The Child’s Voice in Determining Program Acceptability for a School-Based Mindfulness Intervention
1.1. Program Evaluation and Acceptability
1.2. Acceptability of Mindfulness Interventions with Children
2. Materials and Methods
2.1. Program Intervention
- Can you tell me a bit about the TRIPLE R project?
- Can you tell me about something in TRIPLE R that you really liked?
- Can you tell me about something you really didn’t like?
- Can you tell me a bit about Mindfulness?
- How have you been feeling in the past few weeks/days since we finished TRIPLE R?
- Do you have any final thoughts or comments about TRIPLE R?
- What might you say to other children who are about to do TRIPLE R?
3.1. Qualitative Data Analysis and Validation
3.2. A Thematic Perspective of Program Acceptability
3.2.1. The Mindfulness Program “Is Good”
“I liked when we did the person and we wrote about feelings and drew inside it of what the feeling’s like.”(Participant 4)
“I liked ah, when we listened to the CD in resting position and it told us what to do like breathing and stuff like that.”(Participant 7)
“Um there was nothing I really didn’t like… um no I don’t think there was anything I didn’t like.”(Participant 25)
“Well, there was nothing I really didn’t like, everything was good but like, maybe they could have like done a bit of a session outside?”(Participant 27)
“…Don’t think it’s gonna be boring because that’s what I thought at the start but when I got there it was actually really fun so just give things a go.”(Participant 4)
“Well, I think it’s really good, like it does really help.”(Participant 1)
3.2.2. The Mindfulness Program “Helps with Relaxing”
“Um, it’s nice to relax in the middle of school when schools pretty hard and all you do is work pretty much.”(Participant 2)
“Well it calms you down and helps you relax and go on with your day.”(Participant 10)
“Um, I thought it’s a good thing to um, teach children for like when they grow up like it’s good to show them at an early age. Um, and yes it can help them in the future, so like if you’re getting angry at someone you can just calm yourself down.”(Participant 6)
“Um it helped me a bit with my confidence and how to deal with my brother, basically. So yeah it’s helped.”(Participant 21)
“I’ve been feeling a lot better with my thoughts, and I’m going to sleep better, before that program I couldn’t go to sleep and I kept waking up in the middle of the night and so now I don’t wake up in the middle of the night and if I ever do, I just go back to sleep so... And the most… the thing that’s most impacted on me is that they said your thoughts aren’t always right. And I thought they were right so that’s why I was getting scared.”(Participant 3)
“Ah, much calmer when it comes to things that make me frustrated and if somethings making me frustrated I’ll sit down and just breathe it out.”(Participant 7)
3.2.3. Criticisms of the Mindfulness Program
“I didn’t like the meditation thing because I couldn’t keep still, cos, yeah… I can’t really do meditation without holding my head like that, so I had to keep it like that so it doesn’t look like I’m silly.”(Participant 3)
Conflicts of Interest
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McCabe, M.; Costello, S.; Roodenburg, J. The Child’s Voice in Determining Program Acceptability for a School-Based Mindfulness Intervention. Soc. Sci. 2017, 6, 155. https://doi.org/10.3390/socsci6040155
McCabe M, Costello S, Roodenburg J. The Child’s Voice in Determining Program Acceptability for a School-Based Mindfulness Intervention. Social Sciences. 2017; 6(4):155. https://doi.org/10.3390/socsci6040155Chicago/Turabian Style
McCabe, Megan, Shane Costello, and John Roodenburg. 2017. "The Child’s Voice in Determining Program Acceptability for a School-Based Mindfulness Intervention" Social Sciences 6, no. 4: 155. https://doi.org/10.3390/socsci6040155