (2021). Journaling: A More Mindful Approach to Researching a Mindfulness-Based Intervention in a Junior School. International Journal of Qualitative Methods, 20, Article 160940692110147. https://doi.org/10.1177/16094069211014771

Journal Article Type Article
Acceptance Date Apr 6, 2021
Online Publication Date Oct 30, 2021
Publication Date Jan 1, 2021
Deposit Date Apr 20, 2021
Publicly Available Date Mar 29, 2024
Journal International Journal of Qualitative Methods
Electronic ISSN 1609-4069
Publisher SAGE Publications
Peer Reviewed Peer Reviewed
Volume 20
Article Number 160940692110147
DOI https://doi.org/10.1177/16094069211014771
Keywords Journaling, Reflexivity, Mindfulness, Mindfulness-based interventions, Schools, Children, Well-being, Education
Public URL https://nottingham-repository.worktribe.com/output/5485099
Publisher URL https://journals.sagepub.com/doi/full/10.1177/16094069211014771

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