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  2. Angewandte Psychologie
  3. Publikationen
  4. Publikationen Angewandte Psychologie
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dc.contributor.authorLanger, Álvaro I-
dc.contributor.authorSteinebach, Christoph-
dc.contributor.authorGarcía-Rubio, Carlos-
dc.contributor.authorAndreu, Catherine I-
dc.contributor.authorTorres-Díaz, Leandro-
dc.date.accessioned2020-02-14T10:02:30Z-
dc.date.available2020-02-14T10:02:30Z-
dc.date.issued2019-
dc.identifier.isbn978-3-030-25513-8de_CH
dc.identifier.isbn978-3-030-25512-1de_CH
dc.identifier.urihttps://digitalcollection.zhaw.ch/handle/11475/19464-
dc.description.abstractToday, there is a crucial need for well-being to be a priority in the educational curriculum. 21st-century schools not only provide a broad set of academic skills, but they also promote the healthy development and mental health of children and adolescents through strengths-based education and the cultivation of socio-emotional and behavioral skills. Some of the evidence-based interventions that may address these requirements include mindfulness- and compassion-based programs (MBIs and CBIs). Nevertheless, there are still several open questions concerning the implementation of mindfulness in the educational system. In this chapter, our concern is how mindfulness may be integrated in a more comprehensive way in order to help ensure its sustainability in schools as well as in institutions embedded in specific socio-cultural contexts. Particularly, we suggest that a common, shared meaning in the educational system (i.e. individual and institutional level) may result in a network where mindfulness could be supported more sustainably. A shared meaning about why and for what ends adolescents should practice mindfulness may consider not solely a personal perspective but also a social and ecological one. In this context, MBIs would play a relevant role by mediating the multiple requirements introduced by a new mental health promotion paradigm in schools.de_CH
dc.language.isoende_CH
dc.publisherSpringerde_CH
dc.relation.ispartofEnhancing resilience in youth : mindfulness-based interventions in positive environmentsde_CH
dc.rightsLicence according to publishing contractde_CH
dc.subject.ddc371: Schulen und schulische Tätigkeitende_CH
dc.titleLooking for a broad framework for the integration of mindfulness-based interventions in the educational systemde_CH
dc.typeBuchbeitragde_CH
dcterms.typeTextde_CH
zhaw.departementAngewandte Psychologiede_CH
zhaw.organisationalunitInstitut für Angewandte Psychologie (IAP)de_CH
zhaw.organisationalunitPsychologisches Institut (PI)de_CH
zhaw.publisher.placeChamde_CH
dc.identifier.doi10.1007/978-3-030-25513-8_2de_CH
zhaw.funding.euNode_CH
zhaw.originated.zhawYesde_CH
zhaw.pages.end35de_CH
zhaw.pages.start19de_CH
zhaw.parentwork.editorSteinebach, Christoph-
zhaw.parentwork.editorLanger, Álvaro I-
zhaw.publication.statuspublishedVersionde_CH
zhaw.publication.reviewEditorial reviewde_CH
zhaw.author.additionalNode_CH
Appears in collections:Publikationen Angewandte Psychologie

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Langer, Á. I., Steinebach, C., García-Rubio, C., Andreu, C. I., & Torres-Díaz, L. (2019). Looking for a broad framework for the integration of mindfulness-based interventions in the educational system. In C. Steinebach & Á. I. Langer (Eds.), Enhancing resilience in youth : mindfulness-based interventions in positive environments (pp. 19–35). Springer. https://doi.org/10.1007/978-3-030-25513-8_2
Langer, Á.I. et al. (2019) ‘Looking for a broad framework for the integration of mindfulness-based interventions in the educational system’, in C. Steinebach and Á.I. Langer (eds) Enhancing resilience in youth : mindfulness-based interventions in positive environments. Cham: Springer, pp. 19–35. Available at: https://doi.org/10.1007/978-3-030-25513-8_2.
Á. I. Langer, C. Steinebach, C. García-Rubio, C. I. Andreu, and L. Torres-Díaz, “Looking for a broad framework for the integration of mindfulness-based interventions in the educational system,” in Enhancing resilience in youth : mindfulness-based interventions in positive environments, C. Steinebach and Á. I. Langer, Eds. Cham: Springer, 2019, pp. 19–35. doi: 10.1007/978-3-030-25513-8_2.
LANGER, Álvaro I, Christoph STEINEBACH, Carlos GARCÍA-RUBIO, Catherine I ANDREU und Leandro TORRES-DÍAZ, 2019. Looking for a broad framework for the integration of mindfulness-based interventions in the educational system. In: Christoph STEINEBACH und Álvaro I LANGER (Hrsg.), Enhancing resilience in youth : mindfulness-based interventions in positive environments. Cham: Springer. S. 19–35. ISBN 978-3-030-25513-8
Langer, Álvaro I, Christoph Steinebach, Carlos García-Rubio, Catherine I Andreu, and Leandro Torres-Díaz. 2019. “Looking for a Broad Framework for the Integration of Mindfulness-Based Interventions in the Educational System.” In Enhancing Resilience in Youth : Mindfulness-Based Interventions in Positive Environments, edited by Christoph Steinebach and Álvaro I Langer, 19–35. Cham: Springer. https://doi.org/10.1007/978-3-030-25513-8_2.
Langer, Álvaro I., et al. “Looking for a Broad Framework for the Integration of Mindfulness-Based Interventions in the Educational System.” Enhancing Resilience in Youth : Mindfulness-Based Interventions in Positive Environments, edited by Christoph Steinebach and Álvaro I Langer, Springer, 2019, pp. 19–35, https://doi.org/10.1007/978-3-030-25513-8_2.


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