Introduction:
Research demonstrates that there are approximately forty percents of Hong Kong high school students have a risk of anxiety in the face of Hong Kong Diploma of Secondary Education (HKDSE). They always appear irritable mood, rapid heartbeat and crying for no reasons. They feel helpless in their road to the future (Ma, 2014). Therefore, I would like to help the HKDSE candidates to build up their self-awareness as well as enhance their coping capabilities and stress management.
Definition:
Self-awareness is the capacity to notice the self. It is the conscious knowledge of one’s personality, thoughts, beliefs, motivation, and emotions (Butler & Shaw, 2013).
Stress is a body response to a stressor. It is perceived as straining and …show more content…
Effectiveness of the Mindfulness in Schools Programme: non-randomised controlled feasibility study (Kuyken , 2013)
Cause: using mindfulness-based approaches with adolescent is uncommon
Adolescence is important formative developmental stages for well-being and mental health. There is abundant and growing evidence for mindfulness-based approaches for adult with chronic physical and mental health problem. Nevertheless, the approaches of mindfulness for adolescent are preliminary, but growing. Therefore, this study helps promote mindfulness among young people to enhance their well-being, support emotional and social learning and reduce academic stress.
Objective: Mindfulness in Schools Programme (MiSP)
MiSP has been developed as a general intervention for students in secondary schools. It aims to assess the acceptability and effect on enhancing well-being and mental health in this schools-based mindfulness intervention. The target students of MiSP are having stigma, social comparison and negotiating many academic and social stressors. Kuyken, et al. arranged 9-weeks programme for students to train mindfulness because they think that mindfulness needs to learn in a highly practical way. All students need to sit silence and simply acknowledge thoughts and emotions that come into awareness and then bring the attention back. If mindfulness is flexible, Kuyken, et al. hope that mindfulness can embedded into school curriculum and educate teachers to teach students for
Research demonstrates that there are approximately forty percents of Hong Kong high school students have a risk of anxiety in the face of Hong Kong Diploma of Secondary Education (HKDSE). They always appear irritable mood, rapid heartbeat and crying for no reasons. They feel helpless in their road to the future (Ma, 2014). Therefore, I would like to help the HKDSE candidates to build up their self-awareness as well as enhance their coping capabilities and stress management.
Definition:
Self-awareness is the capacity to notice the self. It is the conscious knowledge of one’s personality, thoughts, beliefs, motivation, and emotions (Butler & Shaw, 2013).
Stress is a body response to a stressor. It is perceived as straining and …show more content…
Effectiveness of the Mindfulness in Schools Programme: non-randomised controlled feasibility study (Kuyken , 2013)
Cause: using mindfulness-based approaches with adolescent is uncommon
Adolescence is important formative developmental stages for well-being and mental health. There is abundant and growing evidence for mindfulness-based approaches for adult with chronic physical and mental health problem. Nevertheless, the approaches of mindfulness for adolescent are preliminary, but growing. Therefore, this study helps promote mindfulness among young people to enhance their well-being, support emotional and social learning and reduce academic stress.
Objective: Mindfulness in Schools Programme (MiSP)
MiSP has been developed as a general intervention for students in secondary schools. It aims to assess the acceptability and effect on enhancing well-being and mental health in this schools-based mindfulness intervention. The target students of MiSP are having stigma, social comparison and negotiating many academic and social stressors. Kuyken, et al. arranged 9-weeks programme for students to train mindfulness because they think that mindfulness needs to learn in a highly practical way. All students need to sit silence and simply acknowledge thoughts and emotions that come into awareness and then bring the attention back. If mindfulness is flexible, Kuyken, et al. hope that mindfulness can embedded into school curriculum and educate teachers to teach students for