رسالة جامعية
The Impact of Mindfulness Pedagogy on Critical Consciousness Development: A Mixed Methods Study with Social Work Higher Education Students
| العنوان: | The Impact of Mindfulness Pedagogy on Critical Consciousness Development: A Mixed Methods Study with Social Work Higher Education Students |
|---|---|
| اللغة: | English |
| المؤلفون: | Nikki Bodenstab-Lee |
| المصدر: | ProQuest LLC. 2023Ph.D. Dissertation, Northwest Nazarene University. |
| الإتاحة: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 271 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Counselor Training, Metacognition, Social Work, Social Justice, Accreditation (Institutions), Student Attitudes, Undergraduate Students, Measures (Individuals), Correlation, Consciousness Raising, Self Concept, Perspective Taking, Context Effect, Teaching Methods |
| ردمك: | 979-83-7978-343-3 |
| مستخلص: | One accreditation-mandated outcome of social work education is to increase students' understanding of social injustice and prepare them to work to reduce such injustices. This has been called critical consciousness (CC). This study explored the relationship between mindfulness as a pedagogical tool to support CC development in social work students. Mindfulness is a non-judgmental awareness of the present moment. This mixed methods convergent design study with higher education social work students (n=138) showed no statistically significant relationship between a mindful disposition and CC, as measured through the Mindful Attention and Awareness Scale and the Critical Consciousness Inventory. However, qualitative analysis of open-ended survey responses (n=128) and semi-structured interviews (n=13) with higher education social work students brought to light ways students identified mindfulness as an important support to their CC development. The conclusions from the study include: (1) Participants saw mindfulness as an important support to their conscientization; (2) Mindfulness, as nonjudgmental attention alone, does not lead to critical consciousness; (3) Students appreciate different types of mindfulness; (4) Students grew into the habit of mindful attention and reflection that was helpful to conscientization; and (5) In order to support CC development, mindfulness should be framed and modeled with external relational components to aid in a clearer understanding of self, others, and the context of the situation. These conclusions add empirical support to the theoretical literature that educators should incorporate mindfulness pedagogies in the classroom to support students' CC development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| URL الوصول: | http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30567209 |
| رقم الأكسشن: | ED636816 |
| قاعدة البيانات: | ERIC |
| ردمك: | 979-83-7978-343-3 |
|---|