Mindfulness in Education:  The Intersection of Buddhism and Neuroscience

dc.contributor.advisor	Herrenkohl, Leslie	en_US
dc.contributor.author	Hollar, Ann Lynn	en_US
dc.date.accessioned	2012-09-13T17:37:17Z
dc.date.available	2012-09-13T17:37:17Z
dc.date.issued	2012-09-13
dc.date.submitted	2012	en_US
dc.description	Thesis (Master's)--University of Washington, 2012	en_US
dc.description.abstract	This thesis makes an argument for mindfulness, not as a therapeutic tool, but as a practice that can be taught in elementary classrooms through specific curricula to help students to focus attention, self-regulate behaviors, and calm emotions - crucial factors for achieving academic and social success in school and in life. Many current papers have linked meditative practices with cognitive outcomes yet none have established a model that maps the mechanics of mindfulness meditation to executive functions and describes how mindfulness can create long-term changes in students' neurodevelopment.	en_US
dc.embargo.terms	No embargo	en_US
dc.format.mimetype	application/pdf	en_US
dc.identifier.other	Hollar_washington_0250O_10436.pdf	en_US
dc.identifier.uri	http://hdl.handle.net/1773/20835
dc.language.iso	en_US	en_US
dc.rights	Copyright is held by the individual authors.	en_US
dc.subject	Education; Executive Functions; Mindfulness; Neuroscience	en_US
dc.subject.other	Educational psychology	en_US
dc.subject.other	Education - Seattle	en_US
dc.title	Mindfulness in Education: The Intersection of Buddhism and Neuroscience	en_US
dc.type	Thesis	en_US

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