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|Title:||Editorial [International Journal of Emotional Education, 13(2)]|
Classroom environment -- Psychological aspects
|Publisher:||University of Malta. Centre for Resilience & Socio-Emotional Health|
|Citation:||Cooper, P., & Cefai, C. (2021). Editorial. International Journal of Emotional Education, 13(2), 1-3.|
|Abstract:||There is increasing interest in both research and practice in the use of meditative practices such as guided reflection and mindfulness in reducing stress and anxiety amongst both children and adults, but their acceptability as a mainstream intervention with school students appears to have generated little research interest. In the first paper, Kimble et al. (USA) examined the acceptability of bilingual guided meditation and its components (music, positive suggestions) to second language learners and their teachers in a culturally diverse and economically disadvantaged school setting. This qualitative study indicated that both music and guided meditation were acceptable to the teachers as well as the majority of the students, the latter particularly valuing the calming effects of the meditation music. [excerpt]|
|Appears in Collections:||IJEE, Volume 13 Issue 2|
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