A. Renee Staton

Whole-School Approaches to Incorporating Mindfulness-Based Interventions: Supporting the Capacity for Optimal Functioning in School Settings

With any intervention program, involving all stakeholders in a joint effort toward implementation is most likely to lead to success. Whole-school approaches that involve school personnel, students, families, and local communities have been associated with positive, sustained outcomes. For mindfulness training programs to generate the most benefits, it is important to let the process unfold naturally over time, while building responsive and lasting partnerships with schools, taking into account each schools unique culture and needs.

Cultivating Spiritual Strength in Children and Adolescents Through Contemplative Practices in K–12 School Settings

Spirituality is a construct that can be developed for individuals of all ages, including children and adolescents. Spirituality can include themes of meaning and purpose in life, inner resources, transcendence, and positive interconnectedness (Howden, 1992; Westgate, 1996). Each of these elements of spirituality can be cultivated through contemplative practices. Many contemplative practices can be implemented into school settings and are relevant to strengthening resiliency in children and adolescents. This article explores the connections between spirituality, contemplative practices, and educational trends, and describes appropriate school-based interventions for counseling professionals.