Littérature scientifique sur le sujet « Mindful Reflection »
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Articles de revues sur le sujet "Mindful Reflection"
Beekum, Servaas Van. « Mindfulness and Leadership : A Critical Reflection ». Business and Management Studies 2, no 1 (5 novembre 2015) : 44. http://dx.doi.org/10.11114/bms.v2i1.1190.
Texte intégralPeckett, Helen, Tamsin Arnold, Monika Urbanek et Helene Miles. « Reflections on facilitating a new mindfulness/ACT- based group for parents of children with intellectual disabilities ». Clinical Psychology Forum 1, no 291 (mars 2017) : 15–19. http://dx.doi.org/10.53841/bpscpf.2017.1.291.15.
Texte intégralMangion, Margaret. « Looking back on Online data Collection Through Mindful Reflection ». Electronic Journal of Business Research Methods 20, no 3 (8 novembre 2022) : 111–21. http://dx.doi.org/10.34190/ejbrm.20.3.2930.
Texte intégralEllis, Gary D., Andrew Lacanienta, William F. Zanolini, Darlene Locke et Jingxian Jiang. « Mindful Learning Experiences Through Structured Reflections During a Youth Travel-Abroad Program ». Journal of Youth Development 15, no 5 (22 septembre 2020) : 172–85. http://dx.doi.org/10.5195/jyd.2019.797.
Texte intégralPearson, Mark. « Student perceptions of mindful reflection as a media law teaching tool ». Australian Journalism Review 45, no 2 (1 octobre 2023) : 201–15. http://dx.doi.org/10.1386/ajr_00132_1.
Texte intégralHarant, Martin, et Anja Nold. « Lehrer_innenprofessionalität und Achtsamkeit ». Vierteljahrsschrift für wissenschaftliche Pädagogik 99, no 3 (8 septembre 2023) : 390–408. http://dx.doi.org/10.30965/25890581-09703107.
Texte intégralDray, Barbara J., et Debora Basler Wisneski. « Mindful Reflection as a Process for Developing Culturally Responsive Practices ». TEACHING Exceptional Children 44, no 1 (septembre 2011) : 28–36. http://dx.doi.org/10.1177/004005991104400104.
Texte intégralMuchyi, Adisty Sheyra, Nurlaela Hamidah, Riyanda Utari,, Achmad Farin, Irianti Usman et Azwar Ghozin. « Pelatihan “Asah Asih Asuh” untuk Meningkatkan Keterampilan Mindful Parenting pada Guru-Guru TK ‘Aisyiyah Busthanul Athfal (ABA) di Lingkungan Pimpinan Daerah ‘Aisyiyah (PDA) Kabupaten Bandung ». Transformasi Manageria : Journal of Islamic Education Management 3, no 2 (26 décembre 2022) : 352–63. http://dx.doi.org/10.47467/manageria.v3i2.2480.
Texte intégralMuchyi, Adisty Sheyra, Nurlaela Hamidah, Riyanda Utari,, Achmad Farin, Irianti Usman et Azwar Ghozin. « Pelatihan “Asah Asih Asuh” untuk Meningkatkan Keterampilan Mindful Parenting pada Guru-Guru TK ‘Aisyiyah Busthanul Athfal (ABA) di Lingkungan Pimpinan Daerah ‘Aisyiyah (PDA) Kabupaten Bandung ». Transformasi Manageria : Journal of Islamic Education Management 3, no 1 (26 décembre 2022) : 352–63. http://dx.doi.org/10.47467/manageria.v3i1.2480.
Texte intégralMarczak, Mariusz. « Nurturing Mindful Behaviour in Translation Students. From Learning Practices to Disposition ». Annales Universitatis Mariae Curie-Skłodowska, sectio FF – Philologiae 41, no 2 (19 décembre 2023) : 195–216. http://dx.doi.org/10.17951/ff.2023.41.2.195-216.
Texte intégralThèses sur le sujet "Mindful Reflection"
Wiley, Jane. « Sitting and Practice : An interpretive description of the Buddhist-informed meditation practices of counselling psychologists and their clinical work ». Master's thesis, 2010. http://hdl.handle.net/10048/1442.
Texte intégralCounselling Psychology
Fatemi, Sayyed Mohsen. « Reflections of a language educator : (dissonant discourses, creative language, mindful expressiveness and their implications for language education) ». Thesis, 2003. http://hdl.handle.net/2429/14691.
Texte intégralProud, Glenn W. III. « Mindful Theatremaking : Reflections of A New Brain and Dead Man's Cell Phone, and the Art of Applying Mindfulness in a Directorial Process ». 2015. https://scholarworks.umass.edu/masters_theses_2/231.
Texte intégralTrindade, Cristiana Nobre Malícia da. « O Papel Mediador do Funcionamento Reflexivo Parental na Relação entre a Sintomatologia Ansiosa e Depressiva e a Parentalidade Mindful de Mães no Período Pós-Parto ». Master's thesis, 2019. http://hdl.handle.net/10316/94789.
Texte intégralObjetives: The current study aimed to explore if there were differences in parental reflective functioning and in mindful parenting between mothers with clinically significant levels of anxiety and/or depression, and mothers with normal levels of symptomatology, in the postpartum period, and if the relationship between anxiety symptomatology and depression symptomatology with mindful parenting was mediated by parental reflective functioning. Method: The sample included 295 mothers of babies up to one year old. The majority of participants were collected online (88.8% of the participants) and 11.2% were collected in person in several nurseries in the central area of Portugal. Participants completed the following self-report measures: the Interpersonal Mindfulness in Parenting Scale-Baby Version, the Parental Reflective Functioning Questionnaire and the Hospital Anxiety and Depression Scale. Results: Mothers with clinically significant levels of anxiety and/or depression symptomatology presented lower levels of mindful parenting and of the dimension Certainty about Mental States of parental reflective functioning, as well as higher levels of the dimension Pre-Mentalizing Modes than mothers with normal levels of symptomatology. In the mediation model, an indirect effect of depression symptomatology on mindful parenting through two dimensions of parental reflective functioning was found. Specifically, higher levels of depression symptomatology were associated with lower levels of parental reflective functioning (higher levels of Pre-Mentalizing Modes and lower levels of Certainty about Mental States) that, in turn, were associated with mindful parenting. In addition, a direct effect of anxiety symptomatology on mindful parenting was found, in which higher levels of anxiety symptomatology were associated with lower levels of mindful parenting. Conclusions: Our findings suggest that parental reflective functioning is an important explanatory mechanism of the relationship between the depression symptomatology and mindful parenting. Our results also suggest that there is a direct relationship between the anxiety symptomatology and mindful parenting. This study underlines the importance of intervening with mothers with symptoms of anxiety and/or depression in the postpartum period, especially in decreasing psychopathology and in promoting reflexive and mindful parenting skills.
Objetivos: O presente estudo procurou explorar se existiam diferenças no funcionamento reflexivo parental e na parentalidade mindful entre mães com níveis clinicamente significativos de ansiedade e/ou depressão e mães com níveis normais de sintomatologia, no período pós-parto, e se a relação entre a sintomatologia ansiosa e a sintomatologia depressiva com a parentalidade mindful era mediada pelo funcionamento reflexivo parental. Método: A amostra incluiu 295 mães de bebés até um ano de idade. A maioria dos participantes foram recolhidos online (88.8% dos participantes) e 11.2% foram recolhidos presencialmente em diversas creches da zona centro de Portugal. Os participantes completaram instrumentos de autorresposta, nomeadamente a Escala de Mindfulness Interpessoal na Parentalidade – Versão Bebé, o Questionário do Funcionamento Reflexivo Parental e a Escala de Ansiedade e Depressão Hospitalar. Resultados: Mães com níveis clinicamente significativos de sintomatologia ansiosa e/ou depressiva apresentaram níveis mais baixos de parentalidade mindful e da dimensão Certeza sobre os Estados Mentais do funcionamento reflexivo parental, bem como níveis mais elevados da dimensão Modos de Pré-Mentalização do que as mães com níveis normais de sintomatologia. No modelo de mediação foi encontrado um efeito indireto da sintomatologia depressiva na parentalidade mindful, através de duas dimensões do funcionamento reflexivo parental. Concretamente, verificou-se que níveis mais elevados de sintomatologia depressiva estavam associados a níveis mais reduzidos do funcionamento reflexivo parental (níveis mais elevados de Modos de Pré-Mentalização e níveis mais baixos de Certeza sobre os Estados Mentais) que, por sua vez, se associaram à parentalidade mindful. Para além disso, foi ainda observado um efeito direto da sintomatologia ansiosa na parentalidade mindful, em que níveis mais elevados de sintomatologia ansiosa se associaram a níveis mais baixos de parentalidade mindful. Conclusões: Os resultados encontrados sugerem que o funcionamento reflexivo parental constitui um importante mecanismo explicativo da relação entre a sintomatologia depressiva e a parentalidade mindful. Os resultados sugerem, ainda, uma relação direta entre a sintomatologia ansiosa e a parentalidade mindful. Este estudo destaca a importância de intervir junto das mães com sintomas de ansiedade e/ou depressão no período pós-parto, especialmente na diminuição da psicopatologia e na promoção de competências reflexivas e de parentalidade mindful.
Hassall, Stephanie Elise. « Process-oriented psychology and its relevance for education : a case study aimed at the facilitation of teacher awareness ». Thesis, 2014.
Trouver le texte intégralLivres sur le sujet "Mindful Reflection"
MacDonald, Elizabeth. The mindful teacher. New York : Teachers College Press, 2010.
Trouver le texte intégralMacDonald, Elizabeth. The mindful teacher. New York : Teachers College Press, 2010.
Trouver le texte intégralMacDonald, Elizabeth. The mindful teacher. New York : Teachers College Press, 2010.
Trouver le texte intégralSchoeberlein, Deborah R. Mindful teaching & teaching mindfulness : A guide for anyone who teaches anything. Somerville MA : Wisdom Publications, 2009.
Trouver le texte intégralParker, Luisa. Power of Words : Mindful Reflection Series. Independently Published, 2020.
Trouver le texte intégralSchettini, Stephen. It Begins with Silence : The Art of Mindful Reflection. Independently Published, 2008.
Trouver le texte intégralCorkhill, Betsan. Crochet Therapy : 20 Mindful Projects for Relaxation and Reflection. Quarto Publishing Group UK, 2016.
Trouver le texte intégralPublishing, Lavender and. Mindful Muslim Journal : Gratitude Log, New Daily Reminders and Reflection. Independently Published, 2021.
Trouver le texte intégralA Family Casebook : Problem Based Learning and Mindful Self-Reflection. Allyn & Bacon, 2006.
Trouver le texte intégralProduction, H. R. Gratitude Journal : Practice Gratitude and Daily Reflection , Mindful Thankfulness with Gratitude. Independently Published, 2021.
Trouver le texte intégralChapitres de livres sur le sujet "Mindful Reflection"
Marques, Joan. « Engaging in Self-Reflection : A Deeper Look Within ». Dans Leadership and Mindful Behavior, 53–71. New York : Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137403797_4.
Texte intégralIngram, Cory. « A Wounded Healer’s Reflections on Healing ». Dans Mindful Medical Practice, 145–50. Cham : Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15777-1_26.
Texte intégralSmilovitch, Mark. « Medical Students’ Voices : Reflections on Mindfulness During Clinical Encounters ». Dans Mindful Medical Practice, 131–37. Cham : Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15777-1_24.
Texte intégralBailey, Michelle L. « A Mindful Life in Medicine : One Pediatrician’s Reflections on Being Mindful ». Dans Mindful Medical Practice, 49–56. Cham : Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15777-1_9.
Texte intégralTaylor, Caitlin. « Blame It on the Boogie : Does Listening to Personal Music Devices Within the Classroom Hinder Adolescent Students’ Ability to Be Mindful Learners ? » Dans Reflective Practice in Teaching, 91–97. Singapore : Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9475-1_14.
Texte intégralJackson, Brian. « REFLECTION AS MINDFULNESS ». Dans Teaching Mindful Writers, 221–30. Utah State University Press, 2020. http://dx.doi.org/10.7330/9781607329374.c023.
Texte intégralChafe, Eric. « Bach’s Reflection on the Past ». Dans Analyzing Bach Cantatas, 101–38. Oxford University PressNew York, NY, 2000. http://dx.doi.org/10.1093/oso/9780195120998.003.0005.
Texte intégralMulgan, Geoff. « Capitalism’s Critics ». Dans The Locust and the Bee. Princeton University Press, 2015. http://dx.doi.org/10.23943/princeton/9780691165745.003.0005.
Texte intégralLam, Maria Lai-Ling. « Restore Empathy in Modern Business Education ». Dans Research Anthology on Business and Technical Education in the Information Era, 901–19. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5345-9.ch050.
Texte intégralLam, Maria Lai-Ling. « Restore Empathy in Modern Business Education ». Dans Mission-Driven Approaches in Modern Business Education, 254–72. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-4972-7.ch014.
Texte intégralActes de conférences sur le sujet "Mindful Reflection"
Terzimehić, Nađa, Luke Haliburton, Philipp Greiner, Albrecht Schmidt, Heinrich Hussmann et Ville Mäkelä. « MindPhone : Mindful Reflection at Unlock Can Reduce Absentminded Smartphone Use ». Dans DIS '22 : Designing Interactive Systems Conference. New York, NY, USA : ACM, 2022. http://dx.doi.org/10.1145/3532106.3533575.
Texte intégralLiu, Lika Haizhou, Xi Lu, Richard Martinez, Dennis Wang, Fannie Liu, Andrés Monroy-Hernández et Daniel A. Epstein. « Mindful Garden : Supporting Reflection on Biosignals in a Co-Located Augmented Reality Mindfulness Experience ». Dans CSCW '22 : Computer Supported Cooperative Work and Social Computing. New York, NY, USA : ACM, 2022. http://dx.doi.org/10.1145/3500868.3559708.
Texte intégralGrace Andal, Aireen, et Shuang Wu. « Doctoral Journey During Covid-19 : Reflections From a Collaborative Autoethnography ». Dans InSITE 2022 : Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4913.
Texte intégralFarhana, Elsa, et Tina Hayati Dahlan. « The Development of Reflective Learning to Improve Mother’s Mindful Parenting Skills ». Dans Proceedings of the International Conference on Educational Psychology and Pedagogy - "Diversity in Education" (ICEPP 2019). Paris, France : Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.078.
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