https://wiki.teluq.ca/wikitedia/api.php?action=feedcontributions&user=Cvenne&feedformat=atomWiki-TEDia - Contributions de l’utilisateur [fr]2024-03-28T09:34:14ZContributions de l’utilisateurMediaWiki 1.35.1https://wiki.teluq.ca/wikitedia/index.php?title=Pleine_conscience_en_%C3%A9ducation&diff=20750Pleine conscience en éducation2022-04-17T18:13:10Z<p>Cvenne : /* Pleine conscience et apprentissage des adultes */</p>
<hr />
<div>== Général ==<br />
<br />
Kabat-Zinn, J. (2006). Coming to Our Senses: Healing Ourselves and the World Through Mindfulness. Hyperion.<br />
<br />
Kabat-Zinn, J. (1997). Everyday Blessings: The Inner Work of Mindful Parenting, with Myla Kabat-Zinn. Hyperion.<br />
<br />
Kabat-Zinn, J. (1990 et 2013). Full Catastrophe Living. New York: Bantam Books Trade Paperbacks. 650 pages.<br />
<br />
Kabat-Zinn, J. (2009). Letting Everything Become Your Teacher: 100 Lessons in Mindfulness. Dell Publishing Company.<br />
<br />
Kabat-Zinn, J. (2012). Mindfulness for Beginners: reclaiming the present moment - and your life. Sounds True Inc.<br />
<br />
Kabat-Zinn, J. (1994). Mindfulness Meditation for Everyday Life. Piatkus.<br />
<br />
Kabat-Zinn, J. (2008). The Mind's Own Physician: A Scientific Dialogue with the Dalai Lama on the Healing Power of Meditation. Piatkus Books.<br />
<br />
Kabat-Zinn, J. (1997). The Power of Meditation and Prayer, with Sogyal Rinpoche, Larry Dossey, Michael Toms. Hay House.<br />
<br />
Kabat-Zinn, J. (1994). Wherever You Go, There You Are: Mindfulness Meditation in Everyday Life. Hyperion Books.<br />
<br />
L’accompagnement du développement personnel et professionnel en éducation, s’accompagner, accompagner, être accompagner, ouvrage collectif, sous la direction de Rondeau, K. et Jutras, F. (2019) Presses de l’Université du Québec. 183 pages.<br />
<br />
L’adulte en formation… pour devenir soi, Espaces, passages, débats et défis, ouvrage collectif sous la direction de Doucet, M. et Thériault. (2019). M. Presses de l’Université du Québec.<br />
<br />
Ostafin, B. D., Robinson, M. D., & Meier, B. P. (2015). ''Handbook of mindfulness and self-regulation'': Springer.<br />
<br />
Pleine conscience et relation d'aide. (2018) Sous la direction de Devault, A. et Pérodeau, G. Presses de l'Université Laval. 273 pages.<br />
<br />
== Méta-analyses ==<br />
<br />
Bartlett, L., Martin, A., Neil, A. L., Memish, K., Otahal, P., Kilpatrick, M., & Sanderson, K.(2019). A systematic review and meta-analysis of workplace mindfulness training randomized controlled trials. ''Journal of Occupational Health Psychology, 24'', 108–126.<br />
<br />
Boccia, M., Piccardi, L., & Guariglia, P. (2015). The meditative mind: a comprehensive meta-analysis of MRI studies. ''BioMed research international,'' 2015.<br />
<br />
Casedas, L., Pirruccio, V., Vadillo, M. A., & Lupianez,J. (2020). Does mindfulness meditation training enhance executive control? A systematic review and meta-analysis of randomized controlled trials in adults. ''Mindfulness, 11'', 411–424.<br />
<br />
Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. ''Clinical psychology review, 31''(3), 449-464.<br />
Donald, J. N., Sahdra, B. K., Van Zanden, B., Duineveld, J. J., Atkins, P. W., Marshall, S. L., & Ciarrochi, J. (2019). Does your mindfulness benefit others? A systematic review and meta‐analysis of the link between mindfulness and prosocial behaviour. ''British Journal of Psychology, 110''(1), 101-125.<br />
<br />
Goldberg, S. B., Riordan, K. M., Sun, S., & Davidson, R. J. (2021). The empirical status of mindfulness-based interventions: A systematic review of 44 meta-analyses of randomized controlled trials. ''Perspectives on Psychological Science'', 1745691620968771.<br />
<br />
Goyal, M., Singh, S., Sibinga, E. M., Gould, N. F., Rowland-Seymour, A., Sharma, R., . . . Shihab, H. M. (2014). Meditation programs for psychological stress and well-being: a systematic review and meta-analysis. ''JAMA internal medicine, 174''(3), 357-368.<br />
<br />
Eberth, J., & Sedlmeier, P. (2012). The effects of mindfulness meditation: a meta-analysis. ''Mindfulness, 3''(3), 174-189.<br />
<br />
Leyland, A., Rowse, G., & Emerson, L. M. (2019). Experimental effects of mindfulness inductions on self-regulation: Systematic review and meta-analysis. ''Emotion, 19''(1), 108.<br />
<br />
Šouláková, B., Kasal, A., Butzer, B. et al.(2019) Meta-Review on the Effectiveness of Classroom-Based Psychological Interventions Aimed at Improving Student Mental Health and Well-Being, and Preventing Mental Illness. J Primary Prevent 40, pp. 255–278.<br />
<br />
== Revues de littérature ==<br />
<br />
Black, D. S., & Slavich, G. M. (2016). Mindfulness meditation and the immune system: a systematic review of randomized controlled trials. ''Annals of the New York Academy of Sciences, 1373''(1), 13.<br />
<br />
Choi, E., Gruman, J. A., & Leonard, C. M. (2021). A balanced view of mindfulness at work. ''Organizational Psychology Review'', August 2021. doi:10.1177/20413866211036930<br />
<br />
Geiger, P. J., Boggero, I. A., Brake, C. A., Caldera, C. A., Combs, H. L., Peters, J. R., & Baer, R. A. (2016). Mindfulness-based interventions for older adults: a review of the effects on physical and emotional well-being. ''Mindfulness, 7''(2), 296-307.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., Hart, R., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on well-being and performance in the workplace: an inclusive systematic review of the empirical literature. ''European Journal of Work and Organizational Psychology, 26''(4), 492-513.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education, 61, 132-141.<br />
<br />
== Méthodes d'évaluation des interventions et des pratiques ==<br />
<br />
Baer, R. (2019). Assessment of mindfulness by self-report. ''Current opinion in psychology, 28,'' 42-48.<br />
<br />
Bergomi, C., Tschacher, W., & Kupper, Z. (2013). The assessment of mindfulness with self-report measures: Existing scales and open issues. ''Mindfulness, 4,'' 191–202.<br />
<br />
Choi, E., & Leroy, H. (2015). Methods of mindfulness: How mindfulness is studied in the workplace (?) <br />
<br />
Schmidt, S., Hinterberger, T., Lynch, S., Büssing, A., & Kohls, N. (2013). Assessment of mindfulness: Review on state of the art. ''Mindfulness, 4''(1), 3-17.<br />
<br />
Van Dam, N. T., Earleywine, M., & Borders, A. (2010). Measuring mindfulness? An item response theory analysis of the Mindful Attention Awareness Scale. ''Personality and individual differences, 49''(7), 805-810.Sauer, S., Walach, H.,<br />
<br />
== Les défis de la recherche ==<br />
<br />
Chiesa, A. (2013). The difficulty of defining mindfulness: Current thought and critical issues. ''Mindfulness, 4''(3), 255-268.<br />
<br />
Davidson, R. J., & Dahl, C. J. (2018). Outstanding challenges in scientific research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 62-65.<br />
<br />
Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. ''American Psychologist, 70''(7), 581. <br />
<br />
Grossman, P. (2011). Defining mindfulness by how poorly I think I pay attention during everyday awareness and other intractable problems for psychology's (re) invention of mindfulness: comment on Brown et al.(2011). <br />
<br />
Grossman, P., & Van Dam, N. T. (2011). Mindfulness, by any other name…: trials and tribulations of sati in western psychology and science. ''Contemporary Buddhism, 12''(1), 219-239. <br />
<br />
Sellman, E. M., & Buttarazzi, G. F. (2020). Adding lemon juice to poison – raising critical questions about the oxymoronic nature of mindfulness in education and its future direction. ''British Journal of Educational Studies, 68''(1), 61-78. doi:10.1080/00071005.2019.1581128<br />
<br />
Tang, Y. Y., & Posner, M. I. (2013). Tools of the trade: theory and method in mindfulness neuroscience. ''Social cognitive and affective neuroscience, 8''(1), 118-120.<br />
<br />
Van Dam, N. T., Van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., . . . Gorchov, J. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 36-61.<br />
<br />
== Éthique et pleine conscience (fondations et pratiques) ==<br />
Stanley, S., Ronald E., Nirbhay, P. et Singh, N. (attention : auteurs à vérifier) (2018). Handbook of Ethical Foundations of Mindfulness. (voir la série de publications : Mindfulness in Behavioral Health). Springer International Publishing AG.<br />
<br />
Article d'intérêt particulier : Sullivan, M. Postsecular Charisma: Thich Nhat Hanh and the Ethics of Mindfulness, 339-354.<br />
<br />
== Perspective critique ==<br />
<br />
Du Plessis, Erik Mygind et Just, Sine Nørholm (2021) "Mindfulness—it’s not what you think: Toward critical reconciliation with progressive self-development practices." Organization<br />
https://www.researchgate.net/publication/349966908_Mindfulness-it's_not_what_you_think_Toward_critical_reconciliation_with_progressive_self-development_practices<br />
<br />
Hendlin, S. J. (2018). Three Cognitive Distortions of Being Present-Centered. Society for the Advancement of Psychotherapy.<br />
https://societyforpsychotherapy.org/author/stevenhendlin/<br />
<br />
Cieslik, M. (Ed.) (2021). [https://books.google.ca/books?hl=fr&lr=&id=0hguEAAAQBAJ&oi=fnd&pg=PP1&dq=mindfulness+and+biographical+practice&ots=YBynI7Nwdv&sig=8EfgpMfyxb7DQrRopdLTxrZxQNI&redir_esc=y#v=onepage&q=mindfulness%20and%20biographical%20practice&f=false ''Researching Happiness: Qualitative, Biographical and Critical Perspectives''.] Bristol, UK- Bristol University Press. <br />
Voir en particulier : <br />
- Hill, N. (2021). Happiness as an Effective Practice: Self, Suffering and Biography, p. 47 et ss. <br />
- Tross, D. (2021). Personal Happiness, Social Unhappiness: Understanding the Complexity of Individual Happiness Accounts, p. 69 et ss.<br />
<br />
== Pleine conscience et apprentissage des adultes ==<br />
<br />
Crumley, G., & Schutz, H. (2011). Short-duration mindfulness training with adult learners. ''Adult Learning, 22''(2), 37-42. <br />
<br />
Galvani, P. (2020). ''Autoformation et connaissance de soi''. Chronique Sociale. Lyon.<br />
<br />
Hyland, T. (2010). Mindfulness, adult learning and therapeutic education: integrating the cognitive and affective domains of learning. ''International Journal of Lifelong Education, 2''9(5), 517-532. doi:10.1080/02601370.2010.512792<br />
<br />
Hyland, T. (2014). Mindfulness-based interventions and the affective domain of education. ''Educational Studies, 40''(3), 277-291. doi:10.1080/03055698.2014.889596<br />
<br />
Hyland, T. (2016). The Limits of Mindfulness: Emerging Issues for Education. ''British Journal of Educational Studies, 6''4(1), 97-117. doi:10.1080/00071005.2015.1051946<br />
<br />
McCaw, C. T. (2020). Mindfulness ‘thick’ and ‘thin’— a critical review of the uses of mindfulness in education. ''Oxford Review of Education, 46''(2), 257-278. doi:10.1080/03054985.2019.1667759<br />
<br />
Meditation and Mindfulness in Adult Education (2019). Ouvrage collectif dirigé par Tisdell, E. J, Gupta, K., Archuleta, K. New Directions for Adult & Continuing Education. Spring 2019, No 161.<br />
<br />
Oren Ergas & Linor L. Hadar (2021) Does mindfulness belong in higher education? – An eight year research of students’ experiences, ''Pedagogy, Culture & Society'', DOI: 10.1080/14681366.2021.1906307<br />
<br />
Owen, R. (2020). Using Mindfulness to Promote Transformative Learning in Implicit Racial Bias Training. ''Adult Learning, 32''(3), 125-131. doi:10.1177/1045159520981165<br />
<br />
Tobin, K. (2018). Mindfulness in education, ''Learning: Research and Practice,'' 4(1), 1-9, DOI: 10.1080/23735082.2018.1433623<br />
<br />
== Pleine conscience, milieu de travail et performance ==<br />
<br />
Arslan, U. et Bayraktar-Uyar, B. (décembre 2020). Do Career Decidedness and Career Distress Influence Psychological and Subjective Wellbeing? The Mediating Role of Mindfulness. International Journal of Contemporary Educational Research. Vol. 7, No 2. 271-280.<br />
<br />
Bartz, D. E. (août 2018) Managers Utilizing Mindfulness and Flow to Maximize Job Performance and Satisfaction. International Journal of Education and Social Science. Vol. 5, No 7. 5 pages.<br />
<br />
Carleton, E. L., Barling, J. et Trivisonno, M. (2018) Leaders’ Trait Mindfulness and Transformational Leadership: The Mediating Roles of Leaders’ Positive Affect and Leadership Self-Efficacy. Canadian Journal of Behavioural Science. Vol. 50, No 3. 185-194.<br />
<br />
Klatt1, M., Steinberg, B., Duchemin, A-M., (2015). Mindfulness in Motion (MIM): An Onsite Mindfulness Based Intervention (MBI) for Chronically High Stress Work Environments to Increase Resiliency and Work Engagement. JOVE - Journal of Visualized Experiments. <br />
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4545050/pdf/jove-101-52359.pdf<br />
<br />
Sanyal, C. et Rigg, C. (2020) Integrating Mindfulness Into Leadership Development. Journal of Management Education. pp. 1-22.<br />
<br />
== Pleine conscience, différentes pratiques et traitement ==<br />
<br />
Bradley, R. et collaborateurs (2005). A Multidimensional Meta-Analysis of Psychotherapy for PTSD. Published Online:1 Feb 2005.<br />
https://doi.org/10.1176/appi.ajp.162.2.214<br />
<br />
Bradley, R. et Westen, D. (2005). The psychodynamics of borderline personality disorder: A view from developmental psychopathology. Published online by Cambridge University Press: 12 December 2005. Development and Psychopathology , Volume 17 , Issue 4 , December 2005 , pp. 927-957.<br />
DOI: https://doi.org/10.1017/S0954579405050443<br />
<br />
Courtois, C. A. (2004). Complex trauma, complex reactions: Assessment and treatment. Psychotherapy: Theory, Research, Practice, Training, 41(4), 412–425. <br />
https://doi.org/10.1037/0033-3204.41.4.412.<br />
<br />
Cramer, H., Anheyer, D., Saha, F. J. et Dobos, G. (2018). Yoga for posttraumatic stress disorder – a systematic review and meta-analysis. BMC Psychiatry. <br />
https://doi.org/10.1186/s12888-018-1650-x<br />
https://bmcpsychiatry.biomedcentral.com/track/pdf/10.1186/s12888-018-1650-x.pdf<br />
<br />
Ferreira-Vorkapic, C., Borba-Pinheiro, C. J. et collaborateurs. (2018). The Impact of Yoga Nidra and Seated Meditation on the Mental Health of College Professors. Logo of ijyoga, Int J Yoga. pp. 215–223.<br />
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6134749/?report=printable<br />
<br />
Jindari, F., Turner, N. et Khalsa, S. B. (2015). A Yoga Intervention for Posttraumatic Stress: A Preliminary Randomized Control Trial. Article ID 351746.<br />
https://downloads.hindawi.com/journals/ecam/2015/351746.pdf <br />
https://doi.org/10.1155/2015/351746<br />
<br />
Kamradt, J. M. (24 octobre 2017). Integrating Yoga into Psychotherapy: The Ethics of Moving from the Mind to the Mat. Complement Ther Clin Pract., Author Manuscript.<br />
<br />
Khalsa, S. B., (2020). Yoga Alliance - présentation PowerPoint et conférence en ligne:<br />
https://www.yogaalliance.org/Portals/0/events%20and%20workshops/handouts%20and%20slides/Yoga%20and%20Trauma%207-6-20.pdf<br />
https://www.yogaalliance.org/Get_Involved/COVID-19_Resources/Archived_COVID-19_Workshops_and_Events/CE_Workshop_Scientific_Research_on_Yoga_and_Trauma<br />
<br />
Park, C. L., Riley, K. E. et collaborateurs. (2016). Why Practice Yoga? Practitioners’ Motivations for Adopting and Maintaining Yoga Practice. Journal of Health Psychology. Vol. 21 (6). 887-896.<br />
<br />
Saeed, A., Cunningham, K. et Bloch, R. M. (15 mai 2019). Depression and Anxiety Disorders: Benefits of Exercice, Yoga, and Meditation. American Family Physician. Vol. 99, No 10. 620 -625.<br />
<br />
Serlin, I.A. (2020). Dance/Movement Therapy: A Whole Person Approach to Working with Trauma and Building Resilience. American Journal of Dance Therapy volume 42, pp. 176–193.<br />
https://link.springer.com/content/pdf/10.1007/s10465-020-09335-6.pdf<br />
<br />
Stone, M. (2018, revised edition). The Inner Tradition of Yoga. Shambhala Boulder. 244 pages.<br />
<br />
Telles, S., Kumar Sharma, S. et collaborateurs. (2019). The impact of yoga on teachers’ self-rated emotions. BMC Research Notes.<br />
https://bmcresnotes.biomedcentral.com/track/pdf/10.1186/s13104-019-4737-7.pdf<br />
<br />
Weintraub, A. (2004). Yoga for Depression. Broadway Books. 285 pages.<br />
<br />
Williams, M. G. Teasdale, J. D. Segal, Z. V. Kabat-Zinn, J. (2007). The mindful way through depression: freeing yourself from chronic unhappiness. Guilford Press.<br />
<br />
== Pleine conscience et pratiques biographiques (récits de vie) ==<br />
<br />
Beaudoin, J.-M., (2010). Recherche biographique en formation des adultes et dé standardisation des parcours de vie : bifurcation, transition et développement de l'agentivité. Actes du Congrès de l'Actualité de la recherche en éducation et en formation (AREF). Genève, Suisse : Université de Genève, septembre 2010.<br />
<br />
Falk, J. (2018, juillet). [https://www.apadivisions.org/division-32/news-events/mindfulness-narrative Mindfulness and life stories.] American Psychological Association. <br />
https://www.apadivisions.org/division-32/news-events/mindfulness-narrative<br />
<br />
Bernard, M.-C., Tschopp, G. et Slovik, A. (Éds). (2019). Les voies du récit. Pratiques biographiques en formation, intervention et recherche. [https://zenodo.org/record/3473735#.YTjqPJ1KjIV Livre électronique disponible] aux Éditions Science et bien commun.<br />
<br />
== Pleine conscience et développement durable ==<br />
<br />
Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does emotional intelligence influence academic performance? The role of compassion and engagement in education for sustainable development. ''Sustainability, 13''(4), 1721. <br />
<br />
Frank, P., Fischer, D., & Wamsler, C. (2019). Mindfulness, Education, and the Sustainable Development Goals. ''Quality Education, Encyclopedia of the UN Sustainable Development Goals''; Leal Filho, W., Azul, L., Brandli, P., Özuyar, G., Wall, T., Eds, 1-11. <br />
<br />
Gómez-Olmedo, A. M., Valor, C., & Carrero, I. (2020). Mindfulness in education for sustainable development to nurture socioemotional competencies: A systematic review and meta-analysis. ''Environmental Education Research, 26''(11), 1527-1555. <br />
<br />
Thiermann, U. B., & Sheate, W. R. (2020). The way forward in mindfulness and sustainability: a critical review and research agenda. ''Journal of Cognitive Enhancement,'' 1-22.<br />
<br />
== À catégoriser ==<br />
<br />
Britton, W. B. (2019). Can mindfulness be too much of a good thing? The value of a middle way. ''Current Opinion in Psychology, 28'', 159–165.<br />
<br />
Cheung, S. Y., Huang, E. G., Chang, S., & Wei, L. (2020). Does being mindful make people more creative at work? The role of creative process engagement and perceived leader humility. ''Organizational Behavior and Human Decision Processes, 159'', 39–48.<br />
<br />
Kortagen, F. (2017). Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and teaching: theory and practice. Vol. 23, No 4, 387-405.<br />
<br />
Kortagen, F. et Vasalos, A. (2005). Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: theory and practice. Vol. 11, No 1. 47-71.<br />
<br />
Norman, E. Metacognition and Mindfulness: the Role of Fringe Consciousness. Mindfulness, 2017, pp. 95-100.<br />
<br />
Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. ''Nature Reviews Neuroscience, 16''(4), 213-225.<br />
<br />
Traité de psychologie de la motivation, ouvrage collectif sous la direction de Carré, P. et Fenouillet, F. (2009). Dunod. 404 pages.</div>Cvennehttps://wiki.teluq.ca/wikitedia/index.php?title=Pleine_conscience_en_%C3%A9ducation&diff=20117Pleine conscience en éducation2022-01-25T16:51:38Z<p>Cvenne : /* Perspective critique */</p>
<hr />
<div>== Général ==<br />
<br />
Kabat-Zinn, J. (2006). Coming to Our Senses: Healing Ourselves and the World Through Mindfulness. Hyperion.<br />
<br />
Kabat-Zinn, J. (1997). Everyday Blessings: The Inner Work of Mindful Parenting, with Myla Kabat-Zinn. Hyperion.<br />
<br />
Kabat-Zinn, J. (1990 et 2013). Full Catastrophe Living. New York: Bantam Books Trade Paperbacks. 650 pages.<br />
<br />
Kabat-Zinn, J. (2009). Letting Everything Become Your Teacher: 100 Lessons in Mindfulness. Dell Publishing Company.<br />
<br />
Kabat-Zinn, J. (2012). Mindfulness for Beginners: reclaiming the present moment - and your life. Sounds True Inc.<br />
<br />
Kabat-Zinn, J. (1994). Mindfulness Meditation for Everyday Life. Piatkus.<br />
<br />
Kabat-Zinn, J. (2008). The Mind's Own Physician: A Scientific Dialogue with the Dalai Lama on the Healing Power of Meditation. Piatkus Books.<br />
<br />
Kabat-Zinn, J. (1997). The Power of Meditation and Prayer, with Sogyal Rinpoche, Larry Dossey, Michael Toms. Hay House.<br />
<br />
Kabat-Zinn, J. (1994). Wherever You Go, There You Are: Mindfulness Meditation in Everyday Life. Hyperion Books.<br />
<br />
L’accompagnement du développement personnel et professionnel en éducation, s’accompagner, accompagner, être accompagner, ouvrage collectif, sous la direction de Rondeau, K. et Jutras, F. (2019) Presses de l’Université du Québec. 183 pages.<br />
<br />
L’adulte en formation… pour devenir soi, Espaces, passages, débats et défis, ouvrage collectif sous la direction de Doucet, M. et Thériault. (2019). M. Presses de l’Université du Québec.<br />
<br />
Ostafin, B. D., Robinson, M. D., & Meier, B. P. (2015). ''Handbook of mindfulness and self-regulation'': Springer.<br />
<br />
Pleine conscience et relation d'aide. (2018) Sous la direction de Devault, A. et Pérodeau, G. Presses de l'Université Laval. 273 pages.<br />
<br />
== Méta-analyses ==<br />
<br />
Bartlett, L., Martin, A., Neil, A. L., Memish, K., Otahal, P., Kilpatrick, M., & Sanderson, K.(2019). A systematic review and meta-analysis of workplace mindfulness training randomized controlled trials. ''Journal of Occupational Health Psychology, 24'', 108–126.<br />
<br />
Boccia, M., Piccardi, L., & Guariglia, P. (2015). The meditative mind: a comprehensive meta-analysis of MRI studies. ''BioMed research international,'' 2015.<br />
<br />
Casedas, L., Pirruccio, V., Vadillo, M. A., & Lupianez,J. (2020). Does mindfulness meditation training enhance executive control? A systematic review and meta-analysis of randomized controlled trials in adults. ''Mindfulness, 11'', 411–424.<br />
<br />
Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. ''Clinical psychology review, 31''(3), 449-464.<br />
Donald, J. N., Sahdra, B. K., Van Zanden, B., Duineveld, J. J., Atkins, P. W., Marshall, S. L., & Ciarrochi, J. (2019). Does your mindfulness benefit others? A systematic review and meta‐analysis of the link between mindfulness and prosocial behaviour. ''British Journal of Psychology, 110''(1), 101-125.<br />
<br />
Goldberg, S. B., Riordan, K. M., Sun, S., & Davidson, R. J. (2021). The empirical status of mindfulness-based interventions: A systematic review of 44 meta-analyses of randomized controlled trials. ''Perspectives on Psychological Science'', 1745691620968771.<br />
<br />
Goyal, M., Singh, S., Sibinga, E. M., Gould, N. F., Rowland-Seymour, A., Sharma, R., . . . Shihab, H. M. (2014). Meditation programs for psychological stress and well-being: a systematic review and meta-analysis. ''JAMA internal medicine, 174''(3), 357-368.<br />
<br />
Eberth, J., & Sedlmeier, P. (2012). The effects of mindfulness meditation: a meta-analysis. ''Mindfulness, 3''(3), 174-189.<br />
<br />
Leyland, A., Rowse, G., & Emerson, L. M. (2019). Experimental effects of mindfulness inductions on self-regulation: Systematic review and meta-analysis. ''Emotion, 19''(1), 108.<br />
<br />
Šouláková, B., Kasal, A., Butzer, B. et al.(2019) Meta-Review on the Effectiveness of Classroom-Based Psychological Interventions Aimed at Improving Student Mental Health and Well-Being, and Preventing Mental Illness. J Primary Prevent 40, pp. 255–278.<br />
<br />
== Revues de littérature ==<br />
<br />
Black, D. S., & Slavich, G. M. (2016). Mindfulness meditation and the immune system: a systematic review of randomized controlled trials. ''Annals of the New York Academy of Sciences, 1373''(1), 13.<br />
<br />
Choi, E., Gruman, J. A., & Leonard, C. M. (2021). A balanced view of mindfulness at work. ''Organizational Psychology Review'', August 2021. doi:10.1177/20413866211036930<br />
<br />
Geiger, P. J., Boggero, I. A., Brake, C. A., Caldera, C. A., Combs, H. L., Peters, J. R., & Baer, R. A. (2016). Mindfulness-based interventions for older adults: a review of the effects on physical and emotional well-being. ''Mindfulness, 7''(2), 296-307.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., Hart, R., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on well-being and performance in the workplace: an inclusive systematic review of the empirical literature. ''European Journal of Work and Organizational Psychology, 26''(4), 492-513.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education, 61, 132-141.<br />
<br />
== Méthodes d'évaluation des interventions et des pratiques ==<br />
<br />
Baer, R. (2019). Assessment of mindfulness by self-report. ''Current opinion in psychology, 28,'' 42-48.<br />
<br />
Bergomi, C., Tschacher, W., & Kupper, Z. (2013). The assessment of mindfulness with self-report measures: Existing scales and open issues. ''Mindfulness, 4,'' 191–202.<br />
<br />
Choi, E., & Leroy, H. (2015). Methods of mindfulness: How mindfulness is studied in the workplace (?) <br />
<br />
Schmidt, S., Hinterberger, T., Lynch, S., Büssing, A., & Kohls, N. (2013). Assessment of mindfulness: Review on state of the art. ''Mindfulness, 4''(1), 3-17.<br />
<br />
Van Dam, N. T., Earleywine, M., & Borders, A. (2010). Measuring mindfulness? An item response theory analysis of the Mindful Attention Awareness Scale. ''Personality and individual differences, 49''(7), 805-810.Sauer, S., Walach, H.,<br />
<br />
== Les défis de la recherche ==<br />
<br />
Chiesa, A. (2013). The difficulty of defining mindfulness: Current thought and critical issues. ''Mindfulness, 4''(3), 255-268.<br />
<br />
Davidson, R. J., & Dahl, C. J. (2018). Outstanding challenges in scientific research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 62-65.<br />
<br />
Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. ''American Psychologist, 70''(7), 581. <br />
<br />
Grossman, P. (2011). Defining mindfulness by how poorly I think I pay attention during everyday awareness and other intractable problems for psychology's (re) invention of mindfulness: comment on Brown et al.(2011). <br />
<br />
Grossman, P., & Van Dam, N. T. (2011). Mindfulness, by any other name…: trials and tribulations of sati in western psychology and science. ''Contemporary Buddhism, 12''(1), 219-239. <br />
<br />
Sellman, E. M., & Buttarazzi, G. F. (2020). Adding lemon juice to poison – raising critical questions about the oxymoronic nature of mindfulness in education and its future direction. ''British Journal of Educational Studies, 68''(1), 61-78. doi:10.1080/00071005.2019.1581128<br />
<br />
Tang, Y. Y., & Posner, M. I. (2013). Tools of the trade: theory and method in mindfulness neuroscience. ''Social cognitive and affective neuroscience, 8''(1), 118-120.<br />
<br />
Van Dam, N. T., Van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., . . . Gorchov, J. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 36-61.<br />
<br />
== Éthique et pleine conscience (fondations et pratiques) ==<br />
Stanley, S., Ronald E., Nirbhay, P. et Singh, N. (attention : auteurs à vérifier) (2018). Handbook of Ethical Foundations of Mindfulness. (voir la série de publications : Mindfulness in Behavioral Health). Springer International Publishing AG.<br />
<br />
Article d'intérêt particulier : Sullivan, M. Postsecular Charisma: Thich Nhat Hanh and the Ethics of Mindfulness, 339-354.<br />
<br />
== Perspective critique ==<br />
<br />
Du Plessis, Erik Mygind et Just, Sine Nørholm (2021) "Mindfulness—it’s not what you think: Toward critical reconciliation with progressive self-development practices." Organization<br />
https://www.researchgate.net/publication/349966908_Mindfulness-it's_not_what_you_think_Toward_critical_reconciliation_with_progressive_self-development_practices<br />
<br />
Hendlin, S. J. (2018). Three Cognitive Distortions of Being Present-Centered. Society for the Advancement of Psychotherapy.<br />
https://societyforpsychotherapy.org/author/stevenhendlin/<br />
<br />
Cieslik, M. (Ed.) (2021). [https://books.google.ca/books?hl=fr&lr=&id=0hguEAAAQBAJ&oi=fnd&pg=PP1&dq=mindfulness+and+biographical+practice&ots=YBynI7Nwdv&sig=8EfgpMfyxb7DQrRopdLTxrZxQNI&redir_esc=y#v=onepage&q=mindfulness%20and%20biographical%20practice&f=false ''Researching Happiness: Qualitative, Biographical and Critical Perspectives''.] Bristol, UK- Bristol University Press. <br />
Voir en particulier : <br />
- Hill, N. (2021). Happiness as an Effective Practice: Self, Suffering and Biography, p. 47 et ss. <br />
- Tross, D. (2021). Personal Happiness, Social Unhappiness: Understanding the Complexity of Individual Happiness Accounts, p. 69 et ss.<br />
<br />
== Pleine conscience et apprentissage des adultes ==<br />
<br />
Crumley, G., & Schutz, H. (2011). Short-duration mindfulness training with adult learners. ''Adult Learning, 22''(2), 37-42. <br />
<br />
Hyland, T. (2010). Mindfulness, adult learning and therapeutic education: integrating the cognitive and affective domains of learning. ''International Journal of Lifelong Education, 2''9(5), 517-532. doi:10.1080/02601370.2010.512792<br />
<br />
Hyland, T. (2014). Mindfulness-based interventions and the affective domain of education. ''Educational Studies, 40''(3), 277-291. doi:10.1080/03055698.2014.889596<br />
<br />
Hyland, T. (2016). The Limits of Mindfulness: Emerging Issues for Education. ''British Journal of Educational Studies, 6''4(1), 97-117. doi:10.1080/00071005.2015.1051946<br />
<br />
McCaw, C. T. (2020). Mindfulness ‘thick’ and ‘thin’— a critical review of the uses of mindfulness in education. ''Oxford Review of Education, 46''(2), 257-278. doi:10.1080/03054985.2019.1667759<br />
<br />
Meditation and Mindfulness in Adult Education (2019). Ouvrage collectif dirigé par Tisdell, E. J, Gupta, K., Archuleta, K. New Directions for Adult & Continuing Education. Spring 2019, No 161.<br />
<br />
Oren Ergas & Linor L. Hadar (2021) Does mindfulness belong in higher education? – An eight year research of students’ experiences, ''Pedagogy, Culture & Society'', DOI: 10.1080/14681366.2021.1906307<br />
<br />
Owen, R. (2020). Using Mindfulness to Promote Transformative Learning in Implicit Racial Bias Training. ''Adult Learning, 32''(3), 125-131. doi:10.1177/1045159520981165<br />
<br />
Tobin, K. (2018). Mindfulness in education, ''Learning: Research and Practice,'' 4(1), 1-9, DOI: 10.1080/23735082.2018.1433623<br />
<br />
== Pleine conscience, milieu de travail et performance ==<br />
<br />
Arslan, U. et Bayraktar-Uyar, B. (décembre 2020). Do Career Decidedness and Career Distress Influence Psychological and Subjective Wellbeing? The Mediating Role of Mindfulness. International Journal of Contemporary Educational Research. Vol. 7, No 2. 271-280.<br />
<br />
Bartz, D. E. (août 2018) Managers Utilizing Mindfulness and Flow to Maximize Job Performance and Satisfaction. International Journal of Education and Social Science. Vol. 5, No 7. 5 pages.<br />
<br />
Carleton, E. L., Barling, J. et Trivisonno, M. (2018) Leaders’ Trait Mindfulness and Transformational Leadership: The Mediating Roles of Leaders’ Positive Affect and Leadership Self-Efficacy. Canadian Journal of Behavioural Science. Vol. 50, No 3. 185-194.<br />
<br />
Klatt1, M., Steinberg, B., Duchemin, A-M., (2015). Mindfulness in Motion (MIM): An Onsite Mindfulness Based Intervention (MBI) for Chronically High Stress Work Environments to Increase Resiliency and Work Engagement. JOVE - Journal of Visualized Experiments. <br />
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4545050/pdf/jove-101-52359.pdf<br />
<br />
Sanyal, C. et Rigg, C. (2020) Integrating Mindfulness Into Leadership Development. Journal of Management Education. pp. 1-22.<br />
<br />
== Pleine conscience, différentes pratiques et traitement ==<br />
<br />
Bradley, R. et collaborateurs (2005). A Multidimensional Meta-Analysis of Psychotherapy for PTSD. Published Online:1 Feb 2005.<br />
https://doi.org/10.1176/appi.ajp.162.2.214<br />
<br />
Bradley, R. et Westen, D. (2005). The psychodynamics of borderline personality disorder: A view from developmental psychopathology. Published online by Cambridge University Press: 12 December 2005. Development and Psychopathology , Volume 17 , Issue 4 , December 2005 , pp. 927-957.<br />
DOI: https://doi.org/10.1017/S0954579405050443<br />
<br />
Courtois, C. A. (2004). Complex trauma, complex reactions: Assessment and treatment. Psychotherapy: Theory, Research, Practice, Training, 41(4), 412–425. <br />
https://doi.org/10.1037/0033-3204.41.4.412.<br />
<br />
Cramer, H., Anheyer, D., Saha, F. J. et Dobos, G. (2018). Yoga for posttraumatic stress disorder – a systematic review and meta-analysis. BMC Psychiatry. <br />
https://doi.org/10.1186/s12888-018-1650-x<br />
https://bmcpsychiatry.biomedcentral.com/track/pdf/10.1186/s12888-018-1650-x.pdf<br />
<br />
Ferreira-Vorkapic, C., Borba-Pinheiro, C. J. et collaborateurs. (2018). The Impact of Yoga Nidra and Seated Meditation on the Mental Health of College Professors. Logo of ijyoga, Int J Yoga. pp. 215–223.<br />
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6134749/?report=printable<br />
<br />
Jindari, F., Turner, N. et Khalsa, S. B. (2015). A Yoga Intervention for Posttraumatic Stress: A Preliminary Randomized Control Trial. Article ID 351746.<br />
https://downloads.hindawi.com/journals/ecam/2015/351746.pdf <br />
https://doi.org/10.1155/2015/351746<br />
<br />
Kamradt, J. M. (24 octobre 2017). Integrating Yoga into Psychotherapy: The Ethics of Moving from the Mind to the Mat. Complement Ther Clin Pract., Author Manuscript.<br />
<br />
Khalsa, S. B., (2020). Yoga Alliance - présentation PowerPoint et conférence en ligne:<br />
https://www.yogaalliance.org/Portals/0/events%20and%20workshops/handouts%20and%20slides/Yoga%20and%20Trauma%207-6-20.pdf<br />
https://www.yogaalliance.org/Get_Involved/COVID-19_Resources/Archived_COVID-19_Workshops_and_Events/CE_Workshop_Scientific_Research_on_Yoga_and_Trauma<br />
<br />
Park, C. L., Riley, K. E. et collaborateurs. (2016). Why Practice Yoga? Practitioners’ Motivations for Adopting and Maintaining Yoga Practice. Journal of Health Psychology. Vol. 21 (6). 887-896.<br />
<br />
Saeed, A., Cunningham, K. et Bloch, R. M. (15 mai 2019). Depression and Anxiety Disorders: Benefits of Exercice, Yoga, and Meditation. American Family Physician. Vol. 99, No 10. 620 -625.<br />
<br />
Serlin, I.A. (2020). Dance/Movement Therapy: A Whole Person Approach to Working with Trauma and Building Resilience. American Journal of Dance Therapy volume 42, pp. 176–193.<br />
https://link.springer.com/content/pdf/10.1007/s10465-020-09335-6.pdf<br />
<br />
Stone, M. (2018, revised edition). The Inner Tradition of Yoga. Shambhala Boulder. 244 pages.<br />
<br />
Telles, S., Kumar Sharma, S. et collaborateurs. (2019). The impact of yoga on teachers’ self-rated emotions. BMC Research Notes.<br />
https://bmcresnotes.biomedcentral.com/track/pdf/10.1186/s13104-019-4737-7.pdf<br />
<br />
Weintraub, A. (2004). Yoga for Depression. Broadway Books. 285 pages.<br />
<br />
Williams, M. G. Teasdale, J. D. Segal, Z. V. Kabat-Zinn, J. (2007). The mindful way through depression: freeing yourself from chronic unhappiness. Guilford Press.<br />
<br />
== Pleine conscience et pratiques biographiques (récits de vie) ==<br />
<br />
Beaudoin, J.-M., (2010). Recherche biographique en formation des adultes et dé standardisation des parcours de vie : bifurcation, transition et développement de l'agentivité. Actes du Congrès de l'Actualité de la recherche en éducation et en formation (AREF). Genève, Suisse : Université de Genève, septembre 2010.<br />
<br />
Falk, J. (2018, juillet). [https://www.apadivisions.org/division-32/news-events/mindfulness-narrative Mindfulness and life stories.] American Psychological Association. <br />
https://www.apadivisions.org/division-32/news-events/mindfulness-narrative<br />
<br />
Bernard, M.-C., Tschopp, G. et Slovik, A. (Éds). (2019). Les voies du récit. Pratiques biographiques en formation, intervention et recherche. [https://zenodo.org/record/3473735#.YTjqPJ1KjIV Livre électronique disponible] aux Éditions Science et bien commun.<br />
<br />
== Pleine conscience et développement durable ==<br />
<br />
Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does emotional intelligence influence academic performance? The role of compassion and engagement in education for sustainable development. ''Sustainability, 13''(4), 1721. <br />
<br />
Frank, P., Fischer, D., & Wamsler, C. (2019). Mindfulness, Education, and the Sustainable Development Goals. ''Quality Education, Encyclopedia of the UN Sustainable Development Goals''; Leal Filho, W., Azul, L., Brandli, P., Özuyar, G., Wall, T., Eds, 1-11. <br />
<br />
Gómez-Olmedo, A. M., Valor, C., & Carrero, I. (2020). Mindfulness in education for sustainable development to nurture socioemotional competencies: A systematic review and meta-analysis. ''Environmental Education Research, 26''(11), 1527-1555. <br />
<br />
Thiermann, U. B., & Sheate, W. R. (2020). The way forward in mindfulness and sustainability: a critical review and research agenda. ''Journal of Cognitive Enhancement,'' 1-22.<br />
<br />
== À catégoriser ==<br />
<br />
Britton, W. B. (2019). Can mindfulness be too much of a good thing? The value of a middle way. ''Current Opinion in Psychology, 28'', 159–165.<br />
<br />
Cheung, S. Y., Huang, E. G., Chang, S., & Wei, L. (2020). Does being mindful make people more creative at work? The role of creative process engagement and perceived leader humility. ''Organizational Behavior and Human Decision Processes, 159'', 39–48.<br />
<br />
Kortagen, F. (2017). Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and teaching: theory and practice. Vol. 23, No 4, 387-405.<br />
<br />
Kortagen, F. et Vasalos, A. (2005). Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: theory and practice. Vol. 11, No 1. 47-71.<br />
<br />
Norman, E. Metacognition and Mindfulness: the Role of Fringe Consciousness. Mindfulness, 2017, pp. 95-100.<br />
<br />
Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. ''Nature Reviews Neuroscience, 16''(4), 213-225.<br />
<br />
Traité de psychologie de la motivation, ouvrage collectif sous la direction de Carré, P. et Fenouillet, F. (2009). Dunod. 404 pages.</div>Cvennehttps://wiki.teluq.ca/wikitedia/index.php?title=Pleine_conscience_en_%C3%A9ducation&diff=19286Pleine conscience en éducation2021-10-17T16:30:32Z<p>Cvenne : /* Perspective critique */</p>
<hr />
<div>== Général ==<br />
<br />
Kabat-Zinn, J. (2006). Coming to Our Senses: Healing Ourselves and the World Through Mindfulness. Hyperion.<br />
<br />
Kabat-Zinn, J. (1997). Everyday Blessings: The Inner Work of Mindful Parenting, with Myla Kabat-Zinn. Hyperion.<br />
<br />
Kabat-Zinn, J. (1990 et 2013). Full Catastrophe Living. New York: Bantam Books Trade Paperbacks. 650 pages.<br />
<br />
Kabat-Zinn, J. (2009). Letting Everything Become Your Teacher: 100 Lessons in Mindfulness. Dell Publishing Company.<br />
<br />
Kabat-Zinn, J. (2012). Mindfulness for Beginners: reclaiming the present moment - and your life. Sounds True Inc.<br />
<br />
Kabat-Zinn, J. (1994). Mindfulness Meditation for Everyday Life. Piatkus.<br />
<br />
Kabat-Zinn, J. (2008). The Mind's Own Physician: A Scientific Dialogue with the Dalai Lama on the Healing Power of Meditation. Piatkus Books.<br />
<br />
Kabat-Zinn, J. (1997). The Power of Meditation and Prayer, with Sogyal Rinpoche, Larry Dossey, Michael Toms. Hay House.<br />
<br />
Kabat-Zinn, J. (1994). Wherever You Go, There You Are: Mindfulness Meditation in Everyday Life. Hyperion Books.<br />
<br />
L’accompagnement du développement personnel et professionnel en éducation, s’accompagner, accompagner, être accompagner, ouvrage collectif, sous la direction de Rondeau, K. et Jutras, F. (2019) Presses de l’Université du Québec. 183 pages.<br />
<br />
L’adulte en formation… pour devenir soi, Espaces, passages, débats et défis, ouvrage collectif sous la direction de Doucet, M. et Thériault. (2019). M. Presses de l’Université du Québec.<br />
<br />
Ostafin, B. D., Robinson, M. D., & Meier, B. P. (2015). ''Handbook of mindfulness and self-regulation'': Springer.<br />
<br />
Pleine conscience et relation d'aide. (2018) Sous la direction de Devault, A. et Pérodeau, G. Presses de l'Université Laval. 273 pages.<br />
<br />
== Méta-analyses ==<br />
<br />
Bartlett, L., Martin, A., Neil, A. L., Memish, K., Otahal, P., Kilpatrick, M., & Sanderson, K.(2019). A systematic review and meta-analysis of workplace mindfulness training randomized controlled trials. ''Journal of Occupational Health Psychology, 24'', 108–126.<br />
<br />
Boccia, M., Piccardi, L., & Guariglia, P. (2015). The meditative mind: a comprehensive meta-analysis of MRI studies. ''BioMed research international,'' 2015.<br />
<br />
Casedas, L., Pirruccio, V., Vadillo, M. A., & Lupianez,J. (2020). Does mindfulness meditation training enhance executive control? A systematic review and meta-analysis of randomized controlled trials in adults. ''Mindfulness, 11'', 411–424.<br />
<br />
Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. ''Clinical psychology review, 31''(3), 449-464.<br />
Donald, J. N., Sahdra, B. K., Van Zanden, B., Duineveld, J. J., Atkins, P. W., Marshall, S. L., & Ciarrochi, J. (2019). Does your mindfulness benefit others? A systematic review and meta‐analysis of the link between mindfulness and prosocial behaviour. ''British Journal of Psychology, 110''(1), 101-125.<br />
<br />
Goldberg, S. B., Riordan, K. M., Sun, S., & Davidson, R. J. (2021). The empirical status of mindfulness-based interventions: A systematic review of 44 meta-analyses of randomized controlled trials. ''Perspectives on Psychological Science'', 1745691620968771.<br />
<br />
Goyal, M., Singh, S., Sibinga, E. M., Gould, N. F., Rowland-Seymour, A., Sharma, R., . . . Shihab, H. M. (2014). Meditation programs for psychological stress and well-being: a systematic review and meta-analysis. ''JAMA internal medicine, 174''(3), 357-368.<br />
<br />
Eberth, J., & Sedlmeier, P. (2012). The effects of mindfulness meditation: a meta-analysis. ''Mindfulness, 3''(3), 174-189.<br />
<br />
Leyland, A., Rowse, G., & Emerson, L. M. (2019). Experimental effects of mindfulness inductions on self-regulation: Systematic review and meta-analysis. ''Emotion, 19''(1), 108.<br />
<br />
Šouláková, B., Kasal, A., Butzer, B. et al.(2019) Meta-Review on the Effectiveness of Classroom-Based Psychological Interventions Aimed at Improving Student Mental Health and Well-Being, and Preventing Mental Illness. J Primary Prevent 40, pp. 255–278.<br />
<br />
== Revues de littérature ==<br />
<br />
Black, D. S., & Slavich, G. M. (2016). Mindfulness meditation and the immune system: a systematic review of randomized controlled trials. ''Annals of the New York Academy of Sciences, 1373''(1), 13.<br />
<br />
Choi, E., Gruman, J. A., & Leonard, C. M. (2021). A balanced view of mindfulness at work. ''Organizational Psychology Review'', August 2021. doi:10.1177/20413866211036930<br />
<br />
Geiger, P. J., Boggero, I. A., Brake, C. A., Caldera, C. A., Combs, H. L., Peters, J. R., & Baer, R. A. (2016). Mindfulness-based interventions for older adults: a review of the effects on physical and emotional well-being. ''Mindfulness, 7''(2), 296-307.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., Hart, R., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on well-being and performance in the workplace: an inclusive systematic review of the empirical literature. ''European Journal of Work and Organizational Psychology, 26''(4), 492-513.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education, 61, 132-141.<br />
<br />
== Méthodes d'évaluation des interventions et des pratiques ==<br />
<br />
Baer, R. (2019). Assessment of mindfulness by self-report. ''Current opinion in psychology, 28,'' 42-48.<br />
<br />
Bergomi, C., Tschacher, W., & Kupper, Z. (2013). The assessment of mindfulness with self-report measures: Existing scales and open issues. ''Mindfulness, 4,'' 191–202.<br />
<br />
Choi, E., & Leroy, H. (2015). Methods of mindfulness: How mindfulness is studied in the workplace (?) <br />
<br />
Schmidt, S., Hinterberger, T., Lynch, S., Büssing, A., & Kohls, N. (2013). Assessment of mindfulness: Review on state of the art. ''Mindfulness, 4''(1), 3-17.<br />
<br />
Van Dam, N. T., Earleywine, M., & Borders, A. (2010). Measuring mindfulness? An item response theory analysis of the Mindful Attention Awareness Scale. ''Personality and individual differences, 49''(7), 805-810.Sauer, S., Walach, H.,<br />
<br />
== Les défis de la recherche ==<br />
<br />
Chiesa, A. (2013). The difficulty of defining mindfulness: Current thought and critical issues. ''Mindfulness, 4''(3), 255-268.<br />
<br />
Davidson, R. J., & Dahl, C. J. (2018). Outstanding challenges in scientific research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 62-65.<br />
<br />
Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. ''American Psychologist, 70''(7), 581. <br />
<br />
Grossman, P. (2011). Defining mindfulness by how poorly I think I pay attention during everyday awareness and other intractable problems for psychology's (re) invention of mindfulness: comment on Brown et al.(2011). <br />
<br />
Grossman, P., & Van Dam, N. T. (2011). Mindfulness, by any other name…: trials and tribulations of sati in western psychology and science. ''Contemporary Buddhism, 12''(1), 219-239. <br />
<br />
Sellman, E. M., & Buttarazzi, G. F. (2020). Adding lemon juice to poison – raising critical questions about the oxymoronic nature of mindfulness in education and its future direction. ''British Journal of Educational Studies, 68''(1), 61-78. doi:10.1080/00071005.2019.1581128<br />
<br />
Tang, Y. Y., & Posner, M. I. (2013). Tools of the trade: theory and method in mindfulness neuroscience. ''Social cognitive and affective neuroscience, 8''(1), 118-120.<br />
<br />
Van Dam, N. T., Van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., . . . Gorchov, J. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 36-61.<br />
<br />
== Éthique et pleine conscience (fondations et pratiques) ==<br />
Stanley, S., Ronald E., Nirbhay, P. et Singh, N. (attention : auteurs à vérifier) (2018). Handbook of Ethical Foundations of Mindfulness. (voir la série de publications : Mindfulness in Behavioral Health). Springer International Publishing AG.<br />
<br />
Article d'intérêt particulier : Sullivan, M. Postsecular Charisma: Thich Nhat Hanh and the Ethics of Mindfulness, 339-354.<br />
<br />
== Perspective critique ==<br />
<br />
Hendlin, S. J. (2018). Three Cognitive Distortions of Being Present-Centered. Society for the Advancement of Psychotherapy.<br />
https://societyforpsychotherapy.org/author/stevenhendlin/<br />
<br />
Cieslik, M. (Ed.) (2021). [https://books.google.ca/books?hl=fr&lr=&id=0hguEAAAQBAJ&oi=fnd&pg=PP1&dq=mindfulness+and+biographical+practice&ots=YBynI7Nwdv&sig=8EfgpMfyxb7DQrRopdLTxrZxQNI&redir_esc=y#v=onepage&q=mindfulness%20and%20biographical%20practice&f=false ''Researching Happiness: Qualitative, Biographical and Critical Perspectives''.] Bristol, UK- Bristol University Press. <br />
Voir en particulier : <br />
- Hill, N. (2021). Happiness as an Effective Practice: Self, Suffering and Biography, p. 47 et ss. <br />
- Tross, D. (2021). Personal Happiness, Social Unhappiness: Understanding the Complexity of Individual Happiness Accounts, p. 69 et ss.<br />
<br />
== Pleine conscience et apprentissage des adultes ==<br />
<br />
Crumley, G., & Schutz, H. (2011). Short-duration mindfulness training with adult learners. ''Adult Learning, 22''(2), 37-42. <br />
<br />
Hyland, T. (2010). Mindfulness, adult learning and therapeutic education: integrating the cognitive and affective domains of learning. ''International Journal of Lifelong Education, 2''9(5), 517-532. doi:10.1080/02601370.2010.512792<br />
<br />
Hyland, T. (2014). Mindfulness-based interventions and the affective domain of education. ''Educational Studies, 40''(3), 277-291. doi:10.1080/03055698.2014.889596<br />
<br />
Hyland, T. (2016). The Limits of Mindfulness: Emerging Issues for Education. ''British Journal of Educational Studies, 6''4(1), 97-117. doi:10.1080/00071005.2015.1051946<br />
<br />
McCaw, C. T. (2020). Mindfulness ‘thick’ and ‘thin’— a critical review of the uses of mindfulness in education. ''Oxford Review of Education, 46''(2), 257-278. doi:10.1080/03054985.2019.1667759<br />
<br />
Meditation and Mindfulness in Adult Education (2019). Ouvrage collectif dirigé par Tisdell, E. J, Gupta, K., Archuleta, K. New Directions for Adult & Continuing Education. Spring 2019, No 161.<br />
<br />
Oren Ergas & Linor L. Hadar (2021) Does mindfulness belong in higher education? – An eight year research of students’ experiences, ''Pedagogy, Culture & Society'', DOI: 10.1080/14681366.2021.1906307<br />
<br />
Owen, R. (2020). Using Mindfulness to Promote Transformative Learning in Implicit Racial Bias Training. ''Adult Learning, 32''(3), 125-131. doi:10.1177/1045159520981165<br />
<br />
Tobin, K. (2018). Mindfulness in education, ''Learning: Research and Practice,'' 4(1), 1-9, DOI: 10.1080/23735082.2018.1433623<br />
<br />
== Pleine conscience, milieu de travail et performance ==<br />
<br />
Arslan, U. et Bayraktar-Uyar, B. (décembre 2020). Do Career Decidedness and Career Distress Influence Psychological and Subjective Wellbeing? The Mediating Role of Mindfulness. International Journal of Contemporary Educational Research. Vol. 7, No 2. 271-280.<br />
<br />
Bartz, D. E. (août 2018) Managers Utilizing Mindfulness and Flow to Maximize Job Performance and Satisfaction. International Journal of Education and Social Science. Vol. 5, No 7. 5 pages.<br />
<br />
Carleton, E. L., Barling, J. et Trivisonno, M. (2018) Leaders’ Trait Mindfulness and Transformational Leadership: The Mediating Roles of Leaders’ Positive Affect and Leadership Self-Efficacy. Canadian Journal of Behavioural Science. Vol. 50, No 3. 185-194.<br />
<br />
Klatt1, M., Steinberg, B., Duchemin, A-M., (2015). Mindfulness in Motion (MIM): An Onsite Mindfulness Based Intervention (MBI) for Chronically High Stress Work Environments to Increase Resiliency and Work Engagement. JOVE - Journal of Visualized Experiments. <br />
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4545050/pdf/jove-101-52359.pdf<br />
<br />
Sanyal, C. et Rigg, C. (2020) Integrating Mindfulness Into Leadership Development. Journal of Management Education. pp. 1-22.<br />
<br />
== Pleine conscience, différentes pratiques et traitement ==<br />
<br />
Bradley, R. et collaborateurs (2005). A Multidimensional Meta-Analysis of Psychotherapy for PTSD. Published Online:1 Feb 2005.<br />
https://doi.org/10.1176/appi.ajp.162.2.214<br />
<br />
Bradley, R. et Westen, D. (2005). The psychodynamics of borderline personality disorder: A view from developmental psychopathology. Published online by Cambridge University Press: 12 December 2005. Development and Psychopathology , Volume 17 , Issue 4 , December 2005 , pp. 927-957.<br />
DOI: https://doi.org/10.1017/S0954579405050443<br />
<br />
Courtois, C. A. (2004). Complex trauma, complex reactions: Assessment and treatment. Psychotherapy: Theory, Research, Practice, Training, 41(4), 412–425. <br />
https://doi.org/10.1037/0033-3204.41.4.412.<br />
<br />
Cramer, H., Anheyer, D., Saha, F. J. et Dobos, G. (2018). Yoga for posttraumatic stress disorder – a systematic review and meta-analysis. BMC Psychiatry. <br />
https://doi.org/10.1186/s12888-018-1650-x<br />
https://bmcpsychiatry.biomedcentral.com/track/pdf/10.1186/s12888-018-1650-x.pdf<br />
<br />
Ferreira-Vorkapic, C., Borba-Pinheiro, C. J. et collaborateurs. (2018). The Impact of Yoga Nidra and Seated Meditation on the Mental Health of College Professors. Logo of ijyoga, Int J Yoga. pp. 215–223.<br />
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6134749/?report=printable<br />
<br />
Jindari, F., Turner, N. et Khalsa, S. B. (2015). A Yoga Intervention for Posttraumatic Stress: A Preliminary Randomized Control Trial. Article ID 351746.<br />
https://downloads.hindawi.com/journals/ecam/2015/351746.pdf <br />
https://doi.org/10.1155/2015/351746<br />
<br />
Kamradt, J. M. (24 octobre 2017). Integrating Yoga into Psychotherapy: The Ethics of Moving from the Mind to the Mat. Complement Ther Clin Pract., Author Manuscript.<br />
<br />
Khalsa, S. B., (2020). Yoga Alliance - présentation PowerPoint et conférence en ligne:<br />
https://www.yogaalliance.org/Portals/0/events%20and%20workshops/handouts%20and%20slides/Yoga%20and%20Trauma%207-6-20.pdf<br />
https://www.yogaalliance.org/Get_Involved/COVID-19_Resources/Archived_COVID-19_Workshops_and_Events/CE_Workshop_Scientific_Research_on_Yoga_and_Trauma<br />
<br />
Park, C. L., Riley, K. E. et collaborateurs. (2016). Why Practice Yoga? Practitioners’ Motivations for Adopting and Maintaining Yoga Practice. Journal of Health Psychology. Vol. 21 (6). 887-896.<br />
<br />
Saeed, A., Cunningham, K. et Bloch, R. M. (15 mai 2019). Depression and Anxiety Disorders: Benefits of Exercice, Yoga, and Meditation. American Family Physician. Vol. 99, No 10. 620 -625.<br />
<br />
Serlin, I.A. (2020). Dance/Movement Therapy: A Whole Person Approach to Working with Trauma and Building Resilience. American Journal of Dance Therapy volume 42, pp. 176–193.<br />
https://link.springer.com/content/pdf/10.1007/s10465-020-09335-6.pdf<br />
<br />
Stone, M. (2018, revised edition). The Inner Tradition of Yoga. Shambhala Boulder. 244 pages.<br />
<br />
Telles, S., Kumar Sharma, S. et collaborateurs. (2019). The impact of yoga on teachers’ self-rated emotions. BMC Research Notes.<br />
https://bmcresnotes.biomedcentral.com/track/pdf/10.1186/s13104-019-4737-7.pdf<br />
<br />
Weintraub, A. (2004). Yoga for Depression. Broadway Books. 285 pages.<br />
<br />
Williams, M. G. Teasdale, J. D. Segal, Z. V. Kabat-Zinn, J. (2007). The mindful way through depression: freeing yourself from chronic unhappiness. Guilford Press.<br />
<br />
== Pleine conscience et pratiques biographiques (récits de vie) ==<br />
<br />
Beaudoin, J.-M., (2010). Recherche biographique en formation des adultes et dé standardisation des parcours de vie : bifurcation, transition et développement de l'agentivité. Actes du Congrès de l'Actualité de la recherche en éducation et en formation (AREF). Genève, Suisse : Université de Genève, septembre 2010.<br />
<br />
Falk, J. (2018, juillet). [https://www.apadivisions.org/division-32/news-events/mindfulness-narrative Mindfulness and life stories.] American Psychological Association. <br />
https://www.apadivisions.org/division-32/news-events/mindfulness-narrative<br />
<br />
Bernard, M.-C., Tschopp, G. et Slovik, A. (Éds). (2019). Les voies du récit. Pratiques biographiques en formation, intervention et recherche. [https://zenodo.org/record/3473735#.YTjqPJ1KjIV Livre électronique disponible] aux Éditions Science et bien commun.<br />
<br />
== Pleine conscience et développement durable ==<br />
<br />
Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does emotional intelligence influence academic performance? The role of compassion and engagement in education for sustainable development. ''Sustainability, 13''(4), 1721. <br />
<br />
Frank, P., Fischer, D., & Wamsler, C. (2019). Mindfulness, Education, and the Sustainable Development Goals. ''Quality Education, Encyclopedia of the UN Sustainable Development Goals''; Leal Filho, W., Azul, L., Brandli, P., Özuyar, G., Wall, T., Eds, 1-11. <br />
<br />
Gómez-Olmedo, A. M., Valor, C., & Carrero, I. (2020). Mindfulness in education for sustainable development to nurture socioemotional competencies: A systematic review and meta-analysis. ''Environmental Education Research, 26''(11), 1527-1555. <br />
<br />
Thiermann, U. B., & Sheate, W. R. (2020). The way forward in mindfulness and sustainability: a critical review and research agenda. ''Journal of Cognitive Enhancement,'' 1-22.<br />
<br />
== À catégoriser ==<br />
<br />
Britton, W. B. (2019). Can mindfulness be too much of a good thing? The value of a middle way. ''Current Opinion in Psychology, 28'', 159–165.<br />
<br />
Cheung, S. Y., Huang, E. G., Chang, S., & Wei, L. (2020). Does being mindful make people more creative at work? The role of creative process engagement and perceived leader humility. ''Organizational Behavior and Human Decision Processes, 159'', 39–48.<br />
<br />
Kortagen, F. (2017). Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and teaching: theory and practice. Vol. 23, No 4, 387-405.<br />
<br />
Kortagen, F. et Vasalos, A. (2005). Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: theory and practice. Vol. 11, No 1. 47-71.<br />
<br />
Norman, E. Metacognition and Mindfulness: the Role of Fringe Consciousness. Mindfulness, 2017, pp. 95-100.<br />
<br />
Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. ''Nature Reviews Neuroscience, 16''(4), 213-225.<br />
<br />
Traité de psychologie de la motivation, ouvrage collectif sous la direction de Carré, P. et Fenouillet, F. (2009). Dunod. 404 pages.</div>Cvennehttps://wiki.teluq.ca/wikitedia/index.php?title=Pleine_conscience_en_%C3%A9ducation&diff=19283Pleine conscience en éducation2021-10-12T21:41:27Z<p>Cvenne : /* Pleine conscience, différentes pratiques et traitement */</p>
<hr />
<div>== Général ==<br />
<br />
Kabat-Zinn, J. (2006). Coming to Our Senses: Healing Ourselves and the World Through Mindfulness. Hyperion.<br />
<br />
Kabat-Zinn, J. (1997). Everyday Blessings: The Inner Work of Mindful Parenting, with Myla Kabat-Zinn. Hyperion.<br />
<br />
Kabat-Zinn, J. (1990 et 2013). Full Catastrophe Living. New York: Bantam Books Trade Paperbacks. 650 pages.<br />
<br />
Kabat-Zinn, J. (2009). Letting Everything Become Your Teacher: 100 Lessons in Mindfulness. Dell Publishing Company.<br />
<br />
Kabat-Zinn, J. (2012). Mindfulness for Beginners: reclaiming the present moment - and your life. Sounds True Inc.<br />
<br />
Kabat-Zinn, J. (1994). Mindfulness Meditation for Everyday Life. Piatkus.<br />
<br />
Kabat-Zinn, J. (2008). The Mind's Own Physician: A Scientific Dialogue with the Dalai Lama on the Healing Power of Meditation. Piatkus Books.<br />
<br />
Kabat-Zinn, J. (1997). The Power of Meditation and Prayer, with Sogyal Rinpoche, Larry Dossey, Michael Toms. Hay House.<br />
<br />
Kabat-Zinn, J. (1994). Wherever You Go, There You Are: Mindfulness Meditation in Everyday Life. Hyperion Books.<br />
<br />
L’accompagnement du développement personnel et professionnel en éducation, s’accompagner, accompagner, être accompagner, ouvrage collectif, sous la direction de Rondeau, K. et Jutras, F. (2019) Presses de l’Université du Québec. 183 pages.<br />
<br />
L’adulte en formation… pour devenir soi, Espaces, passages, débats et défis, ouvrage collectif sous la direction de Doucet, M. et Thériault. (2019). M. Presses de l’Université du Québec.<br />
<br />
Ostafin, B. D., Robinson, M. D., & Meier, B. P. (2015). ''Handbook of mindfulness and self-regulation'': Springer.<br />
<br />
Pleine conscience et relation d'aide. (2018) Sous la direction de Devault, A. et Pérodeau, G. Presses de l'Université Laval. 273 pages.<br />
<br />
== Méta-analyses ==<br />
<br />
Bartlett, L., Martin, A., Neil, A. L., Memish, K., Otahal, P., Kilpatrick, M., & Sanderson, K.(2019). A systematic review and meta-analysis of workplace mindfulness training randomized controlled trials. ''Journal of Occupational Health Psychology, 24'', 108–126.<br />
<br />
Boccia, M., Piccardi, L., & Guariglia, P. (2015). The meditative mind: a comprehensive meta-analysis of MRI studies. ''BioMed research international,'' 2015.<br />
<br />
Casedas, L., Pirruccio, V., Vadillo, M. A., & Lupianez,J. (2020). Does mindfulness meditation training enhance executive control? A systematic review and meta-analysis of randomized controlled trials in adults. ''Mindfulness, 11'', 411–424.<br />
<br />
Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. ''Clinical psychology review, 31''(3), 449-464.<br />
Donald, J. N., Sahdra, B. K., Van Zanden, B., Duineveld, J. J., Atkins, P. W., Marshall, S. L., & Ciarrochi, J. (2019). Does your mindfulness benefit others? A systematic review and meta‐analysis of the link between mindfulness and prosocial behaviour. ''British Journal of Psychology, 110''(1), 101-125.<br />
<br />
Goldberg, S. B., Riordan, K. M., Sun, S., & Davidson, R. J. (2021). The empirical status of mindfulness-based interventions: A systematic review of 44 meta-analyses of randomized controlled trials. ''Perspectives on Psychological Science'', 1745691620968771.<br />
<br />
Goyal, M., Singh, S., Sibinga, E. M., Gould, N. F., Rowland-Seymour, A., Sharma, R., . . . Shihab, H. M. (2014). Meditation programs for psychological stress and well-being: a systematic review and meta-analysis. ''JAMA internal medicine, 174''(3), 357-368.<br />
<br />
Eberth, J., & Sedlmeier, P. (2012). The effects of mindfulness meditation: a meta-analysis. ''Mindfulness, 3''(3), 174-189.<br />
<br />
Leyland, A., Rowse, G., & Emerson, L. M. (2019). Experimental effects of mindfulness inductions on self-regulation: Systematic review and meta-analysis. ''Emotion, 19''(1), 108.<br />
<br />
Šouláková, B., Kasal, A., Butzer, B. et al.(2019) Meta-Review on the Effectiveness of Classroom-Based Psychological Interventions Aimed at Improving Student Mental Health and Well-Being, and Preventing Mental Illness. J Primary Prevent 40, pp. 255–278.<br />
<br />
== Revues de littérature ==<br />
<br />
Black, D. S., & Slavich, G. M. (2016). Mindfulness meditation and the immune system: a systematic review of randomized controlled trials. ''Annals of the New York Academy of Sciences, 1373''(1), 13.<br />
<br />
Choi, E., Gruman, J. A., & Leonard, C. M. (2021). A balanced view of mindfulness at work. ''Organizational Psychology Review'', August 2021. doi:10.1177/20413866211036930<br />
<br />
Geiger, P. J., Boggero, I. A., Brake, C. A., Caldera, C. A., Combs, H. L., Peters, J. R., & Baer, R. A. (2016). Mindfulness-based interventions for older adults: a review of the effects on physical and emotional well-being. ''Mindfulness, 7''(2), 296-307.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., Hart, R., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on well-being and performance in the workplace: an inclusive systematic review of the empirical literature. ''European Journal of Work and Organizational Psychology, 26''(4), 492-513.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education, 61, 132-141.<br />
<br />
== Méthodes d'évaluation des interventions et des pratiques ==<br />
<br />
Baer, R. (2019). Assessment of mindfulness by self-report. ''Current opinion in psychology, 28,'' 42-48.<br />
<br />
Bergomi, C., Tschacher, W., & Kupper, Z. (2013). The assessment of mindfulness with self-report measures: Existing scales and open issues. ''Mindfulness, 4,'' 191–202.<br />
<br />
Choi, E., & Leroy, H. (2015). Methods of mindfulness: How mindfulness is studied in the workplace (?) <br />
<br />
Schmidt, S., Hinterberger, T., Lynch, S., Büssing, A., & Kohls, N. (2013). Assessment of mindfulness: Review on state of the art. ''Mindfulness, 4''(1), 3-17.<br />
<br />
Van Dam, N. T., Earleywine, M., & Borders, A. (2010). Measuring mindfulness? An item response theory analysis of the Mindful Attention Awareness Scale. ''Personality and individual differences, 49''(7), 805-810.Sauer, S., Walach, H.,<br />
<br />
== Les défis de la recherche ==<br />
<br />
Chiesa, A. (2013). The difficulty of defining mindfulness: Current thought and critical issues. ''Mindfulness, 4''(3), 255-268.<br />
<br />
Davidson, R. J., & Dahl, C. J. (2018). Outstanding challenges in scientific research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 62-65.<br />
<br />
Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. ''American Psychologist, 70''(7), 581. <br />
<br />
Grossman, P. (2011). Defining mindfulness by how poorly I think I pay attention during everyday awareness and other intractable problems for psychology's (re) invention of mindfulness: comment on Brown et al.(2011). <br />
<br />
Grossman, P., & Van Dam, N. T. (2011). Mindfulness, by any other name…: trials and tribulations of sati in western psychology and science. ''Contemporary Buddhism, 12''(1), 219-239. <br />
<br />
Sellman, E. M., & Buttarazzi, G. F. (2020). Adding lemon juice to poison – raising critical questions about the oxymoronic nature of mindfulness in education and its future direction. ''British Journal of Educational Studies, 68''(1), 61-78. doi:10.1080/00071005.2019.1581128<br />
<br />
Tang, Y. Y., & Posner, M. I. (2013). Tools of the trade: theory and method in mindfulness neuroscience. ''Social cognitive and affective neuroscience, 8''(1), 118-120.<br />
<br />
Van Dam, N. T., Van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., . . . Gorchov, J. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 36-61.<br />
<br />
== Éthique et pleine conscience (fondations et pratiques) ==<br />
Stanley, S., Ronald E., Nirbhay, P. et Singh, N. (attention : auteurs à vérifier) (2018). Handbook of Ethical Foundations of Mindfulness. (voir la série de publications : Mindfulness in Behavioral Health). Springer International Publishing AG.<br />
<br />
Article d'intérêt particulier : Sullivan, M. Postsecular Charisma: Thich Nhat Hanh and the Ethics of Mindfulness, 339-354.<br />
<br />
== Perspective critique ==<br />
<br />
Cieslik, M. (Ed.) (2021). [https://books.google.ca/books?hl=fr&lr=&id=0hguEAAAQBAJ&oi=fnd&pg=PP1&dq=mindfulness+and+biographical+practice&ots=YBynI7Nwdv&sig=8EfgpMfyxb7DQrRopdLTxrZxQNI&redir_esc=y#v=onepage&q=mindfulness%20and%20biographical%20practice&f=false ''Researching Happiness: Qualitative, Biographical and Critical Perspectives''.] Bristol, UK- Bristol University Press. <br />
Voir en particulier : <br />
- Hill, N. (2021). Happiness as an Effective Practice: Self, Suffering and Biography, p. 47 et ss. <br />
- Tross, D. (2021). Personal Happiness, Social Unhappiness: Understanding the Complexity of Individual Happiness Accounts, p. 69 et ss.<br />
<br />
== Pleine conscience et apprentissage des adultes ==<br />
<br />
Crumley, G., & Schutz, H. (2011). Short-duration mindfulness training with adult learners. ''Adult Learning, 22''(2), 37-42. <br />
<br />
Hyland, T. (2010). Mindfulness, adult learning and therapeutic education: integrating the cognitive and affective domains of learning. ''International Journal of Lifelong Education, 2''9(5), 517-532. doi:10.1080/02601370.2010.512792<br />
<br />
Hyland, T. (2014). Mindfulness-based interventions and the affective domain of education. ''Educational Studies, 40''(3), 277-291. doi:10.1080/03055698.2014.889596<br />
<br />
Hyland, T. (2016). The Limits of Mindfulness: Emerging Issues for Education. ''British Journal of Educational Studies, 6''4(1), 97-117. doi:10.1080/00071005.2015.1051946<br />
<br />
McCaw, C. T. (2020). Mindfulness ‘thick’ and ‘thin’— a critical review of the uses of mindfulness in education. ''Oxford Review of Education, 46''(2), 257-278. doi:10.1080/03054985.2019.1667759<br />
<br />
Meditation and Mindfulness in Adult Education (2019). Ouvrage collectif dirigé par Tisdell, E. J, Gupta, K., Archuleta, K. New Directions for Adult & Continuing Education. Spring 2019, No 161.<br />
<br />
Oren Ergas & Linor L. Hadar (2021) Does mindfulness belong in higher education? – An eight year research of students’ experiences, ''Pedagogy, Culture & Society'', DOI: 10.1080/14681366.2021.1906307<br />
<br />
Owen, R. (2020). Using Mindfulness to Promote Transformative Learning in Implicit Racial Bias Training. ''Adult Learning, 32''(3), 125-131. doi:10.1177/1045159520981165<br />
<br />
Tobin, K. (2018). Mindfulness in education, ''Learning: Research and Practice,'' 4(1), 1-9, DOI: 10.1080/23735082.2018.1433623<br />
<br />
== Pleine conscience, milieu de travail et performance ==<br />
<br />
Arslan, U. et Bayraktar-Uyar, B. (décembre 2020). Do Career Decidedness and Career Distress Influence Psychological and Subjective Wellbeing? The Mediating Role of Mindfulness. International Journal of Contemporary Educational Research. Vol. 7, No 2. 271-280.<br />
<br />
Bartz, D. E. (août 2018) Managers Utilizing Mindfulness and Flow to Maximize Job Performance and Satisfaction. International Journal of Education and Social Science. Vol. 5, No 7. 5 pages.<br />
<br />
Carleton, E. L., Barling, J. et Trivisonno, M. (2018) Leaders’ Trait Mindfulness and Transformational Leadership: The Mediating Roles of Leaders’ Positive Affect and Leadership Self-Efficacy. Canadian Journal of Behavioural Science. Vol. 50, No 3. 185-194.<br />
<br />
Klatt1, M., Steinberg, B., Duchemin, A-M., (2015). Mindfulness in Motion (MIM): An Onsite Mindfulness Based Intervention (MBI) for Chronically High Stress Work Environments to Increase Resiliency and Work Engagement. JOVE - Journal of Visualized Experiments. <br />
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4545050/pdf/jove-101-52359.pdf<br />
<br />
Sanyal, C. et Rigg, C. (2020) Integrating Mindfulness Into Leadership Development. Journal of Management Education. pp. 1-22.<br />
<br />
== Pleine conscience, différentes pratiques et traitement ==<br />
<br />
Bradley, R. et collaborateurs (2005). A Multidimensional Meta-Analysis of Psychotherapy for PTSD. Published Online:1 Feb 2005.<br />
https://doi.org/10.1176/appi.ajp.162.2.214<br />
<br />
Bradley, R. et Westen, D. (2005). The psychodynamics of borderline personality disorder: A view from developmental psychopathology. Published online by Cambridge University Press: 12 December 2005. Development and Psychopathology , Volume 17 , Issue 4 , December 2005 , pp. 927-957.<br />
DOI: https://doi.org/10.1017/S0954579405050443<br />
<br />
Courtois, C. A. (2004). Complex trauma, complex reactions: Assessment and treatment. Psychotherapy: Theory, Research, Practice, Training, 41(4), 412–425. <br />
https://doi.org/10.1037/0033-3204.41.4.412.<br />
<br />
Cramer, H., Anheyer, D., Saha, F. J. et Dobos, G. (2018). Yoga for posttraumatic stress disorder – a systematic review and meta-analysis. BMC Psychiatry. <br />
https://doi.org/10.1186/s12888-018-1650-x<br />
https://bmcpsychiatry.biomedcentral.com/track/pdf/10.1186/s12888-018-1650-x.pdf<br />
<br />
Ferreira-Vorkapic, C., Borba-Pinheiro, C. J. et collaborateurs. (2018). The Impact of Yoga Nidra and Seated Meditation on the Mental Health of College Professors. Logo of ijyoga, Int J Yoga. pp. 215–223.<br />
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6134749/?report=printable<br />
<br />
Jindari, F., Turner, N. et Khalsa, S. B. (2015). A Yoga Intervention for Posttraumatic Stress: A Preliminary Randomized Control Trial. Article ID 351746.<br />
https://downloads.hindawi.com/journals/ecam/2015/351746.pdf <br />
https://doi.org/10.1155/2015/351746<br />
<br />
Kamradt, J. M. (24 octobre 2017). Integrating Yoga into Psychotherapy: The Ethics of Moving from the Mind to the Mat. Complement Ther Clin Pract., Author Manuscript.<br />
<br />
Khalsa, S. B., (2020). Yoga Alliance - présentation PowerPoint et conférence en ligne:<br />
https://www.yogaalliance.org/Portals/0/events%20and%20workshops/handouts%20and%20slides/Yoga%20and%20Trauma%207-6-20.pdf<br />
https://www.yogaalliance.org/Get_Involved/COVID-19_Resources/Archived_COVID-19_Workshops_and_Events/CE_Workshop_Scientific_Research_on_Yoga_and_Trauma<br />
<br />
Park, C. L., Riley, K. E. et collaborateurs. (2016). Why Practice Yoga? Practitioners’ Motivations for Adopting and Maintaining Yoga Practice. Journal of Health Psychology. Vol. 21 (6). 887-896.<br />
<br />
Saeed, A., Cunningham, K. et Bloch, R. M. (15 mai 2019). Depression and Anxiety Disorders: Benefits of Exercice, Yoga, and Meditation. American Family Physician. Vol. 99, No 10. 620 -625.<br />
<br />
Serlin, I.A. (2020). Dance/Movement Therapy: A Whole Person Approach to Working with Trauma and Building Resilience. American Journal of Dance Therapy volume 42, pp. 176–193.<br />
https://link.springer.com/content/pdf/10.1007/s10465-020-09335-6.pdf<br />
<br />
Stone, M. (2018, revised edition). The Inner Tradition of Yoga. Shambhala Boulder. 244 pages.<br />
<br />
Telles, S., Kumar Sharma, S. et collaborateurs. (2019). The impact of yoga on teachers’ self-rated emotions. BMC Research Notes.<br />
https://bmcresnotes.biomedcentral.com/track/pdf/10.1186/s13104-019-4737-7.pdf<br />
<br />
Weintraub, A. (2004). Yoga for Depression. Broadway Books. 285 pages.<br />
<br />
Williams, M. G. Teasdale, J. D. Segal, Z. V. Kabat-Zinn, J. (2007). The mindful way through depression: freeing yourself from chronic unhappiness. Guilford Press.<br />
<br />
== Pleine conscience et pratiques biographiques (récits de vie) ==<br />
<br />
Beaudoin, J.-M., (2010). Recherche biographique en formation des adultes et dé standardisation des parcours de vie : bifurcation, transition et développement de l'agentivité. Actes du Congrès de l'Actualité de la recherche en éducation et en formation (AREF). Genève, Suisse : Université de Genève, septembre 2010.<br />
<br />
Falk, J. (2018, juillet). [https://www.apadivisions.org/division-32/news-events/mindfulness-narrative Mindfulness and life stories.] American Psychological Association. <br />
https://www.apadivisions.org/division-32/news-events/mindfulness-narrative<br />
<br />
Bernard, M.-C., Tschopp, G. et Slovik, A. (Éds). (2019). Les voies du récit. Pratiques biographiques en formation, intervention et recherche. [https://zenodo.org/record/3473735#.YTjqPJ1KjIV Livre électronique disponible] aux Éditions Science et bien commun.<br />
<br />
== Pleine conscience et développement durable ==<br />
<br />
Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does emotional intelligence influence academic performance? The role of compassion and engagement in education for sustainable development. ''Sustainability, 13''(4), 1721. <br />
<br />
Frank, P., Fischer, D., & Wamsler, C. (2019). Mindfulness, Education, and the Sustainable Development Goals. ''Quality Education, Encyclopedia of the UN Sustainable Development Goals''; Leal Filho, W., Azul, L., Brandli, P., Özuyar, G., Wall, T., Eds, 1-11. <br />
<br />
Gómez-Olmedo, A. M., Valor, C., & Carrero, I. (2020). Mindfulness in education for sustainable development to nurture socioemotional competencies: A systematic review and meta-analysis. ''Environmental Education Research, 26''(11), 1527-1555. <br />
<br />
Thiermann, U. B., & Sheate, W. R. (2020). The way forward in mindfulness and sustainability: a critical review and research agenda. ''Journal of Cognitive Enhancement,'' 1-22.<br />
<br />
== À catégoriser ==<br />
<br />
Britton, W. B. (2019). Can mindfulness be too much of a good thing? The value of a middle way. ''Current Opinion in Psychology, 28'', 159–165.<br />
<br />
Cheung, S. Y., Huang, E. G., Chang, S., & Wei, L. (2020). Does being mindful make people more creative at work? The role of creative process engagement and perceived leader humility. ''Organizational Behavior and Human Decision Processes, 159'', 39–48.<br />
<br />
Kortagen, F. (2017). Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and teaching: theory and practice. Vol. 23, No 4, 387-405.<br />
<br />
Kortagen, F. et Vasalos, A. (2005). Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: theory and practice. Vol. 11, No 1. 47-71.<br />
<br />
Norman, E. Metacognition and Mindfulness: the Role of Fringe Consciousness. Mindfulness, 2017, pp. 95-100.<br />
<br />
Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. ''Nature Reviews Neuroscience, 16''(4), 213-225.<br />
<br />
Traité de psychologie de la motivation, ouvrage collectif sous la direction de Carré, P. et Fenouillet, F. (2009). Dunod. 404 pages.</div>Cvennehttps://wiki.teluq.ca/wikitedia/index.php?title=Pleine_conscience_en_%C3%A9ducation&diff=19075Pleine conscience en éducation2021-09-21T19:45:47Z<p>Cvenne : /* Pleine conscience, différentes pratiques et traitement */</p>
<hr />
<div>== Général ==<br />
<br />
Kabat-Zinn, J. (2006). Coming to Our Senses: Healing Ourselves and the World Through Mindfulness. Hyperion.<br />
<br />
Kabat-Zinn, J. (1997). Everyday Blessings: The Inner Work of Mindful Parenting, with Myla Kabat-Zinn. Hyperion.<br />
<br />
Kabat-Zinn, J. (1990 et 2013). Full Catastrophe Living. New York: Bantam Books Trade Paperbacks. 650 pages.<br />
<br />
Kabat-Zinn, J. (2009). Letting Everything Become Your Teacher: 100 Lessons in Mindfulness. Dell Publishing Company.<br />
<br />
Kabat-Zinn, J. (2012). Mindfulness for Beginners: reclaiming the present moment - and your life. Sounds True Inc.<br />
<br />
Kabat-Zinn, J. (1994). Mindfulness Meditation for Everyday Life. Piatkus.<br />
<br />
Kabat-Zinn, J. (2008). The Mind's Own Physician: A Scientific Dialogue with the Dalai Lama on the Healing Power of Meditation. Piatkus Books.<br />
<br />
Kabat-Zinn, J. (1997). The Power of Meditation and Prayer, with Sogyal Rinpoche, Larry Dossey, Michael Toms. Hay House.<br />
<br />
Kabat-Zinn, J. (1994). Wherever You Go, There You Are: Mindfulness Meditation in Everyday Life. Hyperion Books.<br />
<br />
L’accompagnement du développement personnel et professionnel en éducation, s’accompagner, accompagner, être accompagner, ouvrage collectif, sous la direction de Rondeau, K. et Jutras, F. (2019) Presses de l’Université du Québec. 183 pages.<br />
<br />
L’adulte en formation… pour devenir soi, Espaces, passages, débats et défis, ouvrage collectif sous la direction de Doucet, M. et Thériault. (2019). M. Presses de l’Université du Québec.<br />
<br />
Ostafin, B. D., Robinson, M. D., & Meier, B. P. (2015). ''Handbook of mindfulness and self-regulation'': Springer.<br />
<br />
Pleine conscience et relation d'aide. (2018) Sous la direction de Devault, A. et Pérodeau, G. Presses de l'Université Laval. 273 pages.<br />
<br />
== Méta-analyses ==<br />
<br />
Bartlett, L., Martin, A., Neil, A. L., Memish, K., Otahal, P., Kilpatrick, M., & Sanderson, K.(2019). A systematic review and meta-analysis of workplace mindfulness training randomized controlled trials. ''Journal of Occupational Health Psychology, 24'', 108–126.<br />
<br />
Boccia, M., Piccardi, L., & Guariglia, P. (2015). The meditative mind: a comprehensive meta-analysis of MRI studies. ''BioMed research international,'' 2015.<br />
<br />
Casedas, L., Pirruccio, V., Vadillo, M. A., & Lupianez,J. (2020). Does mindfulness meditation training enhance executive control? A systematic review and meta-analysis of randomized controlled trials in adults. ''Mindfulness, 11'', 411–424.<br />
<br />
Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. ''Clinical psychology review, 31''(3), 449-464.<br />
Donald, J. N., Sahdra, B. K., Van Zanden, B., Duineveld, J. J., Atkins, P. W., Marshall, S. L., & Ciarrochi, J. (2019). Does your mindfulness benefit others? A systematic review and meta‐analysis of the link between mindfulness and prosocial behaviour. ''British Journal of Psychology, 110''(1), 101-125.<br />
<br />
Goldberg, S. B., Riordan, K. M., Sun, S., & Davidson, R. J. (2021). The empirical status of mindfulness-based interventions: A systematic review of 44 meta-analyses of randomized controlled trials. ''Perspectives on Psychological Science'', 1745691620968771.<br />
<br />
Goyal, M., Singh, S., Sibinga, E. M., Gould, N. F., Rowland-Seymour, A., Sharma, R., . . . Shihab, H. M. (2014). Meditation programs for psychological stress and well-being: a systematic review and meta-analysis. ''JAMA internal medicine, 174''(3), 357-368.<br />
<br />
Eberth, J., & Sedlmeier, P. (2012). The effects of mindfulness meditation: a meta-analysis. ''Mindfulness, 3''(3), 174-189.<br />
<br />
Leyland, A., Rowse, G., & Emerson, L. M. (2019). Experimental effects of mindfulness inductions on self-regulation: Systematic review and meta-analysis. ''Emotion, 19''(1), 108.<br />
<br />
Šouláková, B., Kasal, A., Butzer, B. et al.(2019) Meta-Review on the Effectiveness of Classroom-Based Psychological Interventions Aimed at Improving Student Mental Health and Well-Being, and Preventing Mental Illness. J Primary Prevent 40, pp. 255–278.<br />
<br />
== Revues de littérature ==<br />
<br />
Black, D. S., & Slavich, G. M. (2016). Mindfulness meditation and the immune system: a systematic review of randomized controlled trials. ''Annals of the New York Academy of Sciences, 1373''(1), 13.<br />
<br />
Choi, E., Gruman, J. A., & Leonard, C. M. (2021). A balanced view of mindfulness at work. ''Organizational Psychology Review'', August 2021. doi:10.1177/20413866211036930<br />
<br />
Geiger, P. J., Boggero, I. A., Brake, C. A., Caldera, C. A., Combs, H. L., Peters, J. R., & Baer, R. A. (2016). Mindfulness-based interventions for older adults: a review of the effects on physical and emotional well-being. ''Mindfulness, 7''(2), 296-307.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., Hart, R., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on well-being and performance in the workplace: an inclusive systematic review of the empirical literature. ''European Journal of Work and Organizational Psychology, 26''(4), 492-513.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education, 61, 132-141.<br />
<br />
== Méthodes d'évaluation des interventions et des pratiques ==<br />
<br />
Baer, R. (2019). Assessment of mindfulness by self-report. ''Current opinion in psychology, 28,'' 42-48.<br />
<br />
Bergomi, C., Tschacher, W., & Kupper, Z. (2013). The assessment of mindfulness with self-report measures: Existing scales and open issues. ''Mindfulness, 4,'' 191–202.<br />
<br />
Choi, E., & Leroy, H. (2015). Methods of mindfulness: How mindfulness is studied in the workplace (?) <br />
<br />
Schmidt, S., Hinterberger, T., Lynch, S., Büssing, A., & Kohls, N. (2013). Assessment of mindfulness: Review on state of the art. ''Mindfulness, 4''(1), 3-17.<br />
<br />
Van Dam, N. T., Earleywine, M., & Borders, A. (2010). Measuring mindfulness? An item response theory analysis of the Mindful Attention Awareness Scale. ''Personality and individual differences, 49''(7), 805-810.Sauer, S., Walach, H.,<br />
<br />
== Les défis de la recherche ==<br />
<br />
Chiesa, A. (2013). The difficulty of defining mindfulness: Current thought and critical issues. ''Mindfulness, 4''(3), 255-268.<br />
<br />
Davidson, R. J., & Dahl, C. J. (2018). Outstanding challenges in scientific research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 62-65.<br />
<br />
Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. ''American Psychologist, 70''(7), 581. <br />
<br />
Grossman, P. (2011). Defining mindfulness by how poorly I think I pay attention during everyday awareness and other intractable problems for psychology's (re) invention of mindfulness: comment on Brown et al.(2011). <br />
<br />
Grossman, P., & Van Dam, N. T. (2011). Mindfulness, by any other name…: trials and tribulations of sati in western psychology and science. ''Contemporary Buddhism, 12''(1), 219-239. <br />
<br />
Sellman, E. M., & Buttarazzi, G. F. (2020). Adding lemon juice to poison – raising critical questions about the oxymoronic nature of mindfulness in education and its future direction. ''British Journal of Educational Studies, 68''(1), 61-78. doi:10.1080/00071005.2019.1581128<br />
<br />
Tang, Y. Y., & Posner, M. I. (2013). Tools of the trade: theory and method in mindfulness neuroscience. ''Social cognitive and affective neuroscience, 8''(1), 118-120.<br />
<br />
Van Dam, N. T., Van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., . . . Gorchov, J. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 36-61.<br />
<br />
== Éthique et pleine conscience (fondations et pratiques) ==<br />
Stanley, S., Ronald E., Nirbhay, P. et Singh, N. (attention : auteurs à vérifier) (2018). Handbook of Ethical Foundations of Mindfulness. (voir la série de publications : Mindfulness in Behavioral Health). Springer International Publishing AG.<br />
<br />
Article d'intérêt particulier : Sullivan, M. Postsecular Charisma: Thich Nhat Hanh and the Ethics of Mindfulness, 339-354.<br />
<br />
== Perspective critique ==<br />
<br />
Cieslik, M. (Ed.) (2021). [https://books.google.ca/books?hl=fr&lr=&id=0hguEAAAQBAJ&oi=fnd&pg=PP1&dq=mindfulness+and+biographical+practice&ots=YBynI7Nwdv&sig=8EfgpMfyxb7DQrRopdLTxrZxQNI&redir_esc=y#v=onepage&q=mindfulness%20and%20biographical%20practice&f=false ''Researching Happiness: Qualitative, Biographical and Critical Perspectives''.] Bristol, UK- Bristol University Press. <br />
Voir en particulier : <br />
- Hill, N. (2021). Happiness as an Effective Practice: Self, Suffering and Biography, p. 47 et ss. <br />
- Tross, D. (2021). Personal Happiness, Social Unhappiness: Understanding the Complexity of Individual Happiness Accounts, p. 69 et ss.<br />
<br />
== Pleine conscience et apprentissage des adultes ==<br />
<br />
Crumley, G., & Schutz, H. (2011). Short-duration mindfulness training with adult learners. ''Adult Learning, 22''(2), 37-42. <br />
<br />
Hyland, T. (2010). Mindfulness, adult learning and therapeutic education: integrating the cognitive and affective domains of learning. ''International Journal of Lifelong Education, 2''9(5), 517-532. doi:10.1080/02601370.2010.512792<br />
<br />
Hyland, T. (2014). Mindfulness-based interventions and the affective domain of education. ''Educational Studies, 40''(3), 277-291. doi:10.1080/03055698.2014.889596<br />
<br />
Hyland, T. (2016). The Limits of Mindfulness: Emerging Issues for Education. ''British Journal of Educational Studies, 6''4(1), 97-117. doi:10.1080/00071005.2015.1051946<br />
<br />
McCaw, C. T. (2020). Mindfulness ‘thick’ and ‘thin’— a critical review of the uses of mindfulness in education. ''Oxford Review of Education, 46''(2), 257-278. doi:10.1080/03054985.2019.1667759<br />
<br />
Meditation and Mindfulness in Adult Education (2019). Ouvrage collectif dirigé par Tisdell, E. J, Gupta, K., Archuleta, K. New Directions for Adult & Continuing Education. Spring 2019, No 161.<br />
<br />
Oren Ergas & Linor L. Hadar (2021) Does mindfulness belong in higher education? – An eight year research of students’ experiences, ''Pedagogy, Culture & Society'', DOI: 10.1080/14681366.2021.1906307<br />
<br />
Owen, R. (2020). Using Mindfulness to Promote Transformative Learning in Implicit Racial Bias Training. ''Adult Learning, 32''(3), 125-131. doi:10.1177/1045159520981165<br />
<br />
Tobin, K. (2018). Mindfulness in education, ''Learning: Research and Practice,'' 4(1), 1-9, DOI: 10.1080/23735082.2018.1433623<br />
<br />
== Pleine conscience, milieu de travail et performance ==<br />
<br />
Arslan, U. et Bayraktar-Uyar, B. (décembre 2020). Do Career Decidedness and Career Distress Influence Psychological and Subjective Wellbeing? The Mediating Role of Mindfulness. International Journal of Contemporary Educational Research. Vol. 7, No 2. 271-280.<br />
<br />
Bartz, D. E. (août 2018) Managers Utilizing Mindfulness and Flow to Maximize Job Performance and Satisfaction. International Journal of Education and Social Science. Vol. 5, No 7. 5 pages.<br />
<br />
Carleton, E. L., Barling, J. et Trivisonno, M. (2018) Leaders’ Trait Mindfulness and Transformational Leadership: The Mediating Roles of Leaders’ Positive Affect and Leadership Self-Efficacy. Canadian Journal of Behavioural Science. Vol. 50, No 3. 185-194.<br />
<br />
Klatt1, M., Steinberg, B., Duchemin, A-M., (2015). Mindfulness in Motion (MIM): An Onsite Mindfulness Based Intervention (MBI) for Chronically High Stress Work Environments to Increase Resiliency and Work Engagement. JOVE - Journal of Visualized Experiments. <br />
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4545050/pdf/jove-101-52359.pdf<br />
<br />
Sanyal, C. et Rigg, C. (2020) Integrating Mindfulness Into Leadership Development. Journal of Management Education. pp. 1-22.<br />
<br />
== Pleine conscience, différentes pratiques et traitement ==<br />
<br />
Bradley, R. et collaborateurs (2005). A Multidimensional Meta-Analysis of Psychotherapy for PTSD. Published Online:1 Feb 2005.<br />
https://doi.org/10.1176/appi.ajp.162.2.214<br />
<br />
Bradley, R. et Westen, D. (2005). The psychodynamics of borderline personality disorder: A view from developmental psychopathology. Published online by Cambridge University Press: 12 December 2005. Development and Psychopathology , Volume 17 , Issue 4 , December 2005 , pp. 927-957.<br />
DOI: https://doi.org/10.1017/S0954579405050443<br />
<br />
Courtois, C. A. (2004). Complex trauma, complex reactions: Assessment and treatment. Psychotherapy: Theory, Research, Practice, Training, 41(4), 412–425. <br />
https://doi.org/10.1037/0033-3204.41.4.412<br />
<br />
Ferreira-Vorkapic, C., Borba-Pinheiro, C. J. et collaborateurs. (2018). The Impact of Yoga Nidra and Seated Meditation on the Mental Health of College Professors. Logo of ijyoga, Int J Yoga. pp. 215–223.<br />
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6134749/?report=printable<br />
<br />
Jindari, F., Turner, N. et Khalsa, S. B. (2015). A Yoga Intervention for Posttraumatic Stress: A Preliminary Randomized Control Trial. Article ID 351746.<br />
https://downloads.hindawi.com/journals/ecam/2015/351746.pdf <br />
https://doi.org/10.1155/2015/351746<br />
<br />
Kamradt, J. M. (24 octobre 2017). Integrating Yoga into Psychotherapy: The Ethics of Moving from the Mind to the Mat. Complement Ther Clin Pract., Author Manuscript.<br />
<br />
Park, C. L., Riley, K. E. et collaborateurs. (2016). Why Practice Yoga? Practitioners’ Motivations for Adopting and Maintaining Yoga Practice. Journal of Health Psychology. Vol. 21 (6). 887-896.<br />
<br />
Saeed, A., Cunningham, K. et Bloch, R. M. (15 mai 2019). Depression and Anxiety Disorders: Benefits of Exercice, Yoga, and Meditation. American Family Physician. Vol. 99, No 10. 620 -625.<br />
<br />
Serlin, I.A. (2020). Dance/Movement Therapy: A Whole Person Approach to Working with Trauma and Building Resilience. American Journal of Dance Therapy volume 42, pp. 176–193.<br />
https://link.springer.com/content/pdf/10.1007/s10465-020-09335-6.pdf<br />
<br />
Stone, M. (2018, revised edition). The Inner Tradition of Yoga. Shambhala Boulder. 244 pages.<br />
<br />
Telles, S., Kumar Sharma, S. et collaborateurs. (2019). The impact of yoga on teachers’ self-rated emotions. BMC Research Notes.<br />
https://bmcresnotes.biomedcentral.com/track/pdf/10.1186/s13104-019-4737-7.pdf<br />
<br />
Weintraub, A. (2004). Yoga for Depression. Broadway Books. 285 pages.<br />
<br />
Williams, M. G. Teasdale, J. D. Segal, Z. V. Kabat-Zinn, J. (2007). The mindful way through depression: freeing yourself from chronic unhappiness. Guilford Press.<br />
<br />
== Pleine conscience et pratiques biographiques (récits de vie) ==<br />
<br />
Beaudoin, J.-M., (2010). Recherche biographique en formation des adultes et dé standardisation des parcours de vie : bifurcation, transition et développement de l'agentivité. Actes du Congrès de l'Actualité de la recherche en éducation et en formation (AREF). Genève, Suisse : Université de Genève, septembre 2010.<br />
<br />
Falk, J. (2018, juillet). [https://www.apadivisions.org/division-32/news-events/mindfulness-narrative Mindfulness and life stories.] American Psychological Association. <br />
https://www.apadivisions.org/division-32/news-events/mindfulness-narrative<br />
<br />
Bernard, M.-C., Tschopp, G. et Slovik, A. (Éds). (2019). Les voies du récit. Pratiques biographiques en formation, intervention et recherche. [https://zenodo.org/record/3473735#.YTjqPJ1KjIV Livre électronique disponible] aux Éditions Science et bien commun.<br />
<br />
== Pleine conscience et développement durable ==<br />
<br />
Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does emotional intelligence influence academic performance? The role of compassion and engagement in education for sustainable development. ''Sustainability, 13''(4), 1721. <br />
<br />
Frank, P., Fischer, D., & Wamsler, C. (2019). Mindfulness, Education, and the Sustainable Development Goals. ''Quality Education, Encyclopedia of the UN Sustainable Development Goals''; Leal Filho, W., Azul, L., Brandli, P., Özuyar, G., Wall, T., Eds, 1-11. <br />
<br />
Gómez-Olmedo, A. M., Valor, C., & Carrero, I. (2020). Mindfulness in education for sustainable development to nurture socioemotional competencies: A systematic review and meta-analysis. ''Environmental Education Research, 26''(11), 1527-1555. <br />
<br />
Thiermann, U. B., & Sheate, W. R. (2020). The way forward in mindfulness and sustainability: a critical review and research agenda. ''Journal of Cognitive Enhancement,'' 1-22.<br />
<br />
== À catégoriser ==<br />
<br />
Britton, W. B. (2019). Can mindfulness be too much of a good thing? The value of a middle way. ''Current Opinion in Psychology, 28'', 159–165.<br />
<br />
Cheung, S. Y., Huang, E. G., Chang, S., & Wei, L. (2020). Does being mindful make people more creative at work? The role of creative process engagement and perceived leader humility. ''Organizational Behavior and Human Decision Processes, 159'', 39–48.<br />
<br />
Kortagen, F. (2017). Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and teaching: theory and practice. Vol. 23, No 4, 387-405.<br />
<br />
Kortagen, F. et Vasalos, A. (2005). Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: theory and practice. Vol. 11, No 1. 47-71.<br />
<br />
Norman, E. Metacognition and Mindfulness: the Role of Fringe Consciousness. Mindfulness, 2017, pp. 95-100.<br />
<br />
Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. ''Nature Reviews Neuroscience, 16''(4), 213-225.<br />
<br />
Traité de psychologie de la motivation, ouvrage collectif sous la direction de Carré, P. et Fenouillet, F. (2009). Dunod. 404 pages.</div>Cvennehttps://wiki.teluq.ca/wikitedia/index.php?title=Pleine_conscience_en_%C3%A9ducation&diff=19074Pleine conscience en éducation2021-09-20T22:11:03Z<p>Cvenne : /* Pleine conscience, différentes pratiques et traitement */</p>
<hr />
<div>== Général ==<br />
<br />
Kabat-Zinn, J. (2006). Coming to Our Senses: Healing Ourselves and the World Through Mindfulness. Hyperion.<br />
<br />
Kabat-Zinn, J. (1997). Everyday Blessings: The Inner Work of Mindful Parenting, with Myla Kabat-Zinn. Hyperion.<br />
<br />
Kabat-Zinn, J. (1990 et 2013). Full Catastrophe Living. New York: Bantam Books Trade Paperbacks. 650 pages.<br />
<br />
Kabat-Zinn, J. (2009). Letting Everything Become Your Teacher: 100 Lessons in Mindfulness. Dell Publishing Company.<br />
<br />
Kabat-Zinn, J. (2012). Mindfulness for Beginners: reclaiming the present moment - and your life. Sounds True Inc.<br />
<br />
Kabat-Zinn, J. (1994). Mindfulness Meditation for Everyday Life. Piatkus.<br />
<br />
Kabat-Zinn, J. (2008). The Mind's Own Physician: A Scientific Dialogue with the Dalai Lama on the Healing Power of Meditation. Piatkus Books.<br />
<br />
Kabat-Zinn, J. (1997). The Power of Meditation and Prayer, with Sogyal Rinpoche, Larry Dossey, Michael Toms. Hay House.<br />
<br />
Kabat-Zinn, J. (1994). Wherever You Go, There You Are: Mindfulness Meditation in Everyday Life. Hyperion Books.<br />
<br />
L’accompagnement du développement personnel et professionnel en éducation, s’accompagner, accompagner, être accompagner, ouvrage collectif, sous la direction de Rondeau, K. et Jutras, F. (2019) Presses de l’Université du Québec. 183 pages.<br />
<br />
L’adulte en formation… pour devenir soi, Espaces, passages, débats et défis, ouvrage collectif sous la direction de Doucet, M. et Thériault. (2019). M. Presses de l’Université du Québec.<br />
<br />
Ostafin, B. D., Robinson, M. D., & Meier, B. P. (2015). ''Handbook of mindfulness and self-regulation'': Springer.<br />
<br />
Pleine conscience et relation d'aide. (2018) Sous la direction de Devault, A. et Pérodeau, G. Presses de l'Université Laval. 273 pages.<br />
<br />
== Méta-analyses ==<br />
<br />
Bartlett, L., Martin, A., Neil, A. L., Memish, K., Otahal, P., Kilpatrick, M., & Sanderson, K.(2019). A systematic review and meta-analysis of workplace mindfulness training randomized controlled trials. ''Journal of Occupational Health Psychology, 24'', 108–126.<br />
<br />
Boccia, M., Piccardi, L., & Guariglia, P. (2015). The meditative mind: a comprehensive meta-analysis of MRI studies. ''BioMed research international,'' 2015.<br />
<br />
Casedas, L., Pirruccio, V., Vadillo, M. A., & Lupianez,J. (2020). Does mindfulness meditation training enhance executive control? A systematic review and meta-analysis of randomized controlled trials in adults. ''Mindfulness, 11'', 411–424.<br />
<br />
Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. ''Clinical psychology review, 31''(3), 449-464.<br />
Donald, J. N., Sahdra, B. K., Van Zanden, B., Duineveld, J. J., Atkins, P. W., Marshall, S. L., & Ciarrochi, J. (2019). Does your mindfulness benefit others? A systematic review and meta‐analysis of the link between mindfulness and prosocial behaviour. ''British Journal of Psychology, 110''(1), 101-125.<br />
<br />
Goldberg, S. B., Riordan, K. M., Sun, S., & Davidson, R. J. (2021). The empirical status of mindfulness-based interventions: A systematic review of 44 meta-analyses of randomized controlled trials. ''Perspectives on Psychological Science'', 1745691620968771.<br />
<br />
Goyal, M., Singh, S., Sibinga, E. M., Gould, N. F., Rowland-Seymour, A., Sharma, R., . . . Shihab, H. M. (2014). Meditation programs for psychological stress and well-being: a systematic review and meta-analysis. ''JAMA internal medicine, 174''(3), 357-368.<br />
<br />
Eberth, J., & Sedlmeier, P. (2012). The effects of mindfulness meditation: a meta-analysis. ''Mindfulness, 3''(3), 174-189.<br />
<br />
Leyland, A., Rowse, G., & Emerson, L. M. (2019). Experimental effects of mindfulness inductions on self-regulation: Systematic review and meta-analysis. ''Emotion, 19''(1), 108.<br />
<br />
Šouláková, B., Kasal, A., Butzer, B. et al.(2019) Meta-Review on the Effectiveness of Classroom-Based Psychological Interventions Aimed at Improving Student Mental Health and Well-Being, and Preventing Mental Illness. J Primary Prevent 40, pp. 255–278.<br />
<br />
== Revues de littérature ==<br />
<br />
Black, D. S., & Slavich, G. M. (2016). Mindfulness meditation and the immune system: a systematic review of randomized controlled trials. ''Annals of the New York Academy of Sciences, 1373''(1), 13.<br />
<br />
Choi, E., Gruman, J. A., & Leonard, C. M. (2021). A balanced view of mindfulness at work. ''Organizational Psychology Review'', August 2021. doi:10.1177/20413866211036930<br />
<br />
Geiger, P. J., Boggero, I. A., Brake, C. A., Caldera, C. A., Combs, H. L., Peters, J. R., & Baer, R. A. (2016). Mindfulness-based interventions for older adults: a review of the effects on physical and emotional well-being. ''Mindfulness, 7''(2), 296-307.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., Hart, R., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on well-being and performance in the workplace: an inclusive systematic review of the empirical literature. ''European Journal of Work and Organizational Psychology, 26''(4), 492-513.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education, 61, 132-141.<br />
<br />
== Méthodes d'évaluation des interventions et des pratiques ==<br />
<br />
Baer, R. (2019). Assessment of mindfulness by self-report. ''Current opinion in psychology, 28,'' 42-48.<br />
<br />
Bergomi, C., Tschacher, W., & Kupper, Z. (2013). The assessment of mindfulness with self-report measures: Existing scales and open issues. ''Mindfulness, 4,'' 191–202.<br />
<br />
Choi, E., & Leroy, H. (2015). Methods of mindfulness: How mindfulness is studied in the workplace (?) <br />
<br />
Schmidt, S., Hinterberger, T., Lynch, S., Büssing, A., & Kohls, N. (2013). Assessment of mindfulness: Review on state of the art. ''Mindfulness, 4''(1), 3-17.<br />
<br />
Van Dam, N. T., Earleywine, M., & Borders, A. (2010). Measuring mindfulness? An item response theory analysis of the Mindful Attention Awareness Scale. ''Personality and individual differences, 49''(7), 805-810.Sauer, S., Walach, H.,<br />
<br />
== Les défis de la recherche ==<br />
<br />
Chiesa, A. (2013). The difficulty of defining mindfulness: Current thought and critical issues. ''Mindfulness, 4''(3), 255-268.<br />
<br />
Davidson, R. J., & Dahl, C. J. (2018). Outstanding challenges in scientific research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 62-65.<br />
<br />
Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. ''American Psychologist, 70''(7), 581. <br />
<br />
Grossman, P. (2011). Defining mindfulness by how poorly I think I pay attention during everyday awareness and other intractable problems for psychology's (re) invention of mindfulness: comment on Brown et al.(2011). <br />
<br />
Grossman, P., & Van Dam, N. T. (2011). Mindfulness, by any other name…: trials and tribulations of sati in western psychology and science. ''Contemporary Buddhism, 12''(1), 219-239. <br />
<br />
Sellman, E. M., & Buttarazzi, G. F. (2020). Adding lemon juice to poison – raising critical questions about the oxymoronic nature of mindfulness in education and its future direction. ''British Journal of Educational Studies, 68''(1), 61-78. doi:10.1080/00071005.2019.1581128<br />
<br />
Tang, Y. Y., & Posner, M. I. (2013). Tools of the trade: theory and method in mindfulness neuroscience. ''Social cognitive and affective neuroscience, 8''(1), 118-120.<br />
<br />
Van Dam, N. T., Van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., . . . Gorchov, J. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 36-61.<br />
<br />
== Éthique et pleine conscience (fondations et pratiques) ==<br />
Stanley, S., Ronald E., Nirbhay, P. et Singh, N. (attention : auteurs à vérifier) (2018). Handbook of Ethical Foundations of Mindfulness. (voir la série de publications : Mindfulness in Behavioral Health). Springer International Publishing AG.<br />
<br />
Article d'intérêt particulier : Sullivan, M. Postsecular Charisma: Thich Nhat Hanh and the Ethics of Mindfulness, 339-354.<br />
<br />
== Perspective critique ==<br />
<br />
Cieslik, M. (Ed.) (2021). [https://books.google.ca/books?hl=fr&lr=&id=0hguEAAAQBAJ&oi=fnd&pg=PP1&dq=mindfulness+and+biographical+practice&ots=YBynI7Nwdv&sig=8EfgpMfyxb7DQrRopdLTxrZxQNI&redir_esc=y#v=onepage&q=mindfulness%20and%20biographical%20practice&f=false ''Researching Happiness: Qualitative, Biographical and Critical Perspectives''.] Bristol, UK- Bristol University Press. <br />
Voir en particulier : <br />
- Hill, N. (2021). Happiness as an Effective Practice: Self, Suffering and Biography, p. 47 et ss. <br />
- Tross, D. (2021). Personal Happiness, Social Unhappiness: Understanding the Complexity of Individual Happiness Accounts, p. 69 et ss.<br />
<br />
== Pleine conscience et apprentissage des adultes ==<br />
<br />
Crumley, G., & Schutz, H. (2011). Short-duration mindfulness training with adult learners. ''Adult Learning, 22''(2), 37-42. <br />
<br />
Hyland, T. (2010). Mindfulness, adult learning and therapeutic education: integrating the cognitive and affective domains of learning. ''International Journal of Lifelong Education, 2''9(5), 517-532. doi:10.1080/02601370.2010.512792<br />
<br />
Hyland, T. (2014). Mindfulness-based interventions and the affective domain of education. ''Educational Studies, 40''(3), 277-291. doi:10.1080/03055698.2014.889596<br />
<br />
Hyland, T. (2016). The Limits of Mindfulness: Emerging Issues for Education. ''British Journal of Educational Studies, 6''4(1), 97-117. doi:10.1080/00071005.2015.1051946<br />
<br />
McCaw, C. T. (2020). Mindfulness ‘thick’ and ‘thin’— a critical review of the uses of mindfulness in education. ''Oxford Review of Education, 46''(2), 257-278. doi:10.1080/03054985.2019.1667759<br />
<br />
Meditation and Mindfulness in Adult Education (2019). Ouvrage collectif dirigé par Tisdell, E. J, Gupta, K., Archuleta, K. New Directions for Adult & Continuing Education. Spring 2019, No 161.<br />
<br />
Oren Ergas & Linor L. Hadar (2021) Does mindfulness belong in higher education? – An eight year research of students’ experiences, ''Pedagogy, Culture & Society'', DOI: 10.1080/14681366.2021.1906307<br />
<br />
Owen, R. (2020). Using Mindfulness to Promote Transformative Learning in Implicit Racial Bias Training. ''Adult Learning, 32''(3), 125-131. doi:10.1177/1045159520981165<br />
<br />
Tobin, K. (2018). Mindfulness in education, ''Learning: Research and Practice,'' 4(1), 1-9, DOI: 10.1080/23735082.2018.1433623<br />
<br />
== Pleine conscience, milieu de travail et performance ==<br />
<br />
Arslan, U. et Bayraktar-Uyar, B. (décembre 2020). Do Career Decidedness and Career Distress Influence Psychological and Subjective Wellbeing? The Mediating Role of Mindfulness. International Journal of Contemporary Educational Research. Vol. 7, No 2. 271-280.<br />
<br />
Bartz, D. E. (août 2018) Managers Utilizing Mindfulness and Flow to Maximize Job Performance and Satisfaction. International Journal of Education and Social Science. Vol. 5, No 7. 5 pages.<br />
<br />
Carleton, E. L., Barling, J. et Trivisonno, M. (2018) Leaders’ Trait Mindfulness and Transformational Leadership: The Mediating Roles of Leaders’ Positive Affect and Leadership Self-Efficacy. Canadian Journal of Behavioural Science. Vol. 50, No 3. 185-194.<br />
<br />
Klatt1, M., Steinberg, B., Duchemin, A-M., (2015). Mindfulness in Motion (MIM): An Onsite Mindfulness Based Intervention (MBI) for Chronically High Stress Work Environments to Increase Resiliency and Work Engagement. JOVE - Journal of Visualized Experiments. <br />
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4545050/pdf/jove-101-52359.pdf<br />
<br />
Sanyal, C. et Rigg, C. (2020) Integrating Mindfulness Into Leadership Development. Journal of Management Education. pp. 1-22.<br />
<br />
== Pleine conscience, différentes pratiques et traitement ==<br />
<br />
''''1. à modifier : https://ajp.psychiatryonline.org/doi/pdf/10.1176/appi.ajp.162.2.214<br />
A Multidimensional Meta-Analysis of Psychotherapy for PTSD<br />
Rebekah Bradley, Ph.D., Jamelle Greene, M.A., Eric Russ, B.A., Lissa Dutra, M.A., and Drew Westen, Ph.D.<br />
Published Online:1 Feb 2005https://doi.org/10.1176/appi.ajp.162.2.214<br />
<br />
2. à modifier : Complex trauma, complex reactions: Assessment and treatment.<br />
Courtois, C. A. (2004). Complex trauma, complex reactions: Assessment and treatment. Psychotherapy: Theory, Research, Practice, Training, 41(4), 412–425. https://doi.org/10.1037/0033-3204.41.4.412<br />
<br />
3. à modifier : Serlin, I.A. Dance/Movement Therapy: A Whole Person Approach to Working with Trauma and Building Resilience. Am J Dance Ther 42, 176–193 (2020). https://doi.org/10.1007/s10465-020-09335-6Published: 20 November 2020<br />
Dance/Movement Therapy: A Whole Person Approach to Working with Trauma and Building Resilience<br />
Ilene A. Serlin <br />
American Journal of Dance Therapy volume 42, pages176–193 (2020)Cite this article<br />
https://link.springer.com/content/pdf/10.1007/s10465-020-09335-6.pdf<br />
<br />
4. à modifier : https://downloads.hindawi.com/journals/ecam/2015/351746.pdf<br />
Volume 2015 |Article ID 351746 | https://doi.org/10.1155/2015/351746<br />
Show citation<br />
A Yoga Intervention for Posttraumatic Stress: A Preliminary Randomized Control Trial<br />
Farah Jindani,1 Nigel Turner,1 and Sat Bir S. Khalsa2<br />
<br />
5. à modifier : The psychodynamics of borderline personality disorder: A view from developmental psychopathology<br />
Published online by Cambridge University Press: 12 December 2005<br />
REBEKAH BRADLEY and DREW WESTEN<br />
Development and Psychopathology , Volume 17 , Issue 4 , December 2005 , pp. 927 - 957<br />
DOI: https://doi.org/10.1017/S0954579405050443''''<br />
<br />
Ferreira-Vorkapic, C., Borba-Pinheiro, C. J. et collaborateurs. (2018). The Impact of Yoga Nidra and Seated Meditation on the Mental Health of College Professors. Logo of ijyoga, Int J Yoga. pp. 215–223.<br />
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6134749/?report=printable<br />
<br />
Kamradt, J. M. (24 octobre 2017). Integrating Yoga into Psychotherapy: The Ethics of Moving from the Mind to the Mat. Complement Ther Clin Pract., Author Manuscript.<br />
<br />
Park, C. L., Riley, K. E. et collaborateurs. (2016). Why Practice Yoga? Practitioners’ Motivations for Adopting and Maintaining Yoga Practice. Journal of Health Psychology. Vol. 21 (6). 887-896.<br />
<br />
Saeed, A., Cunningham, K. et Bloch, R. M. (15 mai 2019). Depression and Anxiety Disorders: Benefits of Exercice, Yoga, and Meditation. American Family Physician. Vol. 99, No 10. 620 -625.<br />
<br />
Stone, M. (2018, revised edition). The Inner Tradition of Yoga. Shambhala Boulder. 244 pages.<br />
<br />
Telles, S., Kumar Sharma, S. et collaborateurs. (2019). The impact of yoga on teachers’ self-rated emotions. BMC Research Notes.<br />
https://bmcresnotes.biomedcentral.com/track/pdf/10.1186/s13104-019-4737-7.pdf<br />
<br />
Weintraub, A. (2004). Yoga for Depression. Broadway Books. 285 pages.<br />
<br />
Williams, M. G. Teasdale, J. D. Segal, Z. V. Kabat-Zinn, J. (2007). The mindful way through depression: freeing yourself from chronic unhappiness. Guilford Press.<br />
<br />
== Pleine conscience et pratiques biographiques (récits de vie) ==<br />
<br />
Beaudoin, J.-M., (2010). Recherche biographique en formation des adultes et dé standardisation des parcours de vie : bifurcation, transition et développement de l'agentivité. Actes du Congrès de l'Actualité de la recherche en éducation et en formation (AREF). Genève, Suisse : Université de Genève, septembre 2010.<br />
<br />
Falk, J. (2018, juillet). [https://www.apadivisions.org/division-32/news-events/mindfulness-narrative Mindfulness and life stories.] American Psychological Association. <br />
https://www.apadivisions.org/division-32/news-events/mindfulness-narrative<br />
<br />
Bernard, M.-C., Tschopp, G. et Slovik, A. (Éds). (2019). Les voies du récit. Pratiques biographiques en formation, intervention et recherche. [https://zenodo.org/record/3473735#.YTjqPJ1KjIV Livre électronique disponible] aux Éditions Science et bien commun.<br />
<br />
== Pleine conscience et développement durable ==<br />
<br />
Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does emotional intelligence influence academic performance? The role of compassion and engagement in education for sustainable development. ''Sustainability, 13''(4), 1721. <br />
<br />
Frank, P., Fischer, D., & Wamsler, C. (2019). Mindfulness, Education, and the Sustainable Development Goals. ''Quality Education, Encyclopedia of the UN Sustainable Development Goals''; Leal Filho, W., Azul, L., Brandli, P., Özuyar, G., Wall, T., Eds, 1-11. <br />
<br />
Gómez-Olmedo, A. M., Valor, C., & Carrero, I. (2020). Mindfulness in education for sustainable development to nurture socioemotional competencies: A systematic review and meta-analysis. ''Environmental Education Research, 26''(11), 1527-1555. <br />
<br />
Thiermann, U. B., & Sheate, W. R. (2020). The way forward in mindfulness and sustainability: a critical review and research agenda. ''Journal of Cognitive Enhancement,'' 1-22.<br />
<br />
== À catégoriser ==<br />
<br />
Britton, W. B. (2019). Can mindfulness be too much of a good thing? The value of a middle way. ''Current Opinion in Psychology, 28'', 159–165.<br />
<br />
Cheung, S. Y., Huang, E. G., Chang, S., & Wei, L. (2020). Does being mindful make people more creative at work? The role of creative process engagement and perceived leader humility. ''Organizational Behavior and Human Decision Processes, 159'', 39–48.<br />
<br />
Kortagen, F. (2017). Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and teaching: theory and practice. Vol. 23, No 4, 387-405.<br />
<br />
Kortagen, F. et Vasalos, A. (2005). Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: theory and practice. Vol. 11, No 1. 47-71.<br />
<br />
Norman, E. Metacognition and Mindfulness: the Role of Fringe Consciousness. Mindfulness, 2017, pp. 95-100.<br />
<br />
Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. ''Nature Reviews Neuroscience, 16''(4), 213-225.<br />
<br />
Traité de psychologie de la motivation, ouvrage collectif sous la direction de Carré, P. et Fenouillet, F. (2009). Dunod. 404 pages.</div>Cvennehttps://wiki.teluq.ca/wikitedia/index.php?title=Pleine_conscience_en_%C3%A9ducation&diff=19073Pleine conscience en éducation2021-09-20T22:10:21Z<p>Cvenne : </p>
<hr />
<div>== Général ==<br />
<br />
Kabat-Zinn, J. (2006). Coming to Our Senses: Healing Ourselves and the World Through Mindfulness. Hyperion.<br />
<br />
Kabat-Zinn, J. (1997). Everyday Blessings: The Inner Work of Mindful Parenting, with Myla Kabat-Zinn. Hyperion.<br />
<br />
Kabat-Zinn, J. (1990 et 2013). Full Catastrophe Living. New York: Bantam Books Trade Paperbacks. 650 pages.<br />
<br />
Kabat-Zinn, J. (2009). Letting Everything Become Your Teacher: 100 Lessons in Mindfulness. Dell Publishing Company.<br />
<br />
Kabat-Zinn, J. (2012). Mindfulness for Beginners: reclaiming the present moment - and your life. Sounds True Inc.<br />
<br />
Kabat-Zinn, J. (1994). Mindfulness Meditation for Everyday Life. Piatkus.<br />
<br />
Kabat-Zinn, J. (2008). The Mind's Own Physician: A Scientific Dialogue with the Dalai Lama on the Healing Power of Meditation. Piatkus Books.<br />
<br />
Kabat-Zinn, J. (1997). The Power of Meditation and Prayer, with Sogyal Rinpoche, Larry Dossey, Michael Toms. Hay House.<br />
<br />
Kabat-Zinn, J. (1994). Wherever You Go, There You Are: Mindfulness Meditation in Everyday Life. Hyperion Books.<br />
<br />
L’accompagnement du développement personnel et professionnel en éducation, s’accompagner, accompagner, être accompagner, ouvrage collectif, sous la direction de Rondeau, K. et Jutras, F. (2019) Presses de l’Université du Québec. 183 pages.<br />
<br />
L’adulte en formation… pour devenir soi, Espaces, passages, débats et défis, ouvrage collectif sous la direction de Doucet, M. et Thériault. (2019). M. Presses de l’Université du Québec.<br />
<br />
Ostafin, B. D., Robinson, M. D., & Meier, B. P. (2015). ''Handbook of mindfulness and self-regulation'': Springer.<br />
<br />
Pleine conscience et relation d'aide. (2018) Sous la direction de Devault, A. et Pérodeau, G. Presses de l'Université Laval. 273 pages.<br />
<br />
== Méta-analyses ==<br />
<br />
Bartlett, L., Martin, A., Neil, A. L., Memish, K., Otahal, P., Kilpatrick, M., & Sanderson, K.(2019). A systematic review and meta-analysis of workplace mindfulness training randomized controlled trials. ''Journal of Occupational Health Psychology, 24'', 108–126.<br />
<br />
Boccia, M., Piccardi, L., & Guariglia, P. (2015). The meditative mind: a comprehensive meta-analysis of MRI studies. ''BioMed research international,'' 2015.<br />
<br />
Casedas, L., Pirruccio, V., Vadillo, M. A., & Lupianez,J. (2020). Does mindfulness meditation training enhance executive control? A systematic review and meta-analysis of randomized controlled trials in adults. ''Mindfulness, 11'', 411–424.<br />
<br />
Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. ''Clinical psychology review, 31''(3), 449-464.<br />
Donald, J. N., Sahdra, B. K., Van Zanden, B., Duineveld, J. J., Atkins, P. W., Marshall, S. L., & Ciarrochi, J. (2019). Does your mindfulness benefit others? A systematic review and meta‐analysis of the link between mindfulness and prosocial behaviour. ''British Journal of Psychology, 110''(1), 101-125.<br />
<br />
Goldberg, S. B., Riordan, K. M., Sun, S., & Davidson, R. J. (2021). The empirical status of mindfulness-based interventions: A systematic review of 44 meta-analyses of randomized controlled trials. ''Perspectives on Psychological Science'', 1745691620968771.<br />
<br />
Goyal, M., Singh, S., Sibinga, E. M., Gould, N. F., Rowland-Seymour, A., Sharma, R., . . . Shihab, H. M. (2014). Meditation programs for psychological stress and well-being: a systematic review and meta-analysis. ''JAMA internal medicine, 174''(3), 357-368.<br />
<br />
Eberth, J., & Sedlmeier, P. (2012). The effects of mindfulness meditation: a meta-analysis. ''Mindfulness, 3''(3), 174-189.<br />
<br />
Leyland, A., Rowse, G., & Emerson, L. M. (2019). Experimental effects of mindfulness inductions on self-regulation: Systematic review and meta-analysis. ''Emotion, 19''(1), 108.<br />
<br />
Šouláková, B., Kasal, A., Butzer, B. et al.(2019) Meta-Review on the Effectiveness of Classroom-Based Psychological Interventions Aimed at Improving Student Mental Health and Well-Being, and Preventing Mental Illness. J Primary Prevent 40, pp. 255–278.<br />
<br />
== Revues de littérature ==<br />
<br />
Black, D. S., & Slavich, G. M. (2016). Mindfulness meditation and the immune system: a systematic review of randomized controlled trials. ''Annals of the New York Academy of Sciences, 1373''(1), 13.<br />
<br />
Choi, E., Gruman, J. A., & Leonard, C. M. (2021). A balanced view of mindfulness at work. ''Organizational Psychology Review'', August 2021. doi:10.1177/20413866211036930<br />
<br />
Geiger, P. J., Boggero, I. A., Brake, C. A., Caldera, C. A., Combs, H. L., Peters, J. R., & Baer, R. A. (2016). Mindfulness-based interventions for older adults: a review of the effects on physical and emotional well-being. ''Mindfulness, 7''(2), 296-307.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., Hart, R., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on well-being and performance in the workplace: an inclusive systematic review of the empirical literature. ''European Journal of Work and Organizational Psychology, 26''(4), 492-513.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education, 61, 132-141.<br />
<br />
== Méthodes d'évaluation des interventions et des pratiques ==<br />
<br />
Baer, R. (2019). Assessment of mindfulness by self-report. ''Current opinion in psychology, 28,'' 42-48.<br />
<br />
Bergomi, C., Tschacher, W., & Kupper, Z. (2013). The assessment of mindfulness with self-report measures: Existing scales and open issues. ''Mindfulness, 4,'' 191–202.<br />
<br />
Choi, E., & Leroy, H. (2015). Methods of mindfulness: How mindfulness is studied in the workplace (?) <br />
<br />
Schmidt, S., Hinterberger, T., Lynch, S., Büssing, A., & Kohls, N. (2013). Assessment of mindfulness: Review on state of the art. ''Mindfulness, 4''(1), 3-17.<br />
<br />
Van Dam, N. T., Earleywine, M., & Borders, A. (2010). Measuring mindfulness? An item response theory analysis of the Mindful Attention Awareness Scale. ''Personality and individual differences, 49''(7), 805-810.Sauer, S., Walach, H.,<br />
<br />
== Les défis de la recherche ==<br />
<br />
Chiesa, A. (2013). The difficulty of defining mindfulness: Current thought and critical issues. ''Mindfulness, 4''(3), 255-268.<br />
<br />
Davidson, R. J., & Dahl, C. J. (2018). Outstanding challenges in scientific research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 62-65.<br />
<br />
Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. ''American Psychologist, 70''(7), 581. <br />
<br />
Grossman, P. (2011). Defining mindfulness by how poorly I think I pay attention during everyday awareness and other intractable problems for psychology's (re) invention of mindfulness: comment on Brown et al.(2011). <br />
<br />
Grossman, P., & Van Dam, N. T. (2011). Mindfulness, by any other name…: trials and tribulations of sati in western psychology and science. ''Contemporary Buddhism, 12''(1), 219-239. <br />
<br />
Sellman, E. M., & Buttarazzi, G. F. (2020). Adding lemon juice to poison – raising critical questions about the oxymoronic nature of mindfulness in education and its future direction. ''British Journal of Educational Studies, 68''(1), 61-78. doi:10.1080/00071005.2019.1581128<br />
<br />
Tang, Y. Y., & Posner, M. I. (2013). Tools of the trade: theory and method in mindfulness neuroscience. ''Social cognitive and affective neuroscience, 8''(1), 118-120.<br />
<br />
Van Dam, N. T., Van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., . . . Gorchov, J. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 36-61.<br />
<br />
== Éthique et pleine conscience (fondations et pratiques) ==<br />
Stanley, S., Ronald E., Nirbhay, P. et Singh, N. (attention : auteurs à vérifier) (2018). Handbook of Ethical Foundations of Mindfulness. (voir la série de publications : Mindfulness in Behavioral Health). Springer International Publishing AG.<br />
<br />
Article d'intérêt particulier : Sullivan, M. Postsecular Charisma: Thich Nhat Hanh and the Ethics of Mindfulness, 339-354.<br />
<br />
== Perspective critique ==<br />
<br />
Cieslik, M. (Ed.) (2021). [https://books.google.ca/books?hl=fr&lr=&id=0hguEAAAQBAJ&oi=fnd&pg=PP1&dq=mindfulness+and+biographical+practice&ots=YBynI7Nwdv&sig=8EfgpMfyxb7DQrRopdLTxrZxQNI&redir_esc=y#v=onepage&q=mindfulness%20and%20biographical%20practice&f=false ''Researching Happiness: Qualitative, Biographical and Critical Perspectives''.] Bristol, UK- Bristol University Press. <br />
Voir en particulier : <br />
- Hill, N. (2021). Happiness as an Effective Practice: Self, Suffering and Biography, p. 47 et ss. <br />
- Tross, D. (2021). Personal Happiness, Social Unhappiness: Understanding the Complexity of Individual Happiness Accounts, p. 69 et ss.<br />
<br />
== Pleine conscience et apprentissage des adultes ==<br />
<br />
Crumley, G., & Schutz, H. (2011). Short-duration mindfulness training with adult learners. ''Adult Learning, 22''(2), 37-42. <br />
<br />
Hyland, T. (2010). Mindfulness, adult learning and therapeutic education: integrating the cognitive and affective domains of learning. ''International Journal of Lifelong Education, 2''9(5), 517-532. doi:10.1080/02601370.2010.512792<br />
<br />
Hyland, T. (2014). Mindfulness-based interventions and the affective domain of education. ''Educational Studies, 40''(3), 277-291. doi:10.1080/03055698.2014.889596<br />
<br />
Hyland, T. (2016). The Limits of Mindfulness: Emerging Issues for Education. ''British Journal of Educational Studies, 6''4(1), 97-117. doi:10.1080/00071005.2015.1051946<br />
<br />
McCaw, C. T. (2020). Mindfulness ‘thick’ and ‘thin’— a critical review of the uses of mindfulness in education. ''Oxford Review of Education, 46''(2), 257-278. doi:10.1080/03054985.2019.1667759<br />
<br />
Meditation and Mindfulness in Adult Education (2019). Ouvrage collectif dirigé par Tisdell, E. J, Gupta, K., Archuleta, K. New Directions for Adult & Continuing Education. Spring 2019, No 161.<br />
<br />
Oren Ergas & Linor L. Hadar (2021) Does mindfulness belong in higher education? – An eight year research of students’ experiences, ''Pedagogy, Culture & Society'', DOI: 10.1080/14681366.2021.1906307<br />
<br />
Owen, R. (2020). Using Mindfulness to Promote Transformative Learning in Implicit Racial Bias Training. ''Adult Learning, 32''(3), 125-131. doi:10.1177/1045159520981165<br />
<br />
Tobin, K. (2018). Mindfulness in education, ''Learning: Research and Practice,'' 4(1), 1-9, DOI: 10.1080/23735082.2018.1433623<br />
<br />
== Pleine conscience, milieu de travail et performance ==<br />
<br />
Arslan, U. et Bayraktar-Uyar, B. (décembre 2020). Do Career Decidedness and Career Distress Influence Psychological and Subjective Wellbeing? The Mediating Role of Mindfulness. International Journal of Contemporary Educational Research. Vol. 7, No 2. 271-280.<br />
<br />
Bartz, D. E. (août 2018) Managers Utilizing Mindfulness and Flow to Maximize Job Performance and Satisfaction. International Journal of Education and Social Science. Vol. 5, No 7. 5 pages.<br />
<br />
Carleton, E. L., Barling, J. et Trivisonno, M. (2018) Leaders’ Trait Mindfulness and Transformational Leadership: The Mediating Roles of Leaders’ Positive Affect and Leadership Self-Efficacy. Canadian Journal of Behavioural Science. Vol. 50, No 3. 185-194.<br />
<br />
Klatt1, M., Steinberg, B., Duchemin, A-M., (2015). Mindfulness in Motion (MIM): An Onsite Mindfulness Based Intervention (MBI) for Chronically High Stress Work Environments to Increase Resiliency and Work Engagement. JOVE - Journal of Visualized Experiments. <br />
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4545050/pdf/jove-101-52359.pdf<br />
<br />
Sanyal, C. et Rigg, C. (2020) Integrating Mindfulness Into Leadership Development. Journal of Management Education. pp. 1-22.<br />
<br />
== Pleine conscience, différentes pratiques et traitement ==<br />
<br />
''1. à modifier : https://ajp.psychiatryonline.org/doi/pdf/10.1176/appi.ajp.162.2.214<br />
A Multidimensional Meta-Analysis of Psychotherapy for PTSD<br />
Rebekah Bradley, Ph.D., Jamelle Greene, M.A., Eric Russ, B.A., Lissa Dutra, M.A., and Drew Westen, Ph.D.<br />
Published Online:1 Feb 2005https://doi.org/10.1176/appi.ajp.162.2.214<br />
<br />
2. à modifier : Complex trauma, complex reactions: Assessment and treatment.<br />
Courtois, C. A. (2004). Complex trauma, complex reactions: Assessment and treatment. Psychotherapy: Theory, Research, Practice, Training, 41(4), 412–425. https://doi.org/10.1037/0033-3204.41.4.412<br />
<br />
3. à modifier : Serlin, I.A. Dance/Movement Therapy: A Whole Person Approach to Working with Trauma and Building Resilience. Am J Dance Ther 42, 176–193 (2020). https://doi.org/10.1007/s10465-020-09335-6Published: 20 November 2020<br />
Dance/Movement Therapy: A Whole Person Approach to Working with Trauma and Building Resilience<br />
Ilene A. Serlin <br />
American Journal of Dance Therapy volume 42, pages176–193 (2020)Cite this article<br />
https://link.springer.com/content/pdf/10.1007/s10465-020-09335-6.pdf<br />
<br />
4. à modifier : https://downloads.hindawi.com/journals/ecam/2015/351746.pdf<br />
Volume 2015 |Article ID 351746 | https://doi.org/10.1155/2015/351746<br />
Show citation<br />
A Yoga Intervention for Posttraumatic Stress: A Preliminary Randomized Control Trial<br />
Farah Jindani,1 Nigel Turner,1 and Sat Bir S. Khalsa2<br />
<br />
5. à modifier : The psychodynamics of borderline personality disorder: A view from developmental psychopathology<br />
Published online by Cambridge University Press: 12 December 2005<br />
REBEKAH BRADLEY and DREW WESTEN<br />
Development and Psychopathology , Volume 17 , Issue 4 , December 2005 , pp. 927 - 957<br />
DOI: https://doi.org/10.1017/S0954579405050443''<br />
<br />
Ferreira-Vorkapic, C., Borba-Pinheiro, C. J. et collaborateurs. (2018). The Impact of Yoga Nidra and Seated Meditation on the Mental Health of College Professors. Logo of ijyoga, Int J Yoga. pp. 215–223.<br />
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6134749/?report=printable<br />
<br />
Kamradt, J. M. (24 octobre 2017). Integrating Yoga into Psychotherapy: The Ethics of Moving from the Mind to the Mat. Complement Ther Clin Pract., Author Manuscript.<br />
<br />
Park, C. L., Riley, K. E. et collaborateurs. (2016). Why Practice Yoga? Practitioners’ Motivations for Adopting and Maintaining Yoga Practice. Journal of Health Psychology. Vol. 21 (6). 887-896.<br />
<br />
Saeed, A., Cunningham, K. et Bloch, R. M. (15 mai 2019). Depression and Anxiety Disorders: Benefits of Exercice, Yoga, and Meditation. American Family Physician. Vol. 99, No 10. 620 -625.<br />
<br />
Stone, M. (2018, revised edition). The Inner Tradition of Yoga. Shambhala Boulder. 244 pages.<br />
<br />
Telles, S., Kumar Sharma, S. et collaborateurs. (2019). The impact of yoga on teachers’ self-rated emotions. BMC Research Notes.<br />
https://bmcresnotes.biomedcentral.com/track/pdf/10.1186/s13104-019-4737-7.pdf<br />
<br />
Weintraub, A. (2004). Yoga for Depression. Broadway Books. 285 pages.<br />
<br />
Williams, M. G. Teasdale, J. D. Segal, Z. V. Kabat-Zinn, J. (2007). The mindful way through depression: freeing yourself from chronic unhappiness. Guilford Press.<br />
<br />
== Pleine conscience et pratiques biographiques (récits de vie) ==<br />
<br />
Beaudoin, J.-M., (2010). Recherche biographique en formation des adultes et dé standardisation des parcours de vie : bifurcation, transition et développement de l'agentivité. Actes du Congrès de l'Actualité de la recherche en éducation et en formation (AREF). Genève, Suisse : Université de Genève, septembre 2010.<br />
<br />
Falk, J. (2018, juillet). [https://www.apadivisions.org/division-32/news-events/mindfulness-narrative Mindfulness and life stories.] American Psychological Association. <br />
https://www.apadivisions.org/division-32/news-events/mindfulness-narrative<br />
<br />
Bernard, M.-C., Tschopp, G. et Slovik, A. (Éds). (2019). Les voies du récit. Pratiques biographiques en formation, intervention et recherche. [https://zenodo.org/record/3473735#.YTjqPJ1KjIV Livre électronique disponible] aux Éditions Science et bien commun.<br />
<br />
== Pleine conscience et développement durable ==<br />
<br />
Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does emotional intelligence influence academic performance? The role of compassion and engagement in education for sustainable development. ''Sustainability, 13''(4), 1721. <br />
<br />
Frank, P., Fischer, D., & Wamsler, C. (2019). Mindfulness, Education, and the Sustainable Development Goals. ''Quality Education, Encyclopedia of the UN Sustainable Development Goals''; Leal Filho, W., Azul, L., Brandli, P., Özuyar, G., Wall, T., Eds, 1-11. <br />
<br />
Gómez-Olmedo, A. M., Valor, C., & Carrero, I. (2020). Mindfulness in education for sustainable development to nurture socioemotional competencies: A systematic review and meta-analysis. ''Environmental Education Research, 26''(11), 1527-1555. <br />
<br />
Thiermann, U. B., & Sheate, W. R. (2020). The way forward in mindfulness and sustainability: a critical review and research agenda. ''Journal of Cognitive Enhancement,'' 1-22.<br />
<br />
== À catégoriser ==<br />
<br />
Britton, W. B. (2019). Can mindfulness be too much of a good thing? The value of a middle way. ''Current Opinion in Psychology, 28'', 159–165.<br />
<br />
Cheung, S. Y., Huang, E. G., Chang, S., & Wei, L. (2020). Does being mindful make people more creative at work? The role of creative process engagement and perceived leader humility. ''Organizational Behavior and Human Decision Processes, 159'', 39–48.<br />
<br />
Kortagen, F. (2017). Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and teaching: theory and practice. Vol. 23, No 4, 387-405.<br />
<br />
Kortagen, F. et Vasalos, A. (2005). Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: theory and practice. Vol. 11, No 1. 47-71.<br />
<br />
Norman, E. Metacognition and Mindfulness: the Role of Fringe Consciousness. Mindfulness, 2017, pp. 95-100.<br />
<br />
Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. ''Nature Reviews Neuroscience, 16''(4), 213-225.<br />
<br />
Traité de psychologie de la motivation, ouvrage collectif sous la direction de Carré, P. et Fenouillet, F. (2009). Dunod. 404 pages.</div>Cvennehttps://wiki.teluq.ca/wikitedia/index.php?title=Pleine_conscience_en_%C3%A9ducation&diff=18976Pleine conscience en éducation2021-09-08T20:41:11Z<p>Cvenne : /* Pleine conscience et apprentissage des adultes */</p>
<hr />
<div>== Général ==<br />
<br />
Kabat-Zinn, J. (2006). Coming to Our Senses: Healing Ourselves and the World Through Mindfulness. Hyperion.<br />
<br />
Kabat-Zinn, J. (1997). Everyday Blessings: The Inner Work of Mindful Parenting, with Myla Kabat-Zinn. Hyperion.<br />
<br />
Kabat-Zinn, J. (1990 et 2013). Full Catastrophe Living. New York: Bantam Books Trade Paperbacks. 650 pages.<br />
<br />
Kabat-Zinn, J. (2009). Letting Everything Become Your Teacher: 100 Lessons in Mindfulness. Dell Publishing Company.<br />
<br />
Kabat-Zinn, J. (2012). Mindfulness for Beginners: reclaiming the present moment - and your life. Sounds True Inc.<br />
<br />
Kabat-Zinn, J. (1994). Mindfulness Meditation for Everyday Life. Piatkus.<br />
<br />
Kabat-Zinn, J. (2008). The Mind's Own Physician: A Scientific Dialogue with the Dalai Lama on the Healing Power of Meditation. Piatkus Books.<br />
<br />
Kabat-Zinn, J. (1997). The Power of Meditation and Prayer, with Sogyal Rinpoche, Larry Dossey, Michael Toms. Hay House.<br />
<br />
Kabat-Zinn, J. (1994). Wherever You Go, There You Are: Mindfulness Meditation in Everyday Life. Hyperion Books.<br />
<br />
L’accompagnement du développement personnel et professionnel en éducation, s’accompagner, accompagner, être accompagner, ouvrage collectif, sous la direction de Rondeau, K. et Jutras, F. (2019) Presses de l’Université du Québec. 183 pages.<br />
<br />
L’adulte en formation… pour devenir soi, Espaces, passages, débats et défis, ouvrage collectif sous la direction de Doucet, M. et Thériault. (2019). M. Presses de l’Université du Québec.<br />
<br />
Ostafin, B. D., Robinson, M. D., & Meier, B. P. (2015). ''Handbook of mindfulness and self-regulation'': Springer.<br />
<br />
Pleine conscience et relation d'aide. (2018) Sous la direction de Devault, A. et Pérodeau, G. Presses de l'Université Laval. 273 pages.<br />
<br />
== Méta-analyses ==<br />
<br />
Bartlett, L., Martin, A., Neil, A. L., Memish, K., Otahal, P., Kilpatrick, M., & Sanderson, K.(2019). A systematic review and meta-analysis of workplace mindfulness training randomized controlled trials. ''Journal of Occupational Health Psychology, 24'', 108–126.<br />
<br />
Boccia, M., Piccardi, L., & Guariglia, P. (2015). The meditative mind: a comprehensive meta-analysis of MRI studies. ''BioMed research international,'' 2015.<br />
<br />
Casedas, L., Pirruccio, V., Vadillo, M. A., & Lupianez,J. (2020). Does mindfulness meditation training enhance executive control? A systematic review and meta-analysis of randomized controlled trials in adults. ''Mindfulness, 11'', 411–424.<br />
<br />
Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. ''Clinical psychology review, 31''(3), 449-464.<br />
Donald, J. N., Sahdra, B. K., Van Zanden, B., Duineveld, J. J., Atkins, P. W., Marshall, S. L., & Ciarrochi, J. (2019). Does your mindfulness benefit others? A systematic review and meta‐analysis of the link between mindfulness and prosocial behaviour. ''British Journal of Psychology, 110''(1), 101-125.<br />
<br />
Goldberg, S. B., Riordan, K. M., Sun, S., & Davidson, R. J. (2021). The empirical status of mindfulness-based interventions: A systematic review of 44 meta-analyses of randomized controlled trials. ''Perspectives on Psychological Science'', 1745691620968771.<br />
<br />
Goyal, M., Singh, S., Sibinga, E. M., Gould, N. F., Rowland-Seymour, A., Sharma, R., . . . Shihab, H. M. (2014). Meditation programs for psychological stress and well-being: a systematic review and meta-analysis. ''JAMA internal medicine, 174''(3), 357-368.<br />
<br />
Eberth, J., & Sedlmeier, P. (2012). The effects of mindfulness meditation: a meta-analysis. ''Mindfulness, 3''(3), 174-189.<br />
<br />
Leyland, A., Rowse, G., & Emerson, L. M. (2019). Experimental effects of mindfulness inductions on self-regulation: Systematic review and meta-analysis. ''Emotion, 19''(1), 108.<br />
<br />
Šouláková, B., Kasal, A., Butzer, B. et al.(2019) Meta-Review on the Effectiveness of Classroom-Based Psychological Interventions Aimed at Improving Student Mental Health and Well-Being, and Preventing Mental Illness. J Primary Prevent 40, pp. 255–278.<br />
<br />
== Revues de littérature ==<br />
<br />
Black, D. S., & Slavich, G. M. (2016). Mindfulness meditation and the immune system: a systematic review of randomized controlled trials. ''Annals of the New York Academy of Sciences, 1373''(1), 13.<br />
<br />
Choi, E., Gruman, J. A., & Leonard, C. M. (2021). A balanced view of mindfulness at work. ''Organizational Psychology Review'', August 2021. doi:10.1177/20413866211036930<br />
<br />
Geiger, P. J., Boggero, I. A., Brake, C. A., Caldera, C. A., Combs, H. L., Peters, J. R., & Baer, R. A. (2016). Mindfulness-based interventions for older adults: a review of the effects on physical and emotional well-being. ''Mindfulness, 7''(2), 296-307.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., Hart, R., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on well-being and performance in the workplace: an inclusive systematic review of the empirical literature. ''European Journal of Work and Organizational Psychology, 26''(4), 492-513.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education, 61, 132-141.<br />
<br />
== Méthodes d'évaluation des interventions et des pratiques ==<br />
<br />
Baer, R. (2019). Assessment of mindfulness by self-report. ''Current opinion in psychology, 28,'' 42-48.<br />
<br />
Bergomi, C., Tschacher, W., & Kupper, Z. (2013). The assessment of mindfulness with self-report measures: Existing scales and open issues. ''Mindfulness, 4,'' 191–202.<br />
<br />
Choi, E., & Leroy, H. (2015). Methods of mindfulness: How mindfulness is studied in the workplace (?) <br />
<br />
Schmidt, S., Hinterberger, T., Lynch, S., Büssing, A., & Kohls, N. (2013). Assessment of mindfulness: Review on state of the art. ''Mindfulness, 4''(1), 3-17.<br />
<br />
Van Dam, N. T., Earleywine, M., & Borders, A. (2010). Measuring mindfulness? An item response theory analysis of the Mindful Attention Awareness Scale. ''Personality and individual differences, 49''(7), 805-810.Sauer, S., Walach, H.,<br />
<br />
== Les défis de la recherche ==<br />
<br />
Chiesa, A. (2013). The difficulty of defining mindfulness: Current thought and critical issues. ''Mindfulness, 4''(3), 255-268.<br />
<br />
Davidson, R. J., & Dahl, C. J. (2018). Outstanding challenges in scientific research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 62-65.<br />
<br />
Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. ''American Psychologist, 70''(7), 581. <br />
<br />
Grossman, P. (2011). Defining mindfulness by how poorly I think I pay attention during everyday awareness and other intractable problems for psychology's (re) invention of mindfulness: comment on Brown et al.(2011). <br />
<br />
Grossman, P., & Van Dam, N. T. (2011). Mindfulness, by any other name…: trials and tribulations of sati in western psychology and science. ''Contemporary Buddhism, 12''(1), 219-239. <br />
<br />
Sellman, E. M., & Buttarazzi, G. F. (2020). Adding lemon juice to poison – raising critical questions about the oxymoronic nature of mindfulness in education and its future direction. ''British Journal of Educational Studies, 68''(1), 61-78. doi:10.1080/00071005.2019.1581128<br />
<br />
Tang, Y. Y., & Posner, M. I. (2013). Tools of the trade: theory and method in mindfulness neuroscience. ''Social cognitive and affective neuroscience, 8''(1), 118-120.<br />
<br />
Van Dam, N. T., Van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., . . . Gorchov, J. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 36-61.<br />
<br />
== Éthique et pleine conscience (fondations et pratiques) ==<br />
Stanley, S., Ronald E., Nirbhay, P. et Singh, N. (attention : auteurs à vérifier) (2018). Handbook of Ethical Foundations of Mindfulness. (voir la série de publications : Mindfulness in Behavioral Health). Springer International Publishing AG.<br />
<br />
Article d'intérêt particulier : Sullivan, M. Postsecular Charisma: Thich Nhat Hanh and the Ethics of Mindfulness, 339-354.<br />
<br />
== Perspective critique ==<br />
<br />
Cieslik, M. (Ed.) (2021). [https://books.google.ca/books?hl=fr&lr=&id=0hguEAAAQBAJ&oi=fnd&pg=PP1&dq=mindfulness+and+biographical+practice&ots=YBynI7Nwdv&sig=8EfgpMfyxb7DQrRopdLTxrZxQNI&redir_esc=y#v=onepage&q=mindfulness%20and%20biographical%20practice&f=false ''Researching Happiness: Qualitative, Biographical and Critical Perspectives''.] Bristol, UK- Bristol University Press. <br />
Voir en particulier : <br />
- Hill, N. (2021). Happiness as an Effective Practice: Self, Suffering and Biography, p. 47 et ss. <br />
- Tross, D. (2021). Personal Happiness, Social Unhappiness: Understanding the Complexity of Individual Happiness Accounts, p. 69 et ss.<br />
<br />
== Pleine conscience et apprentissage des adultes ==<br />
<br />
Crumley, G., & Schutz, H. (2011). Short-duration mindfulness training with adult learners. ''Adult Learning, 22''(2), 37-42. <br />
<br />
Hyland, T. (2010). Mindfulness, adult learning and therapeutic education: integrating the cognitive and affective domains of learning. ''International Journal of Lifelong Education, 2''9(5), 517-532. doi:10.1080/02601370.2010.512792<br />
<br />
Hyland, T. (2014). Mindfulness-based interventions and the affective domain of education. ''Educational Studies, 40''(3), 277-291. doi:10.1080/03055698.2014.889596<br />
<br />
Hyland, T. (2016). The Limits of Mindfulness: Emerging Issues for Education. ''British Journal of Educational Studies, 6''4(1), 97-117. doi:10.1080/00071005.2015.1051946<br />
<br />
McCaw, C. T. (2020). Mindfulness ‘thick’ and ‘thin’— a critical review of the uses of mindfulness in education. ''Oxford Review of Education, 46''(2), 257-278. doi:10.1080/03054985.2019.1667759<br />
<br />
Meditation and Mindfulness in Adult Education (2019). Ouvrage collectif dirigé par Tisdell, E. J, Gupta, K., Archuleta, K. New Directions for Adult & Continuing Education. Spring 2019, No 161.<br />
<br />
Owen, R. (2020). Using Mindfulness to Promote Transformative Learning in Implicit Racial Bias Training. ''Adult Learning, 32''(3), 125-131. doi:10.1177/1045159520981165<br />
<br />
== Pleine conscience, milieu de travail et performance ==<br />
<br />
Arslan, U. et Bayraktar-Uyar, B. (décembre 2020). Do Career Decidedness and Career Distress Influence Psychological and Subjective Wellbeing? The Mediating Role of Mindfulness. International Journal of Contemporary Educational Research. Vol. 7, No 2. 271-280.<br />
<br />
Bartz, D. E. (août 2018) Managers Utilizing Mindfulness and Flow to Maximize Job Performance and Satisfaction. International Journal of Education and Social Science. Vol. 5, No 7. 5 pages.<br />
<br />
Carleton, E. L., Barling, J. et Trivisonno, M. (2018) Leaders’ Trait Mindfulness and Transformational Leadership: The Mediating Roles of Leaders’ Positive Affect and Leadership Self-Efficacy. Canadian Journal of Behavioural Science. Vol. 50, No 3. 185-194.<br />
<br />
Klatt1, M., Steinberg, B., Duchemin, A-M., (2015). Mindfulness in Motion (MIM): An Onsite Mindfulness Based Intervention (MBI) for Chronically High Stress Work Environments to Increase Resiliency and Work Engagement. JOVE - Journal of Visualized Experiments. <br />
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4545050/pdf/jove-101-52359.pdf<br />
<br />
Sanyal, C. et Rigg, C. (2020) Integrating Mindfulness Into Leadership Development. Journal of Management Education. pp. 1-22.<br />
<br />
== La pleine conscience comme traitement ==<br />
<br />
Williams, M. G. Teasdale, J. D. Segal, Z. V. Kabat-Zinn, J. (2007). The mindful way through depression: freeing yourself from chronic unhappiness. Guilford Press.<br />
<br />
== Pleine conscience - les différentes pratiques ==<br />
<br />
Ferreira-Vorkapic, C., Borba-Pinheiro, C. J. et collaborateurs. (2018). The Impact of Yoga Nidra and Seated Meditation on the Mental Health of College Professors. Logo of ijyoga, Int J Yoga. pp. 215–223.<br />
<br />
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6134749/?report=printable<br />
<br />
Kamradt, J. M. (24 octobre 2017). Integrating Yoga into Psychotherapy: The Ethics of Moving from the Mind to the Mat. Complement Ther Clin Pract., Author Manuscript.<br />
<br />
Park, C. L., Riley, K. E. et collaborateurs. (2016). Why Practice Yoga? Practitioners’ Motivations for Adopting and Maintaining Yoga Practice. Journal of Health Psychology. Vol. 21 (6). 887-896.<br />
<br />
Saeed, A., Cunningham, K. et Bloch, R. M. (15 mai 2019). Depression and Anxiety Disorders: Benefits of Exercice, Yoga, and Meditation. American Family Physician. Vol. 99, No 10. 620 -625.<br />
<br />
Stone, M. (2018, revised edition). The Inner Tradition of Yoga. Shambhala Boulder. 244 pages.<br />
<br />
Telles, S., Kumar Sharma, S. et collaborateurs. (2019). The impact of yoga on teachers’ self-rated emotions. BMC Research Notes.<br />
<br />
https://bmcresnotes.biomedcentral.com/track/pdf/10.1186/s13104-019-4737-7.pdf<br />
<br />
Weintraub, A. (2004). Yoga for Depression. Broadway Books. 285 pages.<br />
<br />
== Pleine conscience et pratiques biographiques (récits de vie) ==<br />
<br />
Beaudoin, J.-M., (2010). Recherche biographique en formation des adultes et dé standardisation des parcours de vie : bifurcation, transition et développement de l'agentivité. Actes du Congrès de l'Actualité de la recherche en éducation et en formation (AREF). Genève, Suisse : Université de Genève, septembre 2010.<br />
<br />
Falk, J. (2018, juillet). [https://www.apadivisions.org/division-32/news-events/mindfulness-narrative Mindfulness and life stories.] American Psychological Association. <br />
https://www.apadivisions.org/division-32/news-events/mindfulness-narrative<br />
<br />
Bernard, M.-C., Tschopp, G. et Slovik, A. (Éds). (2019). Les voies du récit. Pratiques biographiques en formation, intervention et recherche. [https://zenodo.org/record/3473735#.YTjqPJ1KjIV Livre électronique disponible] aux Éditions Science et bien commun.<br />
<br />
== Pleine conscience et développement durable ==<br />
<br />
Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does emotional intelligence influence academic performance? The role of compassion and engagement in education for sustainable development. ''Sustainability, 13''(4), 1721. <br />
<br />
Frank, P., Fischer, D., & Wamsler, C. (2019). Mindfulness, Education, and the Sustainable Development Goals. ''Quality Education, Encyclopedia of the UN Sustainable Development Goals''; Leal Filho, W., Azul, L., Brandli, P., Özuyar, G., Wall, T., Eds, 1-11. <br />
<br />
Gómez-Olmedo, A. M., Valor, C., & Carrero, I. (2020). Mindfulness in education for sustainable development to nurture socioemotional competencies: A systematic review and meta-analysis. ''Environmental Education Research, 26''(11), 1527-1555. <br />
<br />
Thiermann, U. B., & Sheate, W. R. (2020). The way forward in mindfulness and sustainability: a critical review and research agenda. ''Journal of Cognitive Enhancement,'' 1-22.<br />
<br />
== À catégoriser ==<br />
<br />
Britton, W. B. (2019). Can mindfulness be too much of a good thing? The value of a middle way. ''Current Opinion in Psychology, 28'', 159–165.<br />
<br />
Cheung, S. Y., Huang, E. G., Chang, S., & Wei, L. (2020). Does being mindful make people more creative at work? The role of creative process engagement and perceived leader humility. ''Organizational Behavior and Human Decision Processes, 159'', 39–48.<br />
<br />
Kortagen, F. (2017). Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and teaching: theory and practice. Vol. 23, No 4, 387-405.<br />
<br />
Kortagen, F. et Vasalos, A. (2005). Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: theory and practice. Vol. 11, No 1. 47-71.<br />
<br />
Norman, E. Metacognition and Mindfulness: the Role of Fringe Consciousness. Mindfulness, 2017, pp. 95-100.<br />
<br />
Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. ''Nature Reviews Neuroscience, 16''(4), 213-225.<br />
<br />
Traité de psychologie de la motivation, ouvrage collectif sous la direction de Carré, P. et Fenouillet, F. (2009). Dunod. 404 pages.</div>Cvennehttps://wiki.teluq.ca/wikitedia/index.php?title=Pleine_conscience_en_%C3%A9ducation&diff=18975Pleine conscience en éducation2021-09-08T20:37:38Z<p>Cvenne : /* Pleine conscience - les différentes pratiques */</p>
<hr />
<div>== Général ==<br />
<br />
Kabat-Zinn, J. (2006). Coming to Our Senses: Healing Ourselves and the World Through Mindfulness. Hyperion.<br />
<br />
Kabat-Zinn, J. (1997). Everyday Blessings: The Inner Work of Mindful Parenting, with Myla Kabat-Zinn. Hyperion.<br />
<br />
Kabat-Zinn, J. (1990 et 2013). Full Catastrophe Living. New York: Bantam Books Trade Paperbacks. 650 pages.<br />
<br />
Kabat-Zinn, J. (2009). Letting Everything Become Your Teacher: 100 Lessons in Mindfulness. Dell Publishing Company.<br />
<br />
Kabat-Zinn, J. (2012). Mindfulness for Beginners: reclaiming the present moment - and your life. Sounds True Inc.<br />
<br />
Kabat-Zinn, J. (1994). Mindfulness Meditation for Everyday Life. Piatkus.<br />
<br />
Kabat-Zinn, J. (2008). The Mind's Own Physician: A Scientific Dialogue with the Dalai Lama on the Healing Power of Meditation. Piatkus Books.<br />
<br />
Kabat-Zinn, J. (1997). The Power of Meditation and Prayer, with Sogyal Rinpoche, Larry Dossey, Michael Toms. Hay House.<br />
<br />
Kabat-Zinn, J. (1994). Wherever You Go, There You Are: Mindfulness Meditation in Everyday Life. Hyperion Books.<br />
<br />
L’accompagnement du développement personnel et professionnel en éducation, s’accompagner, accompagner, être accompagner, ouvrage collectif, sous la direction de Rondeau, K. et Jutras, F. (2019) Presses de l’Université du Québec. 183 pages.<br />
<br />
L’adulte en formation… pour devenir soi, Espaces, passages, débats et défis, ouvrage collectif sous la direction de Doucet, M. et Thériault. (2019). M. Presses de l’Université du Québec.<br />
<br />
Ostafin, B. D., Robinson, M. D., & Meier, B. P. (2015). ''Handbook of mindfulness and self-regulation'': Springer.<br />
<br />
Pleine conscience et relation d'aide. (2018) Sous la direction de Devault, A. et Pérodeau, G. Presses de l'Université Laval. 273 pages.<br />
<br />
== Méta-analyses ==<br />
<br />
Bartlett, L., Martin, A., Neil, A. L., Memish, K., Otahal, P., Kilpatrick, M., & Sanderson, K.(2019). A systematic review and meta-analysis of workplace mindfulness training randomized controlled trials. ''Journal of Occupational Health Psychology, 24'', 108–126.<br />
<br />
Boccia, M., Piccardi, L., & Guariglia, P. (2015). The meditative mind: a comprehensive meta-analysis of MRI studies. ''BioMed research international,'' 2015.<br />
<br />
Casedas, L., Pirruccio, V., Vadillo, M. A., & Lupianez,J. (2020). Does mindfulness meditation training enhance executive control? A systematic review and meta-analysis of randomized controlled trials in adults. ''Mindfulness, 11'', 411–424.<br />
<br />
Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. ''Clinical psychology review, 31''(3), 449-464.<br />
Donald, J. N., Sahdra, B. K., Van Zanden, B., Duineveld, J. J., Atkins, P. W., Marshall, S. L., & Ciarrochi, J. (2019). Does your mindfulness benefit others? A systematic review and meta‐analysis of the link between mindfulness and prosocial behaviour. ''British Journal of Psychology, 110''(1), 101-125.<br />
<br />
Goldberg, S. B., Riordan, K. M., Sun, S., & Davidson, R. J. (2021). The empirical status of mindfulness-based interventions: A systematic review of 44 meta-analyses of randomized controlled trials. ''Perspectives on Psychological Science'', 1745691620968771.<br />
<br />
Goyal, M., Singh, S., Sibinga, E. M., Gould, N. F., Rowland-Seymour, A., Sharma, R., . . . Shihab, H. M. (2014). Meditation programs for psychological stress and well-being: a systematic review and meta-analysis. ''JAMA internal medicine, 174''(3), 357-368.<br />
<br />
Eberth, J., & Sedlmeier, P. (2012). The effects of mindfulness meditation: a meta-analysis. ''Mindfulness, 3''(3), 174-189.<br />
<br />
Leyland, A., Rowse, G., & Emerson, L. M. (2019). Experimental effects of mindfulness inductions on self-regulation: Systematic review and meta-analysis. ''Emotion, 19''(1), 108.<br />
<br />
Šouláková, B., Kasal, A., Butzer, B. et al.(2019) Meta-Review on the Effectiveness of Classroom-Based Psychological Interventions Aimed at Improving Student Mental Health and Well-Being, and Preventing Mental Illness. J Primary Prevent 40, pp. 255–278.<br />
<br />
== Revues de littérature ==<br />
<br />
Black, D. S., & Slavich, G. M. (2016). Mindfulness meditation and the immune system: a systematic review of randomized controlled trials. ''Annals of the New York Academy of Sciences, 1373''(1), 13.<br />
<br />
Choi, E., Gruman, J. A., & Leonard, C. M. (2021). A balanced view of mindfulness at work. ''Organizational Psychology Review'', August 2021. doi:10.1177/20413866211036930<br />
<br />
Geiger, P. J., Boggero, I. A., Brake, C. A., Caldera, C. A., Combs, H. L., Peters, J. R., & Baer, R. A. (2016). Mindfulness-based interventions for older adults: a review of the effects on physical and emotional well-being. ''Mindfulness, 7''(2), 296-307.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., Hart, R., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on well-being and performance in the workplace: an inclusive systematic review of the empirical literature. ''European Journal of Work and Organizational Psychology, 26''(4), 492-513.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education, 61, 132-141.<br />
<br />
== Méthodes d'évaluation des interventions et des pratiques ==<br />
<br />
Baer, R. (2019). Assessment of mindfulness by self-report. ''Current opinion in psychology, 28,'' 42-48.<br />
<br />
Bergomi, C., Tschacher, W., & Kupper, Z. (2013). The assessment of mindfulness with self-report measures: Existing scales and open issues. ''Mindfulness, 4,'' 191–202.<br />
<br />
Choi, E., & Leroy, H. (2015). Methods of mindfulness: How mindfulness is studied in the workplace (?) <br />
<br />
Schmidt, S., Hinterberger, T., Lynch, S., Büssing, A., & Kohls, N. (2013). Assessment of mindfulness: Review on state of the art. ''Mindfulness, 4''(1), 3-17.<br />
<br />
Van Dam, N. T., Earleywine, M., & Borders, A. (2010). Measuring mindfulness? An item response theory analysis of the Mindful Attention Awareness Scale. ''Personality and individual differences, 49''(7), 805-810.Sauer, S., Walach, H.,<br />
<br />
== Les défis de la recherche ==<br />
<br />
Chiesa, A. (2013). The difficulty of defining mindfulness: Current thought and critical issues. ''Mindfulness, 4''(3), 255-268.<br />
<br />
Davidson, R. J., & Dahl, C. J. (2018). Outstanding challenges in scientific research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 62-65.<br />
<br />
Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. ''American Psychologist, 70''(7), 581. <br />
<br />
Grossman, P. (2011). Defining mindfulness by how poorly I think I pay attention during everyday awareness and other intractable problems for psychology's (re) invention of mindfulness: comment on Brown et al.(2011). <br />
<br />
Grossman, P., & Van Dam, N. T. (2011). Mindfulness, by any other name…: trials and tribulations of sati in western psychology and science. ''Contemporary Buddhism, 12''(1), 219-239. <br />
<br />
Sellman, E. M., & Buttarazzi, G. F. (2020). Adding lemon juice to poison – raising critical questions about the oxymoronic nature of mindfulness in education and its future direction. ''British Journal of Educational Studies, 68''(1), 61-78. doi:10.1080/00071005.2019.1581128<br />
<br />
Tang, Y. Y., & Posner, M. I. (2013). Tools of the trade: theory and method in mindfulness neuroscience. ''Social cognitive and affective neuroscience, 8''(1), 118-120.<br />
<br />
Van Dam, N. T., Van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., . . . Gorchov, J. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 36-61.<br />
<br />
== Éthique et pleine conscience (fondations et pratiques) ==<br />
Stanley, S., Ronald E., Nirbhay, P. et Singh, N. (attention : auteurs à vérifier) (2018). Handbook of Ethical Foundations of Mindfulness. (voir la série de publications : Mindfulness in Behavioral Health). Springer International Publishing AG.<br />
<br />
Article d'intérêt particulier : Sullivan, M. Postsecular Charisma: Thich Nhat Hanh and the Ethics of Mindfulness, 339-354.<br />
<br />
== Perspective critique ==<br />
<br />
Cieslik, M. (Ed.) (2021). [https://books.google.ca/books?hl=fr&lr=&id=0hguEAAAQBAJ&oi=fnd&pg=PP1&dq=mindfulness+and+biographical+practice&ots=YBynI7Nwdv&sig=8EfgpMfyxb7DQrRopdLTxrZxQNI&redir_esc=y#v=onepage&q=mindfulness%20and%20biographical%20practice&f=false ''Researching Happiness: Qualitative, Biographical and Critical Perspectives''.] Bristol, UK- Bristol University Press. <br />
Voir en particulier : <br />
- Hill, N. (2021). Happiness as an Effective Practice: Self, Suffering and Biography, p. 47 et ss. <br />
- Tross, D. (2021). Personal Happiness, Social Unhappiness: Understanding the Complexity of Individual Happiness Accounts, p. 69 et ss.<br />
<br />
== Pleine conscience et apprentissage des adultes ==<br />
<br />
Crumley, G., & Schutz, H. (2011). Short-duration mindfulness training with adult learners. ''Adult Learning, 22''(2), 37-42. <br />
<br />
Hyland, T. (2010). Mindfulness, adult learning and therapeutic education: integrating the cognitive and affective domains of learning. ''International Journal of Lifelong Education, 2''9(5), 517-532. doi:10.1080/02601370.2010.512792<br />
<br />
Hyland, T. (2014). Mindfulness-based interventions and the affective domain of education. ''Educational Studies, 40''(3), 277-291. doi:10.1080/03055698.2014.889596<br />
<br />
Hyland, T. (2016). The Limits of Mindfulness: Emerging Issues for Education. ''British Journal of Educational Studies, 6''4(1), 97-117. doi:10.1080/00071005.2015.1051946<br />
<br />
McCaw, C. T. (2020). Mindfulness ‘thick’ and ‘thin’— a critical review of the uses of mindfulness in education. ''Oxford Review of Education, 46''(2), 257-278. doi:10.1080/03054985.2019.1667759<br />
<br />
Owen, R. (2020). Using Mindfulness to Promote Transformative Learning in Implicit Racial Bias Training. ''Adult Learning, 32''(3), 125-131. doi:10.1177/1045159520981165<br />
<br />
== Pleine conscience, milieu de travail et performance ==<br />
<br />
Arslan, U. et Bayraktar-Uyar, B. (décembre 2020). Do Career Decidedness and Career Distress Influence Psychological and Subjective Wellbeing? The Mediating Role of Mindfulness. International Journal of Contemporary Educational Research. Vol. 7, No 2. 271-280.<br />
<br />
Bartz, D. E. (août 2018) Managers Utilizing Mindfulness and Flow to Maximize Job Performance and Satisfaction. International Journal of Education and Social Science. Vol. 5, No 7. 5 pages.<br />
<br />
Carleton, E. L., Barling, J. et Trivisonno, M. (2018) Leaders’ Trait Mindfulness and Transformational Leadership: The Mediating Roles of Leaders’ Positive Affect and Leadership Self-Efficacy. Canadian Journal of Behavioural Science. Vol. 50, No 3. 185-194.<br />
<br />
Klatt1, M., Steinberg, B., Duchemin, A-M., (2015). Mindfulness in Motion (MIM): An Onsite Mindfulness Based Intervention (MBI) for Chronically High Stress Work Environments to Increase Resiliency and Work Engagement. JOVE - Journal of Visualized Experiments. <br />
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4545050/pdf/jove-101-52359.pdf<br />
<br />
Sanyal, C. et Rigg, C. (2020) Integrating Mindfulness Into Leadership Development. Journal of Management Education. pp. 1-22.<br />
<br />
== La pleine conscience comme traitement ==<br />
<br />
Williams, M. G. Teasdale, J. D. Segal, Z. V. Kabat-Zinn, J. (2007). The mindful way through depression: freeing yourself from chronic unhappiness. Guilford Press.<br />
<br />
== Pleine conscience - les différentes pratiques ==<br />
<br />
Ferreira-Vorkapic, C., Borba-Pinheiro, C. J. et collaborateurs. (2018). The Impact of Yoga Nidra and Seated Meditation on the Mental Health of College Professors. Logo of ijyoga, Int J Yoga. pp. 215–223.<br />
<br />
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6134749/?report=printable<br />
<br />
Kamradt, J. M. (24 octobre 2017). Integrating Yoga into Psychotherapy: The Ethics of Moving from the Mind to the Mat. Complement Ther Clin Pract., Author Manuscript.<br />
<br />
Park, C. L., Riley, K. E. et collaborateurs. (2016). Why Practice Yoga? Practitioners’ Motivations for Adopting and Maintaining Yoga Practice. Journal of Health Psychology. Vol. 21 (6). 887-896.<br />
<br />
Saeed, A., Cunningham, K. et Bloch, R. M. (15 mai 2019). Depression and Anxiety Disorders: Benefits of Exercice, Yoga, and Meditation. American Family Physician. Vol. 99, No 10. 620 -625.<br />
<br />
Stone, M. (2018, revised edition). The Inner Tradition of Yoga. Shambhala Boulder. 244 pages.<br />
<br />
Telles, S., Kumar Sharma, S. et collaborateurs. (2019). The impact of yoga on teachers’ self-rated emotions. BMC Research Notes.<br />
<br />
https://bmcresnotes.biomedcentral.com/track/pdf/10.1186/s13104-019-4737-7.pdf<br />
<br />
Weintraub, A. (2004). Yoga for Depression. Broadway Books. 285 pages.<br />
<br />
== Pleine conscience et pratiques biographiques (récits de vie) ==<br />
<br />
Beaudoin, J.-M., (2010). Recherche biographique en formation des adultes et dé standardisation des parcours de vie : bifurcation, transition et développement de l'agentivité. Actes du Congrès de l'Actualité de la recherche en éducation et en formation (AREF). Genève, Suisse : Université de Genève, septembre 2010.<br />
<br />
Falk, J. (2018, juillet). [https://www.apadivisions.org/division-32/news-events/mindfulness-narrative Mindfulness and life stories.] American Psychological Association. <br />
https://www.apadivisions.org/division-32/news-events/mindfulness-narrative<br />
<br />
Bernard, M.-C., Tschopp, G. et Slovik, A. (Éds). (2019). Les voies du récit. Pratiques biographiques en formation, intervention et recherche. [https://zenodo.org/record/3473735#.YTjqPJ1KjIV Livre électronique disponible] aux Éditions Science et bien commun.<br />
<br />
== Pleine conscience et développement durable ==<br />
<br />
Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does emotional intelligence influence academic performance? The role of compassion and engagement in education for sustainable development. ''Sustainability, 13''(4), 1721. <br />
<br />
Frank, P., Fischer, D., & Wamsler, C. (2019). Mindfulness, Education, and the Sustainable Development Goals. ''Quality Education, Encyclopedia of the UN Sustainable Development Goals''; Leal Filho, W., Azul, L., Brandli, P., Özuyar, G., Wall, T., Eds, 1-11. <br />
<br />
Gómez-Olmedo, A. M., Valor, C., & Carrero, I. (2020). Mindfulness in education for sustainable development to nurture socioemotional competencies: A systematic review and meta-analysis. ''Environmental Education Research, 26''(11), 1527-1555. <br />
<br />
Thiermann, U. B., & Sheate, W. R. (2020). The way forward in mindfulness and sustainability: a critical review and research agenda. ''Journal of Cognitive Enhancement,'' 1-22.<br />
<br />
== À catégoriser ==<br />
<br />
Britton, W. B. (2019). Can mindfulness be too much of a good thing? The value of a middle way. ''Current Opinion in Psychology, 28'', 159–165.<br />
<br />
Cheung, S. Y., Huang, E. G., Chang, S., & Wei, L. (2020). Does being mindful make people more creative at work? The role of creative process engagement and perceived leader humility. ''Organizational Behavior and Human Decision Processes, 159'', 39–48.<br />
<br />
Kortagen, F. (2017). Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and teaching: theory and practice. Vol. 23, No 4, 387-405.<br />
<br />
Kortagen, F. et Vasalos, A. (2005). Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: theory and practice. Vol. 11, No 1. 47-71.<br />
<br />
Norman, E. Metacognition and Mindfulness: the Role of Fringe Consciousness. Mindfulness, 2017, pp. 95-100.<br />
<br />
Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. ''Nature Reviews Neuroscience, 16''(4), 213-225.<br />
<br />
Traité de psychologie de la motivation, ouvrage collectif sous la direction de Carré, P. et Fenouillet, F. (2009). Dunod. 404 pages.</div>Cvennehttps://wiki.teluq.ca/wikitedia/index.php?title=Pleine_conscience_en_%C3%A9ducation&diff=18974Pleine conscience en éducation2021-09-08T20:21:12Z<p>Cvenne : /* Pleine conscience - les différentes pratiques */</p>
<hr />
<div>== Général ==<br />
<br />
Kabat-Zinn, J. (2006). Coming to Our Senses: Healing Ourselves and the World Through Mindfulness. Hyperion.<br />
<br />
Kabat-Zinn, J. (1997). Everyday Blessings: The Inner Work of Mindful Parenting, with Myla Kabat-Zinn. Hyperion.<br />
<br />
Kabat-Zinn, J. (1990 et 2013). Full Catastrophe Living. New York: Bantam Books Trade Paperbacks. 650 pages.<br />
<br />
Kabat-Zinn, J. (2009). Letting Everything Become Your Teacher: 100 Lessons in Mindfulness. Dell Publishing Company.<br />
<br />
Kabat-Zinn, J. (2012). Mindfulness for Beginners: reclaiming the present moment - and your life. Sounds True Inc.<br />
<br />
Kabat-Zinn, J. (1994). Mindfulness Meditation for Everyday Life. Piatkus.<br />
<br />
Kabat-Zinn, J. (2008). The Mind's Own Physician: A Scientific Dialogue with the Dalai Lama on the Healing Power of Meditation. Piatkus Books.<br />
<br />
Kabat-Zinn, J. (1997). The Power of Meditation and Prayer, with Sogyal Rinpoche, Larry Dossey, Michael Toms. Hay House.<br />
<br />
Kabat-Zinn, J. (1994). Wherever You Go, There You Are: Mindfulness Meditation in Everyday Life. Hyperion Books.<br />
<br />
L’accompagnement du développement personnel et professionnel en éducation, s’accompagner, accompagner, être accompagner, ouvrage collectif, sous la direction de Rondeau, K. et Jutras, F. (2019) Presses de l’Université du Québec. 183 pages.<br />
<br />
L’adulte en formation… pour devenir soi, Espaces, passages, débats et défis, ouvrage collectif sous la direction de Doucet, M. et Thériault. (2019). M. Presses de l’Université du Québec.<br />
<br />
Ostafin, B. D., Robinson, M. D., & Meier, B. P. (2015). ''Handbook of mindfulness and self-regulation'': Springer.<br />
<br />
Pleine conscience et relation d'aide. (2018) Sous la direction de Devault, A. et Pérodeau, G. Presses de l'Université Laval. 273 pages.<br />
<br />
== Méta-analyses ==<br />
<br />
Bartlett, L., Martin, A., Neil, A. L., Memish, K., Otahal, P., Kilpatrick, M., & Sanderson, K.(2019). A systematic review and meta-analysis of workplace mindfulness training randomized controlled trials. ''Journal of Occupational Health Psychology, 24'', 108–126.<br />
<br />
Boccia, M., Piccardi, L., & Guariglia, P. (2015). The meditative mind: a comprehensive meta-analysis of MRI studies. ''BioMed research international,'' 2015.<br />
<br />
Casedas, L., Pirruccio, V., Vadillo, M. A., & Lupianez,J. (2020). Does mindfulness meditation training enhance executive control? A systematic review and meta-analysis of randomized controlled trials in adults. ''Mindfulness, 11'', 411–424.<br />
<br />
Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. ''Clinical psychology review, 31''(3), 449-464.<br />
Donald, J. N., Sahdra, B. K., Van Zanden, B., Duineveld, J. J., Atkins, P. W., Marshall, S. L., & Ciarrochi, J. (2019). Does your mindfulness benefit others? A systematic review and meta‐analysis of the link between mindfulness and prosocial behaviour. ''British Journal of Psychology, 110''(1), 101-125.<br />
<br />
Goldberg, S. B., Riordan, K. M., Sun, S., & Davidson, R. J. (2021). The empirical status of mindfulness-based interventions: A systematic review of 44 meta-analyses of randomized controlled trials. ''Perspectives on Psychological Science'', 1745691620968771.<br />
<br />
Goyal, M., Singh, S., Sibinga, E. M., Gould, N. F., Rowland-Seymour, A., Sharma, R., . . . Shihab, H. M. (2014). Meditation programs for psychological stress and well-being: a systematic review and meta-analysis. ''JAMA internal medicine, 174''(3), 357-368.<br />
<br />
Eberth, J., & Sedlmeier, P. (2012). The effects of mindfulness meditation: a meta-analysis. ''Mindfulness, 3''(3), 174-189.<br />
<br />
Leyland, A., Rowse, G., & Emerson, L. M. (2019). Experimental effects of mindfulness inductions on self-regulation: Systematic review and meta-analysis. ''Emotion, 19''(1), 108.<br />
<br />
Šouláková, B., Kasal, A., Butzer, B. et al.(2019) Meta-Review on the Effectiveness of Classroom-Based Psychological Interventions Aimed at Improving Student Mental Health and Well-Being, and Preventing Mental Illness. J Primary Prevent 40, pp. 255–278.<br />
<br />
== Revues de littérature ==<br />
<br />
Black, D. S., & Slavich, G. M. (2016). Mindfulness meditation and the immune system: a systematic review of randomized controlled trials. ''Annals of the New York Academy of Sciences, 1373''(1), 13.<br />
<br />
Choi, E., Gruman, J. A., & Leonard, C. M. (2021). A balanced view of mindfulness at work. ''Organizational Psychology Review'', August 2021. doi:10.1177/20413866211036930<br />
<br />
Geiger, P. J., Boggero, I. A., Brake, C. A., Caldera, C. A., Combs, H. L., Peters, J. R., & Baer, R. A. (2016). Mindfulness-based interventions for older adults: a review of the effects on physical and emotional well-being. ''Mindfulness, 7''(2), 296-307.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., Hart, R., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on well-being and performance in the workplace: an inclusive systematic review of the empirical literature. ''European Journal of Work and Organizational Psychology, 26''(4), 492-513.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education, 61, 132-141.<br />
<br />
== Méthodes d'évaluation des interventions et des pratiques ==<br />
<br />
Baer, R. (2019). Assessment of mindfulness by self-report. ''Current opinion in psychology, 28,'' 42-48.<br />
<br />
Bergomi, C., Tschacher, W., & Kupper, Z. (2013). The assessment of mindfulness with self-report measures: Existing scales and open issues. ''Mindfulness, 4,'' 191–202.<br />
<br />
Choi, E., & Leroy, H. (2015). Methods of mindfulness: How mindfulness is studied in the workplace (?) <br />
<br />
Schmidt, S., Hinterberger, T., Lynch, S., Büssing, A., & Kohls, N. (2013). Assessment of mindfulness: Review on state of the art. ''Mindfulness, 4''(1), 3-17.<br />
<br />
Van Dam, N. T., Earleywine, M., & Borders, A. (2010). Measuring mindfulness? An item response theory analysis of the Mindful Attention Awareness Scale. ''Personality and individual differences, 49''(7), 805-810.Sauer, S., Walach, H.,<br />
<br />
== Les défis de la recherche ==<br />
<br />
Chiesa, A. (2013). The difficulty of defining mindfulness: Current thought and critical issues. ''Mindfulness, 4''(3), 255-268.<br />
<br />
Davidson, R. J., & Dahl, C. J. (2018). Outstanding challenges in scientific research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 62-65.<br />
<br />
Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. ''American Psychologist, 70''(7), 581. <br />
<br />
Grossman, P. (2011). Defining mindfulness by how poorly I think I pay attention during everyday awareness and other intractable problems for psychology's (re) invention of mindfulness: comment on Brown et al.(2011). <br />
<br />
Grossman, P., & Van Dam, N. T. (2011). Mindfulness, by any other name…: trials and tribulations of sati in western psychology and science. ''Contemporary Buddhism, 12''(1), 219-239. <br />
<br />
Sellman, E. M., & Buttarazzi, G. F. (2020). Adding lemon juice to poison – raising critical questions about the oxymoronic nature of mindfulness in education and its future direction. ''British Journal of Educational Studies, 68''(1), 61-78. doi:10.1080/00071005.2019.1581128<br />
<br />
Tang, Y. Y., & Posner, M. I. (2013). Tools of the trade: theory and method in mindfulness neuroscience. ''Social cognitive and affective neuroscience, 8''(1), 118-120.<br />
<br />
Van Dam, N. T., Van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., . . . Gorchov, J. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 36-61.<br />
<br />
== Éthique et pleine conscience (fondations et pratiques) ==<br />
Stanley, S., Ronald E., Nirbhay, P. et Singh, N. (attention : auteurs à vérifier) (2018). Handbook of Ethical Foundations of Mindfulness. (voir la série de publications : Mindfulness in Behavioral Health). Springer International Publishing AG.<br />
<br />
Article d'intérêt particulier : Sullivan, M. Postsecular Charisma: Thich Nhat Hanh and the Ethics of Mindfulness, 339-354.<br />
<br />
== Perspective critique ==<br />
<br />
Cieslik, M. (Ed.) (2021). [https://books.google.ca/books?hl=fr&lr=&id=0hguEAAAQBAJ&oi=fnd&pg=PP1&dq=mindfulness+and+biographical+practice&ots=YBynI7Nwdv&sig=8EfgpMfyxb7DQrRopdLTxrZxQNI&redir_esc=y#v=onepage&q=mindfulness%20and%20biographical%20practice&f=false ''Researching Happiness: Qualitative, Biographical and Critical Perspectives''.] Bristol, UK- Bristol University Press. <br />
Voir en particulier : <br />
- Hill, N. (2021). Happiness as an Effective Practice: Self, Suffering and Biography, p. 47 et ss. <br />
- Tross, D. (2021). Personal Happiness, Social Unhappiness: Understanding the Complexity of Individual Happiness Accounts, p. 69 et ss.<br />
<br />
== Pleine conscience et apprentissage des adultes ==<br />
<br />
Crumley, G., & Schutz, H. (2011). Short-duration mindfulness training with adult learners. ''Adult Learning, 22''(2), 37-42. <br />
<br />
Hyland, T. (2010). Mindfulness, adult learning and therapeutic education: integrating the cognitive and affective domains of learning. ''International Journal of Lifelong Education, 2''9(5), 517-532. doi:10.1080/02601370.2010.512792<br />
<br />
Hyland, T. (2014). Mindfulness-based interventions and the affective domain of education. ''Educational Studies, 40''(3), 277-291. doi:10.1080/03055698.2014.889596<br />
<br />
Hyland, T. (2016). The Limits of Mindfulness: Emerging Issues for Education. ''British Journal of Educational Studies, 6''4(1), 97-117. doi:10.1080/00071005.2015.1051946<br />
<br />
McCaw, C. T. (2020). Mindfulness ‘thick’ and ‘thin’— a critical review of the uses of mindfulness in education. ''Oxford Review of Education, 46''(2), 257-278. doi:10.1080/03054985.2019.1667759<br />
<br />
Owen, R. (2020). Using Mindfulness to Promote Transformative Learning in Implicit Racial Bias Training. ''Adult Learning, 32''(3), 125-131. doi:10.1177/1045159520981165<br />
<br />
== Pleine conscience, milieu de travail et performance ==<br />
<br />
Arslan, U. et Bayraktar-Uyar, B. (décembre 2020). Do Career Decidedness and Career Distress Influence Psychological and Subjective Wellbeing? The Mediating Role of Mindfulness. International Journal of Contemporary Educational Research. Vol. 7, No 2. 271-280.<br />
<br />
Bartz, D. E. (août 2018) Managers Utilizing Mindfulness and Flow to Maximize Job Performance and Satisfaction. International Journal of Education and Social Science. Vol. 5, No 7. 5 pages.<br />
<br />
Carleton, E. L., Barling, J. et Trivisonno, M. (2018) Leaders’ Trait Mindfulness and Transformational Leadership: The Mediating Roles of Leaders’ Positive Affect and Leadership Self-Efficacy. Canadian Journal of Behavioural Science. Vol. 50, No 3. 185-194.<br />
<br />
Klatt1, M., Steinberg, B., Duchemin, A-M., (2015). Mindfulness in Motion (MIM): An Onsite Mindfulness Based Intervention (MBI) for Chronically High Stress Work Environments to Increase Resiliency and Work Engagement. JOVE - Journal of Visualized Experiments. <br />
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4545050/pdf/jove-101-52359.pdf<br />
<br />
Sanyal, C. et Rigg, C. (2020) Integrating Mindfulness Into Leadership Development. Journal of Management Education. pp. 1-22.<br />
<br />
== La pleine conscience comme traitement ==<br />
<br />
Williams, M. G. Teasdale, J. D. Segal, Z. V. Kabat-Zinn, J. (2007). The mindful way through depression: freeing yourself from chronic unhappiness. Guilford Press.<br />
<br />
== Pleine conscience - les différentes pratiques ==<br />
<br />
Ferreira-Vorkapic, C., Borba-Pinheiro, C. J. et collaborateurs. (2018). The Impact of Yoga Nidra and Seated Meditation on the Mental Health of College Professors. Logo of ijyoga, Int J Yoga. pp. 215–223.<br />
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6134749/?report=printable<br />
<br />
Kamradt, J. M. (24 octobre 2017). Integrating Yoga into Psychotherapy: The Ethics of Moving from the Mind to the Mat. Complement Ther Clin Pract., Author Manuscript.<br />
<br />
Park, C. L., Riley, K. E. et collaborateurs. (2016). Why Practice Yoga? Practitioners’ Motivations for Adopting and Maintaining Yoga Practice. Journal of Health Psychology. Vol. 21 (6). 887-896.<br />
<br />
Saeed, A., Cunningham, K. et Bloch, R. M. (15 mai 2019). Depression and Anxiety Disorders: Benefits of Exercice, Yoga, and Meditation. American Family Physician. Vol. 99, No 10. 620 -625.<br />
<br />
Stone, M. (2018, revised edition). The Inner Tradition of Yoga. Shambhala Boulder. 244 pages.<br />
<br />
Telles, S., Kumar Sharma, S. et collaborateurs. (2019). The impact of yoga on teachers’ self-rated emotions. BMC Research Notes.<br />
https://bmcresnotes.biomedcentral.com/track/pdf/10.1186/s13104-019-4737-7.pdf<br />
<br />
Weintraub, A. (2004). Yoga for Depression. Broadway Books. 285 pages.<br />
<br />
== Pleine conscience et pratiques biographiques (récits de vie) ==<br />
<br />
Beaudoin, J.-M., (2010). Recherche biographique en formation des adultes et dé standardisation des parcours de vie : bifurcation, transition et développement de l'agentivité. Actes du Congrès de l'Actualité de la recherche en éducation et en formation (AREF). Genève, Suisse : Université de Genève, septembre 2010.<br />
<br />
Falk, J. (2018, juillet). [https://www.apadivisions.org/division-32/news-events/mindfulness-narrative Mindfulness and life stories.] American Psychological Association. <br />
https://www.apadivisions.org/division-32/news-events/mindfulness-narrative<br />
<br />
Bernard, M.-C., Tschopp, G. et Slovik, A. (Éds). (2019). Les voies du récit. Pratiques biographiques en formation, intervention et recherche. [https://zenodo.org/record/3473735#.YTjqPJ1KjIV Livre électronique disponible] aux Éditions Science et bien commun.<br />
<br />
== Pleine conscience et développement durable ==<br />
<br />
Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does emotional intelligence influence academic performance? The role of compassion and engagement in education for sustainable development. ''Sustainability, 13''(4), 1721. <br />
<br />
Frank, P., Fischer, D., & Wamsler, C. (2019). Mindfulness, Education, and the Sustainable Development Goals. ''Quality Education, Encyclopedia of the UN Sustainable Development Goals''; Leal Filho, W., Azul, L., Brandli, P., Özuyar, G., Wall, T., Eds, 1-11. <br />
<br />
Gómez-Olmedo, A. M., Valor, C., & Carrero, I. (2020). Mindfulness in education for sustainable development to nurture socioemotional competencies: A systematic review and meta-analysis. ''Environmental Education Research, 26''(11), 1527-1555. <br />
<br />
Thiermann, U. B., & Sheate, W. R. (2020). The way forward in mindfulness and sustainability: a critical review and research agenda. ''Journal of Cognitive Enhancement,'' 1-22.<br />
<br />
== À catégoriser ==<br />
<br />
Britton, W. B. (2019). Can mindfulness be too much of a good thing? The value of a middle way. ''Current Opinion in Psychology, 28'', 159–165.<br />
<br />
Cheung, S. Y., Huang, E. G., Chang, S., & Wei, L. (2020). Does being mindful make people more creative at work? The role of creative process engagement and perceived leader humility. ''Organizational Behavior and Human Decision Processes, 159'', 39–48.<br />
<br />
Kortagen, F. (2017). Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and teaching: theory and practice. Vol. 23, No 4, 387-405.<br />
<br />
Kortagen, F. et Vasalos, A. (2005). Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: theory and practice. Vol. 11, No 1. 47-71.<br />
<br />
Norman, E. Metacognition and Mindfulness: the Role of Fringe Consciousness. Mindfulness, 2017, pp. 95-100.<br />
<br />
Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. ''Nature Reviews Neuroscience, 16''(4), 213-225.<br />
<br />
Traité de psychologie de la motivation, ouvrage collectif sous la direction de Carré, P. et Fenouillet, F. (2009). Dunod. 404 pages.</div>Cvennehttps://wiki.teluq.ca/wikitedia/index.php?title=Pleine_conscience_en_%C3%A9ducation&diff=18973Pleine conscience en éducation2021-09-08T20:16:22Z<p>Cvenne : /* Méta-analyses */</p>
<hr />
<div>== Général ==<br />
<br />
Kabat-Zinn, J. (2006). Coming to Our Senses: Healing Ourselves and the World Through Mindfulness. Hyperion.<br />
<br />
Kabat-Zinn, J. (1997). Everyday Blessings: The Inner Work of Mindful Parenting, with Myla Kabat-Zinn. Hyperion.<br />
<br />
Kabat-Zinn, J. (1990 et 2013). Full Catastrophe Living. New York: Bantam Books Trade Paperbacks. 650 pages.<br />
<br />
Kabat-Zinn, J. (2009). Letting Everything Become Your Teacher: 100 Lessons in Mindfulness. Dell Publishing Company.<br />
<br />
Kabat-Zinn, J. (2012). Mindfulness for Beginners: reclaiming the present moment - and your life. Sounds True Inc.<br />
<br />
Kabat-Zinn, J. (1994). Mindfulness Meditation for Everyday Life. Piatkus.<br />
<br />
Kabat-Zinn, J. (2008). The Mind's Own Physician: A Scientific Dialogue with the Dalai Lama on the Healing Power of Meditation. Piatkus Books.<br />
<br />
Kabat-Zinn, J. (1997). The Power of Meditation and Prayer, with Sogyal Rinpoche, Larry Dossey, Michael Toms. Hay House.<br />
<br />
Kabat-Zinn, J. (1994). Wherever You Go, There You Are: Mindfulness Meditation in Everyday Life. Hyperion Books.<br />
<br />
L’accompagnement du développement personnel et professionnel en éducation, s’accompagner, accompagner, être accompagner, ouvrage collectif, sous la direction de Rondeau, K. et Jutras, F. (2019) Presses de l’Université du Québec. 183 pages.<br />
<br />
L’adulte en formation… pour devenir soi, Espaces, passages, débats et défis, ouvrage collectif sous la direction de Doucet, M. et Thériault. (2019). M. Presses de l’Université du Québec.<br />
<br />
Ostafin, B. D., Robinson, M. D., & Meier, B. P. (2015). ''Handbook of mindfulness and self-regulation'': Springer.<br />
<br />
Pleine conscience et relation d'aide. (2018) Sous la direction de Devault, A. et Pérodeau, G. Presses de l'Université Laval. 273 pages.<br />
<br />
== Méta-analyses ==<br />
<br />
Bartlett, L., Martin, A., Neil, A. L., Memish, K., Otahal, P., Kilpatrick, M., & Sanderson, K.(2019). A systematic review and meta-analysis of workplace mindfulness training randomized controlled trials. ''Journal of Occupational Health Psychology, 24'', 108–126.<br />
<br />
Boccia, M., Piccardi, L., & Guariglia, P. (2015). The meditative mind: a comprehensive meta-analysis of MRI studies. ''BioMed research international,'' 2015.<br />
<br />
Casedas, L., Pirruccio, V., Vadillo, M. A., & Lupianez,J. (2020). Does mindfulness meditation training enhance executive control? A systematic review and meta-analysis of randomized controlled trials in adults. ''Mindfulness, 11'', 411–424.<br />
<br />
Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. ''Clinical psychology review, 31''(3), 449-464.<br />
Donald, J. N., Sahdra, B. K., Van Zanden, B., Duineveld, J. J., Atkins, P. W., Marshall, S. L., & Ciarrochi, J. (2019). Does your mindfulness benefit others? A systematic review and meta‐analysis of the link between mindfulness and prosocial behaviour. ''British Journal of Psychology, 110''(1), 101-125.<br />
<br />
Goldberg, S. B., Riordan, K. M., Sun, S., & Davidson, R. J. (2021). The empirical status of mindfulness-based interventions: A systematic review of 44 meta-analyses of randomized controlled trials. ''Perspectives on Psychological Science'', 1745691620968771.<br />
<br />
Goyal, M., Singh, S., Sibinga, E. M., Gould, N. F., Rowland-Seymour, A., Sharma, R., . . . Shihab, H. M. (2014). Meditation programs for psychological stress and well-being: a systematic review and meta-analysis. ''JAMA internal medicine, 174''(3), 357-368.<br />
<br />
Eberth, J., & Sedlmeier, P. (2012). The effects of mindfulness meditation: a meta-analysis. ''Mindfulness, 3''(3), 174-189.<br />
<br />
Leyland, A., Rowse, G., & Emerson, L. M. (2019). Experimental effects of mindfulness inductions on self-regulation: Systematic review and meta-analysis. ''Emotion, 19''(1), 108.<br />
<br />
Šouláková, B., Kasal, A., Butzer, B. et al.(2019) Meta-Review on the Effectiveness of Classroom-Based Psychological Interventions Aimed at Improving Student Mental Health and Well-Being, and Preventing Mental Illness. J Primary Prevent 40, pp. 255–278.<br />
<br />
== Revues de littérature ==<br />
<br />
Black, D. S., & Slavich, G. M. (2016). Mindfulness meditation and the immune system: a systematic review of randomized controlled trials. ''Annals of the New York Academy of Sciences, 1373''(1), 13.<br />
<br />
Choi, E., Gruman, J. A., & Leonard, C. M. (2021). A balanced view of mindfulness at work. ''Organizational Psychology Review'', August 2021. doi:10.1177/20413866211036930<br />
<br />
Geiger, P. J., Boggero, I. A., Brake, C. A., Caldera, C. A., Combs, H. L., Peters, J. R., & Baer, R. A. (2016). Mindfulness-based interventions for older adults: a review of the effects on physical and emotional well-being. ''Mindfulness, 7''(2), 296-307.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., Hart, R., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on well-being and performance in the workplace: an inclusive systematic review of the empirical literature. ''European Journal of Work and Organizational Psychology, 26''(4), 492-513.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education, 61, 132-141.<br />
<br />
== Méthodes d'évaluation des interventions et des pratiques ==<br />
<br />
Baer, R. (2019). Assessment of mindfulness by self-report. ''Current opinion in psychology, 28,'' 42-48.<br />
<br />
Bergomi, C., Tschacher, W., & Kupper, Z. (2013). The assessment of mindfulness with self-report measures: Existing scales and open issues. ''Mindfulness, 4,'' 191–202.<br />
<br />
Choi, E., & Leroy, H. (2015). Methods of mindfulness: How mindfulness is studied in the workplace (?) <br />
<br />
Schmidt, S., Hinterberger, T., Lynch, S., Büssing, A., & Kohls, N. (2013). Assessment of mindfulness: Review on state of the art. ''Mindfulness, 4''(1), 3-17.<br />
<br />
Van Dam, N. T., Earleywine, M., & Borders, A. (2010). Measuring mindfulness? An item response theory analysis of the Mindful Attention Awareness Scale. ''Personality and individual differences, 49''(7), 805-810.Sauer, S., Walach, H.,<br />
<br />
== Les défis de la recherche ==<br />
<br />
Chiesa, A. (2013). The difficulty of defining mindfulness: Current thought and critical issues. ''Mindfulness, 4''(3), 255-268.<br />
<br />
Davidson, R. J., & Dahl, C. J. (2018). Outstanding challenges in scientific research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 62-65.<br />
<br />
Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. ''American Psychologist, 70''(7), 581. <br />
<br />
Grossman, P. (2011). Defining mindfulness by how poorly I think I pay attention during everyday awareness and other intractable problems for psychology's (re) invention of mindfulness: comment on Brown et al.(2011). <br />
<br />
Grossman, P., & Van Dam, N. T. (2011). Mindfulness, by any other name…: trials and tribulations of sati in western psychology and science. ''Contemporary Buddhism, 12''(1), 219-239. <br />
<br />
Sellman, E. M., & Buttarazzi, G. F. (2020). Adding lemon juice to poison – raising critical questions about the oxymoronic nature of mindfulness in education and its future direction. ''British Journal of Educational Studies, 68''(1), 61-78. doi:10.1080/00071005.2019.1581128<br />
<br />
Tang, Y. Y., & Posner, M. I. (2013). Tools of the trade: theory and method in mindfulness neuroscience. ''Social cognitive and affective neuroscience, 8''(1), 118-120.<br />
<br />
Van Dam, N. T., Van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., . . . Gorchov, J. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 36-61.<br />
<br />
== Éthique et pleine conscience (fondations et pratiques) ==<br />
Stanley, S., Ronald E., Nirbhay, P. et Singh, N. (attention : auteurs à vérifier) (2018). Handbook of Ethical Foundations of Mindfulness. (voir la série de publications : Mindfulness in Behavioral Health). Springer International Publishing AG.<br />
<br />
Article d'intérêt particulier : Sullivan, M. Postsecular Charisma: Thich Nhat Hanh and the Ethics of Mindfulness, 339-354.<br />
<br />
== Perspective critique ==<br />
<br />
Cieslik, M. (Ed.) (2021). [https://books.google.ca/books?hl=fr&lr=&id=0hguEAAAQBAJ&oi=fnd&pg=PP1&dq=mindfulness+and+biographical+practice&ots=YBynI7Nwdv&sig=8EfgpMfyxb7DQrRopdLTxrZxQNI&redir_esc=y#v=onepage&q=mindfulness%20and%20biographical%20practice&f=false ''Researching Happiness: Qualitative, Biographical and Critical Perspectives''.] Bristol, UK- Bristol University Press. <br />
Voir en particulier : <br />
- Hill, N. (2021). Happiness as an Effective Practice: Self, Suffering and Biography, p. 47 et ss. <br />
- Tross, D. (2021). Personal Happiness, Social Unhappiness: Understanding the Complexity of Individual Happiness Accounts, p. 69 et ss.<br />
<br />
== Pleine conscience et apprentissage des adultes ==<br />
<br />
Crumley, G., & Schutz, H. (2011). Short-duration mindfulness training with adult learners. ''Adult Learning, 22''(2), 37-42. <br />
<br />
Hyland, T. (2010). Mindfulness, adult learning and therapeutic education: integrating the cognitive and affective domains of learning. ''International Journal of Lifelong Education, 2''9(5), 517-532. doi:10.1080/02601370.2010.512792<br />
<br />
Hyland, T. (2014). Mindfulness-based interventions and the affective domain of education. ''Educational Studies, 40''(3), 277-291. doi:10.1080/03055698.2014.889596<br />
<br />
Hyland, T. (2016). The Limits of Mindfulness: Emerging Issues for Education. ''British Journal of Educational Studies, 6''4(1), 97-117. doi:10.1080/00071005.2015.1051946<br />
<br />
McCaw, C. T. (2020). Mindfulness ‘thick’ and ‘thin’— a critical review of the uses of mindfulness in education. ''Oxford Review of Education, 46''(2), 257-278. doi:10.1080/03054985.2019.1667759<br />
<br />
Owen, R. (2020). Using Mindfulness to Promote Transformative Learning in Implicit Racial Bias Training. ''Adult Learning, 32''(3), 125-131. doi:10.1177/1045159520981165<br />
<br />
== Pleine conscience, milieu de travail et performance ==<br />
<br />
Arslan, U. et Bayraktar-Uyar, B. (décembre 2020). Do Career Decidedness and Career Distress Influence Psychological and Subjective Wellbeing? The Mediating Role of Mindfulness. International Journal of Contemporary Educational Research. Vol. 7, No 2. 271-280.<br />
<br />
Bartz, D. E. (août 2018) Managers Utilizing Mindfulness and Flow to Maximize Job Performance and Satisfaction. International Journal of Education and Social Science. Vol. 5, No 7. 5 pages.<br />
<br />
Carleton, E. L., Barling, J. et Trivisonno, M. (2018) Leaders’ Trait Mindfulness and Transformational Leadership: The Mediating Roles of Leaders’ Positive Affect and Leadership Self-Efficacy. Canadian Journal of Behavioural Science. Vol. 50, No 3. 185-194.<br />
<br />
Klatt1, M., Steinberg, B., Duchemin, A-M., (2015). Mindfulness in Motion (MIM): An Onsite Mindfulness Based Intervention (MBI) for Chronically High Stress Work Environments to Increase Resiliency and Work Engagement. JOVE - Journal of Visualized Experiments. <br />
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4545050/pdf/jove-101-52359.pdf<br />
<br />
Sanyal, C. et Rigg, C. (2020) Integrating Mindfulness Into Leadership Development. Journal of Management Education. pp. 1-22.<br />
<br />
== La pleine conscience comme traitement ==<br />
<br />
Williams, M. G. Teasdale, J. D. Segal, Z. V. Kabat-Zinn, J. (2007). The mindful way through depression: freeing yourself from chronic unhappiness. Guilford Press.<br />
<br />
== Pleine conscience - les différentes pratiques ==<br />
<br />
Kamradt, J. M. (24 octobre 2017). Integrating Yoga into Psychotherapy: The Ethics of Moving from the Mind to the Mat. Complement Ther Clin Pract., Author Manuscript.<br />
<br />
Park, C. L., Riley, K. E. et collaborateurs. (2016). Why Practice Yoga? Practitioners’ Motivations for Adopting and Maintaining Yoga Practice. Journal of Health Psychology. Vol. 21 (6). 887-896.<br />
<br />
Saeed, A., Cunningham, K. et Bloch, R. M. (15 mai 2019). Depression and Anxiety Disorders: Benefits of Exercice, Yoga, and Meditation. American Family Physician. Vol. 99, No 10. 620 -625.<br />
<br />
Stone, M. (2018, revised edition). The Inner Tradition of Yoga. Shambhala Boulder. 244 pages.<br />
<br />
Weintraub, A. (2004). Yoga for Depression. Broadway Books. 285 pages.<br />
<br />
== Pleine conscience et pratiques biographiques (récits de vie) ==<br />
<br />
Beaudoin, J.-M., (2010). Recherche biographique en formation des adultes et dé standardisation des parcours de vie : bifurcation, transition et développement de l'agentivité. Actes du Congrès de l'Actualité de la recherche en éducation et en formation (AREF). Genève, Suisse : Université de Genève, septembre 2010.<br />
<br />
Falk, J. (2018, juillet). [https://www.apadivisions.org/division-32/news-events/mindfulness-narrative Mindfulness and life stories.] American Psychological Association. <br />
https://www.apadivisions.org/division-32/news-events/mindfulness-narrative<br />
<br />
Bernard, M.-C., Tschopp, G. et Slovik, A. (Éds). (2019). Les voies du récit. Pratiques biographiques en formation, intervention et recherche. [https://zenodo.org/record/3473735#.YTjqPJ1KjIV Livre électronique disponible] aux Éditions Science et bien commun.<br />
<br />
== Pleine conscience et développement durable ==<br />
<br />
Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does emotional intelligence influence academic performance? The role of compassion and engagement in education for sustainable development. ''Sustainability, 13''(4), 1721. <br />
<br />
Frank, P., Fischer, D., & Wamsler, C. (2019). Mindfulness, Education, and the Sustainable Development Goals. ''Quality Education, Encyclopedia of the UN Sustainable Development Goals''; Leal Filho, W., Azul, L., Brandli, P., Özuyar, G., Wall, T., Eds, 1-11. <br />
<br />
Gómez-Olmedo, A. M., Valor, C., & Carrero, I. (2020). Mindfulness in education for sustainable development to nurture socioemotional competencies: A systematic review and meta-analysis. ''Environmental Education Research, 26''(11), 1527-1555. <br />
<br />
Thiermann, U. B., & Sheate, W. R. (2020). The way forward in mindfulness and sustainability: a critical review and research agenda. ''Journal of Cognitive Enhancement,'' 1-22.<br />
<br />
== À catégoriser ==<br />
<br />
Britton, W. B. (2019). Can mindfulness be too much of a good thing? The value of a middle way. ''Current Opinion in Psychology, 28'', 159–165.<br />
<br />
Cheung, S. Y., Huang, E. G., Chang, S., & Wei, L. (2020). Does being mindful make people more creative at work? The role of creative process engagement and perceived leader humility. ''Organizational Behavior and Human Decision Processes, 159'', 39–48.<br />
<br />
Kortagen, F. (2017). Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and teaching: theory and practice. Vol. 23, No 4, 387-405.<br />
<br />
Kortagen, F. et Vasalos, A. (2005). Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: theory and practice. Vol. 11, No 1. 47-71.<br />
<br />
Norman, E. Metacognition and Mindfulness: the Role of Fringe Consciousness. Mindfulness, 2017, pp. 95-100.<br />
<br />
Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. ''Nature Reviews Neuroscience, 16''(4), 213-225.<br />
<br />
Traité de psychologie de la motivation, ouvrage collectif sous la direction de Carré, P. et Fenouillet, F. (2009). Dunod. 404 pages.</div>Cvennehttps://wiki.teluq.ca/wikitedia/index.php?title=Pleine_conscience_en_%C3%A9ducation&diff=18972Pleine conscience en éducation2021-09-08T20:12:51Z<p>Cvenne : /* Pleine conscience, milieu de travail et performance */</p>
<hr />
<div>== Général ==<br />
<br />
Kabat-Zinn, J. (2006). Coming to Our Senses: Healing Ourselves and the World Through Mindfulness. Hyperion.<br />
<br />
Kabat-Zinn, J. (1997). Everyday Blessings: The Inner Work of Mindful Parenting, with Myla Kabat-Zinn. Hyperion.<br />
<br />
Kabat-Zinn, J. (1990 et 2013). Full Catastrophe Living. New York: Bantam Books Trade Paperbacks. 650 pages.<br />
<br />
Kabat-Zinn, J. (2009). Letting Everything Become Your Teacher: 100 Lessons in Mindfulness. Dell Publishing Company.<br />
<br />
Kabat-Zinn, J. (2012). Mindfulness for Beginners: reclaiming the present moment - and your life. Sounds True Inc.<br />
<br />
Kabat-Zinn, J. (1994). Mindfulness Meditation for Everyday Life. Piatkus.<br />
<br />
Kabat-Zinn, J. (2008). The Mind's Own Physician: A Scientific Dialogue with the Dalai Lama on the Healing Power of Meditation. Piatkus Books.<br />
<br />
Kabat-Zinn, J. (1997). The Power of Meditation and Prayer, with Sogyal Rinpoche, Larry Dossey, Michael Toms. Hay House.<br />
<br />
Kabat-Zinn, J. (1994). Wherever You Go, There You Are: Mindfulness Meditation in Everyday Life. Hyperion Books.<br />
<br />
L’accompagnement du développement personnel et professionnel en éducation, s’accompagner, accompagner, être accompagner, ouvrage collectif, sous la direction de Rondeau, K. et Jutras, F. (2019) Presses de l’Université du Québec. 183 pages.<br />
<br />
L’adulte en formation… pour devenir soi, Espaces, passages, débats et défis, ouvrage collectif sous la direction de Doucet, M. et Thériault. (2019). M. Presses de l’Université du Québec.<br />
<br />
Ostafin, B. D., Robinson, M. D., & Meier, B. P. (2015). ''Handbook of mindfulness and self-regulation'': Springer.<br />
<br />
Pleine conscience et relation d'aide. (2018) Sous la direction de Devault, A. et Pérodeau, G. Presses de l'Université Laval. 273 pages.<br />
<br />
== Méta-analyses ==<br />
<br />
Bartlett, L., Martin, A., Neil, A. L., Memish, K., Otahal, P., Kilpatrick, M., & Sanderson, K.(2019). A systematic review and meta-analysis of workplace mindfulness training randomized controlled trials. ''Journal of Occupational Health Psychology, 24'', 108–126.<br />
<br />
Boccia, M., Piccardi, L., & Guariglia, P. (2015). The meditative mind: a comprehensive meta-analysis of MRI studies. ''BioMed research international,'' 2015.<br />
<br />
Casedas, L., Pirruccio, V., Vadillo, M. A., & Lupianez,J. (2020). Does mindfulness meditation training enhance executive control? A systematic review and meta-analysis of randomized controlled trials in adults. ''Mindfulness, 11'', 411–424.<br />
<br />
Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. ''Clinical psychology review, 31''(3), 449-464.<br />
Donald, J. N., Sahdra, B. K., Van Zanden, B., Duineveld, J. J., Atkins, P. W., Marshall, S. L., & Ciarrochi, J. (2019). Does your mindfulness benefit others? A systematic review and meta‐analysis of the link between mindfulness and prosocial behaviour. ''British Journal of Psychology, 110''(1), 101-125.<br />
<br />
Goldberg, S. B., Riordan, K. M., Sun, S., & Davidson, R. J. (2021). The empirical status of mindfulness-based interventions: A systematic review of 44 meta-analyses of randomized controlled trials. ''Perspectives on Psychological Science'', 1745691620968771.<br />
<br />
Goyal, M., Singh, S., Sibinga, E. M., Gould, N. F., Rowland-Seymour, A., Sharma, R., . . . Shihab, H. M. (2014). Meditation programs for psychological stress and well-being: a systematic review and meta-analysis. ''JAMA internal medicine, 174''(3), 357-368.<br />
<br />
Eberth, J., & Sedlmeier, P. (2012). The effects of mindfulness meditation: a meta-analysis. ''Mindfulness, 3''(3), 174-189.<br />
<br />
Leyland, A., Rowse, G., & Emerson, L. M. (2019). Experimental effects of mindfulness inductions on self-regulation: Systematic review and meta-analysis. ''Emotion, 19''(1), 108.<br />
<br />
== Revues de littérature ==<br />
<br />
Black, D. S., & Slavich, G. M. (2016). Mindfulness meditation and the immune system: a systematic review of randomized controlled trials. ''Annals of the New York Academy of Sciences, 1373''(1), 13.<br />
<br />
Choi, E., Gruman, J. A., & Leonard, C. M. (2021). A balanced view of mindfulness at work. ''Organizational Psychology Review'', August 2021. doi:10.1177/20413866211036930<br />
<br />
Geiger, P. J., Boggero, I. A., Brake, C. A., Caldera, C. A., Combs, H. L., Peters, J. R., & Baer, R. A. (2016). Mindfulness-based interventions for older adults: a review of the effects on physical and emotional well-being. ''Mindfulness, 7''(2), 296-307.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., Hart, R., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on well-being and performance in the workplace: an inclusive systematic review of the empirical literature. ''European Journal of Work and Organizational Psychology, 26''(4), 492-513.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education, 61, 132-141.<br />
<br />
== Méthodes d'évaluation des interventions et des pratiques ==<br />
<br />
Baer, R. (2019). Assessment of mindfulness by self-report. ''Current opinion in psychology, 28,'' 42-48.<br />
<br />
Bergomi, C., Tschacher, W., & Kupper, Z. (2013). The assessment of mindfulness with self-report measures: Existing scales and open issues. ''Mindfulness, 4,'' 191–202.<br />
<br />
Choi, E., & Leroy, H. (2015). Methods of mindfulness: How mindfulness is studied in the workplace (?) <br />
<br />
Schmidt, S., Hinterberger, T., Lynch, S., Büssing, A., & Kohls, N. (2013). Assessment of mindfulness: Review on state of the art. ''Mindfulness, 4''(1), 3-17.<br />
<br />
Van Dam, N. T., Earleywine, M., & Borders, A. (2010). Measuring mindfulness? An item response theory analysis of the Mindful Attention Awareness Scale. ''Personality and individual differences, 49''(7), 805-810.Sauer, S., Walach, H.,<br />
<br />
== Les défis de la recherche ==<br />
<br />
Chiesa, A. (2013). The difficulty of defining mindfulness: Current thought and critical issues. ''Mindfulness, 4''(3), 255-268.<br />
<br />
Davidson, R. J., & Dahl, C. J. (2018). Outstanding challenges in scientific research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 62-65.<br />
<br />
Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. ''American Psychologist, 70''(7), 581. <br />
<br />
Grossman, P. (2011). Defining mindfulness by how poorly I think I pay attention during everyday awareness and other intractable problems for psychology's (re) invention of mindfulness: comment on Brown et al.(2011). <br />
<br />
Grossman, P., & Van Dam, N. T. (2011). Mindfulness, by any other name…: trials and tribulations of sati in western psychology and science. ''Contemporary Buddhism, 12''(1), 219-239. <br />
<br />
Sellman, E. M., & Buttarazzi, G. F. (2020). Adding lemon juice to poison – raising critical questions about the oxymoronic nature of mindfulness in education and its future direction. ''British Journal of Educational Studies, 68''(1), 61-78. doi:10.1080/00071005.2019.1581128<br />
<br />
Tang, Y. Y., & Posner, M. I. (2013). Tools of the trade: theory and method in mindfulness neuroscience. ''Social cognitive and affective neuroscience, 8''(1), 118-120.<br />
<br />
Van Dam, N. T., Van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., . . . Gorchov, J. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 36-61.<br />
<br />
== Éthique et pleine conscience (fondations et pratiques) ==<br />
Stanley, S., Ronald E., Nirbhay, P. et Singh, N. (attention : auteurs à vérifier) (2018). Handbook of Ethical Foundations of Mindfulness. (voir la série de publications : Mindfulness in Behavioral Health). Springer International Publishing AG.<br />
<br />
Article d'intérêt particulier : Sullivan, M. Postsecular Charisma: Thich Nhat Hanh and the Ethics of Mindfulness, 339-354.<br />
<br />
== Perspective critique ==<br />
<br />
Cieslik, M. (Ed.) (2021). [https://books.google.ca/books?hl=fr&lr=&id=0hguEAAAQBAJ&oi=fnd&pg=PP1&dq=mindfulness+and+biographical+practice&ots=YBynI7Nwdv&sig=8EfgpMfyxb7DQrRopdLTxrZxQNI&redir_esc=y#v=onepage&q=mindfulness%20and%20biographical%20practice&f=false ''Researching Happiness: Qualitative, Biographical and Critical Perspectives''.] Bristol, UK- Bristol University Press. <br />
Voir en particulier : <br />
- Hill, N. (2021). Happiness as an Effective Practice: Self, Suffering and Biography, p. 47 et ss. <br />
- Tross, D. (2021). Personal Happiness, Social Unhappiness: Understanding the Complexity of Individual Happiness Accounts, p. 69 et ss.<br />
<br />
== Pleine conscience et apprentissage des adultes ==<br />
<br />
Crumley, G., & Schutz, H. (2011). Short-duration mindfulness training with adult learners. ''Adult Learning, 22''(2), 37-42. <br />
<br />
Hyland, T. (2010). Mindfulness, adult learning and therapeutic education: integrating the cognitive and affective domains of learning. ''International Journal of Lifelong Education, 2''9(5), 517-532. doi:10.1080/02601370.2010.512792<br />
<br />
Hyland, T. (2014). Mindfulness-based interventions and the affective domain of education. ''Educational Studies, 40''(3), 277-291. doi:10.1080/03055698.2014.889596<br />
<br />
Hyland, T. (2016). The Limits of Mindfulness: Emerging Issues for Education. ''British Journal of Educational Studies, 6''4(1), 97-117. doi:10.1080/00071005.2015.1051946<br />
<br />
McCaw, C. T. (2020). Mindfulness ‘thick’ and ‘thin’— a critical review of the uses of mindfulness in education. ''Oxford Review of Education, 46''(2), 257-278. doi:10.1080/03054985.2019.1667759<br />
<br />
Owen, R. (2020). Using Mindfulness to Promote Transformative Learning in Implicit Racial Bias Training. ''Adult Learning, 32''(3), 125-131. doi:10.1177/1045159520981165<br />
<br />
== Pleine conscience, milieu de travail et performance ==<br />
<br />
Arslan, U. et Bayraktar-Uyar, B. (décembre 2020). Do Career Decidedness and Career Distress Influence Psychological and Subjective Wellbeing? The Mediating Role of Mindfulness. International Journal of Contemporary Educational Research. Vol. 7, No 2. 271-280.<br />
<br />
Bartz, D. E. (août 2018) Managers Utilizing Mindfulness and Flow to Maximize Job Performance and Satisfaction. International Journal of Education and Social Science. Vol. 5, No 7. 5 pages.<br />
<br />
Carleton, E. L., Barling, J. et Trivisonno, M. (2018) Leaders’ Trait Mindfulness and Transformational Leadership: The Mediating Roles of Leaders’ Positive Affect and Leadership Self-Efficacy. Canadian Journal of Behavioural Science. Vol. 50, No 3. 185-194.<br />
<br />
Klatt1, M., Steinberg, B., Duchemin, A-M., (2015). Mindfulness in Motion (MIM): An Onsite Mindfulness Based Intervention (MBI) for Chronically High Stress Work Environments to Increase Resiliency and Work Engagement. JOVE - Journal of Visualized Experiments. <br />
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4545050/pdf/jove-101-52359.pdf<br />
<br />
Sanyal, C. et Rigg, C. (2020) Integrating Mindfulness Into Leadership Development. Journal of Management Education. pp. 1-22.<br />
<br />
== La pleine conscience comme traitement ==<br />
<br />
Williams, M. G. Teasdale, J. D. Segal, Z. V. Kabat-Zinn, J. (2007). The mindful way through depression: freeing yourself from chronic unhappiness. Guilford Press.<br />
<br />
== Pleine conscience - les différentes pratiques ==<br />
<br />
Kamradt, J. M. (24 octobre 2017). Integrating Yoga into Psychotherapy: The Ethics of Moving from the Mind to the Mat. Complement Ther Clin Pract., Author Manuscript.<br />
<br />
Park, C. L., Riley, K. E. et collaborateurs. (2016). Why Practice Yoga? Practitioners’ Motivations for Adopting and Maintaining Yoga Practice. Journal of Health Psychology. Vol. 21 (6). 887-896.<br />
<br />
Saeed, A., Cunningham, K. et Bloch, R. M. (15 mai 2019). Depression and Anxiety Disorders: Benefits of Exercice, Yoga, and Meditation. American Family Physician. Vol. 99, No 10. 620 -625.<br />
<br />
Stone, M. (2018, revised edition). The Inner Tradition of Yoga. Shambhala Boulder. 244 pages.<br />
<br />
Weintraub, A. (2004). Yoga for Depression. Broadway Books. 285 pages.<br />
<br />
== Pleine conscience et pratiques biographiques (récits de vie) ==<br />
<br />
Beaudoin, J.-M., (2010). Recherche biographique en formation des adultes et dé standardisation des parcours de vie : bifurcation, transition et développement de l'agentivité. Actes du Congrès de l'Actualité de la recherche en éducation et en formation (AREF). Genève, Suisse : Université de Genève, septembre 2010.<br />
<br />
Falk, J. (2018, juillet). [https://www.apadivisions.org/division-32/news-events/mindfulness-narrative Mindfulness and life stories.] American Psychological Association. <br />
https://www.apadivisions.org/division-32/news-events/mindfulness-narrative<br />
<br />
Bernard, M.-C., Tschopp, G. et Slovik, A. (Éds). (2019). Les voies du récit. Pratiques biographiques en formation, intervention et recherche. [https://zenodo.org/record/3473735#.YTjqPJ1KjIV Livre électronique disponible] aux Éditions Science et bien commun.<br />
<br />
== Pleine conscience et développement durable ==<br />
<br />
Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does emotional intelligence influence academic performance? The role of compassion and engagement in education for sustainable development. ''Sustainability, 13''(4), 1721. <br />
<br />
Frank, P., Fischer, D., & Wamsler, C. (2019). Mindfulness, Education, and the Sustainable Development Goals. ''Quality Education, Encyclopedia of the UN Sustainable Development Goals''; Leal Filho, W., Azul, L., Brandli, P., Özuyar, G., Wall, T., Eds, 1-11. <br />
<br />
Gómez-Olmedo, A. M., Valor, C., & Carrero, I. (2020). Mindfulness in education for sustainable development to nurture socioemotional competencies: A systematic review and meta-analysis. ''Environmental Education Research, 26''(11), 1527-1555. <br />
<br />
Thiermann, U. B., & Sheate, W. R. (2020). The way forward in mindfulness and sustainability: a critical review and research agenda. ''Journal of Cognitive Enhancement,'' 1-22.<br />
<br />
== À catégoriser ==<br />
<br />
Britton, W. B. (2019). Can mindfulness be too much of a good thing? The value of a middle way. ''Current Opinion in Psychology, 28'', 159–165.<br />
<br />
Cheung, S. Y., Huang, E. G., Chang, S., & Wei, L. (2020). Does being mindful make people more creative at work? The role of creative process engagement and perceived leader humility. ''Organizational Behavior and Human Decision Processes, 159'', 39–48.<br />
<br />
Kortagen, F. (2017). Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and teaching: theory and practice. Vol. 23, No 4, 387-405.<br />
<br />
Kortagen, F. et Vasalos, A. (2005). Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: theory and practice. Vol. 11, No 1. 47-71.<br />
<br />
Norman, E. Metacognition and Mindfulness: the Role of Fringe Consciousness. Mindfulness, 2017, pp. 95-100.<br />
<br />
Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. ''Nature Reviews Neuroscience, 16''(4), 213-225.<br />
<br />
Traité de psychologie de la motivation, ouvrage collectif sous la direction de Carré, P. et Fenouillet, F. (2009). Dunod. 404 pages.</div>Cvennehttps://wiki.teluq.ca/wikitedia/index.php?title=Pleine_conscience_en_%C3%A9ducation&diff=18963Pleine conscience en éducation2021-09-08T16:20:26Z<p>Cvenne : /* Éthique et pleine conscience (fondations et pratiques) */</p>
<hr />
<div>== Général ==<br />
<br />
Kabat-Zinn, J. (2006). Coming to Our Senses: Healing Ourselves and the World Through Mindfulness. Hyperion.<br />
<br />
Kabat-Zinn, J. (1997). Everyday Blessings: The Inner Work of Mindful Parenting, with Myla Kabat-Zinn. Hyperion.<br />
<br />
Kabat-Zinn, J. (1990 et 2013). Full Catastrophe Living. New York: Bantam Books Trade Paperbacks. 650 pages.<br />
<br />
Kabat-Zinn, J. (2009). Letting Everything Become Your Teacher: 100 Lessons in Mindfulness. Dell Publishing Company.<br />
<br />
Kabat-Zinn, J. (2012). Mindfulness for Beginners: reclaiming the present moment - and your life. Sounds True Inc.<br />
<br />
Kabat-Zinn, J. (1994). Mindfulness Meditation for Everyday Life. Piatkus.<br />
<br />
Kabat-Zinn, J. (2008). The Mind's Own Physician: A Scientific Dialogue with the Dalai Lama on the Healing Power of Meditation. Piatkus Books.<br />
<br />
Kabat-Zinn, J. (1997). The Power of Meditation and Prayer, with Sogyal Rinpoche, Larry Dossey, Michael Toms. Hay House.<br />
<br />
Kabat-Zinn, J. (1994). Wherever You Go, There You Are: Mindfulness Meditation in Everyday Life. Hyperion Books.<br />
<br />
L’accompagnement du développement personnel et professionnel en éducation, s’accompagner, accompagner, être accompagner, ouvrage collectif, sous la direction de Rondeau, K. et Jutras, F. (2019) Presses de l’Université du Québec. 183 pages.<br />
<br />
L’adulte en formation… pour devenir soi, Espaces, passages, débats et défis, ouvrage collectif sous la direction de Doucet, M. et Thériault. (2019). M. Presses de l’Université du Québec.<br />
<br />
Ostafin, B. D., Robinson, M. D., & Meier, B. P. (2015). ''Handbook of mindfulness and self-regulation'': Springer.<br />
<br />
Pleine conscience et relation d'aide. (2018) Sous la direction de Devault, A. et Pérodeau, G. Presses de l'Université Laval. 273 pages.<br />
<br />
== Méta-analyses ==<br />
<br />
Bartlett, L., Martin, A., Neil, A. L., Memish, K., Otahal, P., Kilpatrick, M., & Sanderson, K.(2019). A systematic review and meta-analysis of workplace mindfulness training randomized controlled trials. ''Journal of Occupational Health Psychology, 24'', 108–126.<br />
<br />
Boccia, M., Piccardi, L., & Guariglia, P. (2015). The meditative mind: a comprehensive meta-analysis of MRI studies. ''BioMed research international,'' 2015.<br />
<br />
Casedas, L., Pirruccio, V., Vadillo, M. A., & Lupianez,J. (2020). Does mindfulness meditation training enhance executive control? A systematic review and meta-analysis of randomized controlled trials in adults. ''Mindfulness, 11'', 411–424.<br />
<br />
Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. ''Clinical psychology review, 31''(3), 449-464.<br />
Donald, J. N., Sahdra, B. K., Van Zanden, B., Duineveld, J. J., Atkins, P. W., Marshall, S. L., & Ciarrochi, J. (2019). Does your mindfulness benefit others? A systematic review and meta‐analysis of the link between mindfulness and prosocial behaviour. ''British Journal of Psychology, 110''(1), 101-125.<br />
<br />
Goldberg, S. B., Riordan, K. M., Sun, S., & Davidson, R. J. (2021). The empirical status of mindfulness-based interventions: A systematic review of 44 meta-analyses of randomized controlled trials. ''Perspectives on Psychological Science'', 1745691620968771.<br />
<br />
Goyal, M., Singh, S., Sibinga, E. M., Gould, N. F., Rowland-Seymour, A., Sharma, R., . . . Shihab, H. M. (2014). Meditation programs for psychological stress and well-being: a systematic review and meta-analysis. ''JAMA internal medicine, 174''(3), 357-368.<br />
<br />
Eberth, J., & Sedlmeier, P. (2012). The effects of mindfulness meditation: a meta-analysis. ''Mindfulness, 3''(3), 174-189.<br />
<br />
Leyland, A., Rowse, G., & Emerson, L. M. (2019). Experimental effects of mindfulness inductions on self-regulation: Systematic review and meta-analysis. ''Emotion, 19''(1), 108.<br />
<br />
== Revues de littérature ==<br />
<br />
Black, D. S., & Slavich, G. M. (2016). Mindfulness meditation and the immune system: a systematic review of randomized controlled trials. ''Annals of the New York Academy of Sciences, 1373''(1), 13.<br />
<br />
Choi, E., Gruman, J. A., & Leonard, C. M. (2021). A balanced view of mindfulness at work. ''Organizational Psychology Review'', August 2021. doi:10.1177/20413866211036930<br />
<br />
Geiger, P. J., Boggero, I. A., Brake, C. A., Caldera, C. A., Combs, H. L., Peters, J. R., & Baer, R. A. (2016). Mindfulness-based interventions for older adults: a review of the effects on physical and emotional well-being. ''Mindfulness, 7''(2), 296-307.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., Hart, R., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on well-being and performance in the workplace: an inclusive systematic review of the empirical literature. ''European Journal of Work and Organizational Psychology, 26''(4), 492-513.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education, 61, 132-141.<br />
<br />
== Méthodes d'évaluation des interventions et des pratiques ==<br />
<br />
Baer, R. (2019). Assessment of mindfulness by self-report. ''Current opinion in psychology, 28,'' 42-48.<br />
<br />
Bergomi, C., Tschacher, W., & Kupper, Z. (2013). The assessment of mindfulness with self-report measures: Existing scales and open issues. ''Mindfulness, 4,'' 191–202.<br />
<br />
Choi, E., & Leroy, H. (2015). Methods of mindfulness: How mindfulness is studied in the workplace (?) <br />
<br />
Schmidt, S., Hinterberger, T., Lynch, S., Büssing, A., & Kohls, N. (2013). Assessment of mindfulness: Review on state of the art. ''Mindfulness, 4''(1), 3-17.<br />
<br />
Van Dam, N. T., Earleywine, M., & Borders, A. (2010). Measuring mindfulness? An item response theory analysis of the Mindful Attention Awareness Scale. ''Personality and individual differences, 49''(7), 805-810.Sauer, S., Walach, H.,<br />
<br />
== Les défis de la recherche ==<br />
<br />
Chiesa, A. (2013). The difficulty of defining mindfulness: Current thought and critical issues. ''Mindfulness, 4''(3), 255-268.<br />
<br />
Davidson, R. J., & Dahl, C. J. (2018). Outstanding challenges in scientific research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 62-65.<br />
<br />
Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. ''American Psychologist, 70''(7), 581. <br />
<br />
Grossman, P. (2011). Defining mindfulness by how poorly I think I pay attention during everyday awareness and other intractable problems for psychology's (re) invention of mindfulness: comment on Brown et al.(2011). <br />
<br />
Grossman, P., & Van Dam, N. T. (2011). Mindfulness, by any other name…: trials and tribulations of sati in western psychology and science. ''Contemporary Buddhism, 12''(1), 219-239. <br />
<br />
Sellman, E. M., & Buttarazzi, G. F. (2020). Adding lemon juice to poison – raising critical questions about the oxymoronic nature of mindfulness in education and its future direction. ''British Journal of Educational Studies, 68''(1), 61-78. doi:10.1080/00071005.2019.1581128<br />
<br />
Tang, Y. Y., & Posner, M. I. (2013). Tools of the trade: theory and method in mindfulness neuroscience. ''Social cognitive and affective neuroscience, 8''(1), 118-120.<br />
<br />
Van Dam, N. T., Van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., . . . Gorchov, J. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 36-61.<br />
<br />
== Éthique et pleine conscience (fondations et pratiques) ==<br />
Stanley, S., Ronald E., Nirbhay, P. et Singh, N. (attention : auteurs à vérifier) (2018). Handbook of Ethical Foundations of Mindfulness. (voir la série de publications : Mindfulness in Behavioral Health). Springer International Publishing AG.<br />
<br />
Article d'intérêt particulier : Sullivan, M. Postsecular Charisma: Thich Nhat Hanh and the Ethics of Mindfulness, 339-354.<br />
<br />
== Perspective critique ==<br />
<br />
Researching Happiness: Qualitative, Biographical and Critical Perspectives. (2021) Ouvrage collectif publié par Cieslik, M. Bristol University Press. 250 pages.<br />
Accessible en ligne : https://books.google.ca/books?hl=fr&lr=&id=0hguEAAAQBAJ&oi=fnd&pg=PP1&dq=mindfulness+and+biographical+practice&ots=YBynI7Nwdv&sig=8EfgpMfyxb7DQrRopdLTxrZxQNI&redir_esc=y#v=onepage&q=mindfulness%20and%20biographical%20practice&f=false<br />
<br />
Voir en particulier : <br />
- Hill, N. Happiness as an Effective Practice: Self, Suffering and Biography, p. 47 et ss. <br />
- Tross, D. Personal Happiness, Social Unhappiness: Understanding the Complexity of Individual Happiness Accounts, p. 69 et ss.<br />
<br />
== Pleine conscience et apprentissage des adultes ==<br />
<br />
Crumley, G., & Schutz, H. (2011). Short-duration mindfulness training with adult learners. ''Adult Learning, 22''(2), 37-42. <br />
<br />
Hyland, T. (2010). Mindfulness, adult learning and therapeutic education: integrating the cognitive and affective domains of learning. ''International Journal of Lifelong Education, 2''9(5), 517-532. doi:10.1080/02601370.2010.512792<br />
<br />
Hyland, T. (2014). Mindfulness-based interventions and the affective domain of education. ''Educational Studies, 40''(3), 277-291. doi:10.1080/03055698.2014.889596<br />
<br />
Hyland, T. (2016). The Limits of Mindfulness: Emerging Issues for Education. ''British Journal of Educational Studies, 6''4(1), 97-117. doi:10.1080/00071005.2015.1051946<br />
<br />
McCaw, C. T. (2020). Mindfulness ‘thick’ and ‘thin’— a critical review of the uses of mindfulness in education. ''Oxford Review of Education, 46''(2), 257-278. doi:10.1080/03054985.2019.1667759<br />
<br />
Owen, R. (2020). Using Mindfulness to Promote Transformative Learning in Implicit Racial Bias Training. ''Adult Learning, 32''(3), 125-131. doi:10.1177/1045159520981165<br />
<br />
== Pleine conscience, milieu de travail et performance ==<br />
<br />
Arslan, U. et Bayraktar-Uyar, B. (décembre 2020). Do Career Decidedness and Career Distress Influence Psychological and Subjective Wellbeing? The Mediating Role of Mindfulness. International Journal of Contemporary Educational Research. Vol. 7, No 2. 271-280.<br />
<br />
Bartz, D. E. (août 2018) Managers Utilizing Mindfulness and Flow to Maximize Job Performance and Satisfaction. International Journal of Education and Social Science. Vol. 5, No 7. 5 pages.<br />
<br />
Carleton, E. L., Barling, J. et Trivisonno, M. (2018) Leaders’ Trait Mindfulness and Transformational Leadership: The Mediating Roles of Leaders’ Positive Affect and Leadership Self-Efficacy. Canadian Journal of Behavioural Science. Vol. 50, No 3. 185-194.<br />
<br />
Sanyal, C. et Rigg, C. (2020) Integrating Mindfulness Into Leadership Development. Journal of Management Education. pp. 1-22.<br />
<br />
== La pleine conscience comme traitement ==<br />
<br />
Williams, M. G. Teasdale, J. D. Segal, Z. V. Kabat-Zinn, J. (2007). The mindful way through depression: freeing yourself from chronic unhappiness. Guilford Press.<br />
<br />
== Pleine conscience - les différentes pratiques ==<br />
<br />
Kamradt, J. M. (24 octobre 2017). Integrating Yoga into Psychotherapy: The Ethics of Moving from the Mind to the Mat. Complement Ther Clin Pract., Author Manuscript.<br />
<br />
Park, C. L., Riley, K. E. et collaborateurs. (2016). Why Practice Yoga? Practitioners’ Motivations for Adopting and Maintaining Yoga Practice. Journal of Health Psychology. Vol. 21 (6). 887-896.<br />
<br />
Saeed, A., Cunningham, K. et Bloch, R. M. (15 mai 2019). Depression and Anxiety Disorders: Benefits of Exercice, Yoga, and Meditation. American Family Physician. Vol. 99, No 10. 620 -625.<br />
<br />
Stone, M. (2018, revised edition). The Inner Tradition of Yoga. Shambhala Boulder. 244 pages.<br />
<br />
Weintraub, A. (2004). Yoga for Depression. Broadway Books. 285 pages.<br />
<br />
== Pleine conscience et pratiques biographiques (récits de vie) ==<br />
<br />
Beaudoin, J.-M., Recherche biographique en formation des adultes et dé standardisation des parcours de vie : bifurcation, transition et développement de l'agentivité. Actes du congrès de l'Actualité de la recherche en éducation et en formation (AREF), Université de Gevève, sept. 2010.<br />
<br />
Falk, J. Mindfulness and life stories. American Psychological Association. Juillet 2018<br />
https://www.apadivisions.org/division-32/news-events/mindfulness-narrative<br />
<br />
Les voies du récit. Pratiques biographiques en formation, intervention et recherche. Sous la direction de Bernard, M.-C., Tschopp, G. et Slovik, A. (2019) Éditions science et bien commun. 318 pages.<br />
<br />
== Pleine conscience et développement durable ==<br />
<br />
Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does emotional intelligence influence academic performance? The role of compassion and engagement in education for sustainable development. ''Sustainability, 13''(4), 1721. <br />
<br />
Frank, P., Fischer, D., & Wamsler, C. (2019). Mindfulness, Education, and the Sustainable Development Goals. ''Quality Education, Encyclopedia of the UN Sustainable Development Goals''; Leal Filho, W., Azul, L., Brandli, P., Özuyar, G., Wall, T., Eds, 1-11. <br />
<br />
Gómez-Olmedo, A. M., Valor, C., & Carrero, I. (2020). Mindfulness in education for sustainable development to nurture socioemotional competencies: A systematic review and meta-analysis. ''Environmental Education Research, 26''(11), 1527-1555. <br />
<br />
Thiermann, U. B., & Sheate, W. R. (2020). The way forward in mindfulness and sustainability: a critical review and research agenda. ''Journal of Cognitive Enhancement,'' 1-22.<br />
<br />
== À catégoriser ==<br />
<br />
Britton, W. B. (2019). Can mindfulness be too much of a good thing? The value of a middle way. ''Current Opinion in Psychology, 28'', 159–165.<br />
<br />
Cheung, S. Y., Huang, E. G., Chang, S., & Wei, L. (2020). Does being mindful make people more creative at work? The role of creative process engagement and perceived leader humility. ''Organizational Behavior and Human Decision Processes, 159'', 39–48.<br />
<br />
Kortagen, F. (2017). Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and teaching: theory and practice. Vol. 23, No 4, 387-405.<br />
<br />
Kortagen, F. et Vasalos, A. (2005). Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: theory and practice. Vol. 11, No 1. 47-71.<br />
<br />
Norman, E. Metacognition and Mindfulness: the Role of Fringe Consciousness. Mindfulness, 2017, pp. 95-100.<br />
<br />
Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. ''Nature Reviews Neuroscience, 16''(4), 213-225.<br />
<br />
Traité de psychologie de la motivation, ouvrage collectif sous la direction de Carré, P. et Fenouillet, F. (2009). Dunod. 404 pages.</div>Cvennehttps://wiki.teluq.ca/wikitedia/index.php?title=Pleine_conscience_en_%C3%A9ducation&diff=18962Pleine conscience en éducation2021-09-08T16:19:48Z<p>Cvenne : /* Perspective critique */</p>
<hr />
<div>== Général ==<br />
<br />
Kabat-Zinn, J. (2006). Coming to Our Senses: Healing Ourselves and the World Through Mindfulness. Hyperion.<br />
<br />
Kabat-Zinn, J. (1997). Everyday Blessings: The Inner Work of Mindful Parenting, with Myla Kabat-Zinn. Hyperion.<br />
<br />
Kabat-Zinn, J. (1990 et 2013). Full Catastrophe Living. New York: Bantam Books Trade Paperbacks. 650 pages.<br />
<br />
Kabat-Zinn, J. (2009). Letting Everything Become Your Teacher: 100 Lessons in Mindfulness. Dell Publishing Company.<br />
<br />
Kabat-Zinn, J. (2012). Mindfulness for Beginners: reclaiming the present moment - and your life. Sounds True Inc.<br />
<br />
Kabat-Zinn, J. (1994). Mindfulness Meditation for Everyday Life. Piatkus.<br />
<br />
Kabat-Zinn, J. (2008). The Mind's Own Physician: A Scientific Dialogue with the Dalai Lama on the Healing Power of Meditation. Piatkus Books.<br />
<br />
Kabat-Zinn, J. (1997). The Power of Meditation and Prayer, with Sogyal Rinpoche, Larry Dossey, Michael Toms. Hay House.<br />
<br />
Kabat-Zinn, J. (1994). Wherever You Go, There You Are: Mindfulness Meditation in Everyday Life. Hyperion Books.<br />
<br />
L’accompagnement du développement personnel et professionnel en éducation, s’accompagner, accompagner, être accompagner, ouvrage collectif, sous la direction de Rondeau, K. et Jutras, F. (2019) Presses de l’Université du Québec. 183 pages.<br />
<br />
L’adulte en formation… pour devenir soi, Espaces, passages, débats et défis, ouvrage collectif sous la direction de Doucet, M. et Thériault. (2019). M. Presses de l’Université du Québec.<br />
<br />
Ostafin, B. D., Robinson, M. D., & Meier, B. P. (2015). ''Handbook of mindfulness and self-regulation'': Springer.<br />
<br />
Pleine conscience et relation d'aide. (2018) Sous la direction de Devault, A. et Pérodeau, G. Presses de l'Université Laval. 273 pages.<br />
<br />
== Méta-analyses ==<br />
<br />
Bartlett, L., Martin, A., Neil, A. L., Memish, K., Otahal, P., Kilpatrick, M., & Sanderson, K.(2019). A systematic review and meta-analysis of workplace mindfulness training randomized controlled trials. ''Journal of Occupational Health Psychology, 24'', 108–126.<br />
<br />
Boccia, M., Piccardi, L., & Guariglia, P. (2015). The meditative mind: a comprehensive meta-analysis of MRI studies. ''BioMed research international,'' 2015.<br />
<br />
Casedas, L., Pirruccio, V., Vadillo, M. A., & Lupianez,J. (2020). Does mindfulness meditation training enhance executive control? A systematic review and meta-analysis of randomized controlled trials in adults. ''Mindfulness, 11'', 411–424.<br />
<br />
Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. ''Clinical psychology review, 31''(3), 449-464.<br />
Donald, J. N., Sahdra, B. K., Van Zanden, B., Duineveld, J. J., Atkins, P. W., Marshall, S. L., & Ciarrochi, J. (2019). Does your mindfulness benefit others? A systematic review and meta‐analysis of the link between mindfulness and prosocial behaviour. ''British Journal of Psychology, 110''(1), 101-125.<br />
<br />
Goldberg, S. B., Riordan, K. M., Sun, S., & Davidson, R. J. (2021). The empirical status of mindfulness-based interventions: A systematic review of 44 meta-analyses of randomized controlled trials. ''Perspectives on Psychological Science'', 1745691620968771.<br />
<br />
Goyal, M., Singh, S., Sibinga, E. M., Gould, N. F., Rowland-Seymour, A., Sharma, R., . . . Shihab, H. M. (2014). Meditation programs for psychological stress and well-being: a systematic review and meta-analysis. ''JAMA internal medicine, 174''(3), 357-368.<br />
<br />
Eberth, J., & Sedlmeier, P. (2012). The effects of mindfulness meditation: a meta-analysis. ''Mindfulness, 3''(3), 174-189.<br />
<br />
Leyland, A., Rowse, G., & Emerson, L. M. (2019). Experimental effects of mindfulness inductions on self-regulation: Systematic review and meta-analysis. ''Emotion, 19''(1), 108.<br />
<br />
== Revues de littérature ==<br />
<br />
Black, D. S., & Slavich, G. M. (2016). Mindfulness meditation and the immune system: a systematic review of randomized controlled trials. ''Annals of the New York Academy of Sciences, 1373''(1), 13.<br />
<br />
Choi, E., Gruman, J. A., & Leonard, C. M. (2021). A balanced view of mindfulness at work. ''Organizational Psychology Review'', August 2021. doi:10.1177/20413866211036930<br />
<br />
Geiger, P. J., Boggero, I. A., Brake, C. A., Caldera, C. A., Combs, H. L., Peters, J. R., & Baer, R. A. (2016). Mindfulness-based interventions for older adults: a review of the effects on physical and emotional well-being. ''Mindfulness, 7''(2), 296-307.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., Hart, R., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on well-being and performance in the workplace: an inclusive systematic review of the empirical literature. ''European Journal of Work and Organizational Psychology, 26''(4), 492-513.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education, 61, 132-141.<br />
<br />
== Méthodes d'évaluation des interventions et des pratiques ==<br />
<br />
Baer, R. (2019). Assessment of mindfulness by self-report. ''Current opinion in psychology, 28,'' 42-48.<br />
<br />
Bergomi, C., Tschacher, W., & Kupper, Z. (2013). The assessment of mindfulness with self-report measures: Existing scales and open issues. ''Mindfulness, 4,'' 191–202.<br />
<br />
Choi, E., & Leroy, H. (2015). Methods of mindfulness: How mindfulness is studied in the workplace (?) <br />
<br />
Schmidt, S., Hinterberger, T., Lynch, S., Büssing, A., & Kohls, N. (2013). Assessment of mindfulness: Review on state of the art. ''Mindfulness, 4''(1), 3-17.<br />
<br />
Van Dam, N. T., Earleywine, M., & Borders, A. (2010). Measuring mindfulness? An item response theory analysis of the Mindful Attention Awareness Scale. ''Personality and individual differences, 49''(7), 805-810.Sauer, S., Walach, H.,<br />
<br />
== Les défis de la recherche ==<br />
<br />
Chiesa, A. (2013). The difficulty of defining mindfulness: Current thought and critical issues. ''Mindfulness, 4''(3), 255-268.<br />
<br />
Davidson, R. J., & Dahl, C. J. (2018). Outstanding challenges in scientific research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 62-65.<br />
<br />
Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. ''American Psychologist, 70''(7), 581. <br />
<br />
Grossman, P. (2011). Defining mindfulness by how poorly I think I pay attention during everyday awareness and other intractable problems for psychology's (re) invention of mindfulness: comment on Brown et al.(2011). <br />
<br />
Grossman, P., & Van Dam, N. T. (2011). Mindfulness, by any other name…: trials and tribulations of sati in western psychology and science. ''Contemporary Buddhism, 12''(1), 219-239. <br />
<br />
Sellman, E. M., & Buttarazzi, G. F. (2020). Adding lemon juice to poison – raising critical questions about the oxymoronic nature of mindfulness in education and its future direction. ''British Journal of Educational Studies, 68''(1), 61-78. doi:10.1080/00071005.2019.1581128<br />
<br />
Tang, Y. Y., & Posner, M. I. (2013). Tools of the trade: theory and method in mindfulness neuroscience. ''Social cognitive and affective neuroscience, 8''(1), 118-120.<br />
<br />
Van Dam, N. T., Van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., . . . Gorchov, J. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 36-61.<br />
<br />
== Éthique et pleine conscience (fondations et pratiques) ==<br />
Stanley, S., Ronald E., Nirbhay, P. et Singh, N. (attention : auteurs à vérifier) (2018). Handbook of Ethical Foundations of Mindfulness. (voir la série de publications : Mindfulness in Behavioral Health). Springer International Publishing AG.<br />
Article d'intérêt particulier : Sullivan, M. Postsecular Charisma: Thich Nhat Hanh and the Ethics of Mindfulness, 339-354.<br />
<br />
== Perspective critique ==<br />
<br />
Researching Happiness: Qualitative, Biographical and Critical Perspectives. (2021) Ouvrage collectif publié par Cieslik, M. Bristol University Press. 250 pages.<br />
Accessible en ligne : https://books.google.ca/books?hl=fr&lr=&id=0hguEAAAQBAJ&oi=fnd&pg=PP1&dq=mindfulness+and+biographical+practice&ots=YBynI7Nwdv&sig=8EfgpMfyxb7DQrRopdLTxrZxQNI&redir_esc=y#v=onepage&q=mindfulness%20and%20biographical%20practice&f=false<br />
<br />
Voir en particulier : <br />
- Hill, N. Happiness as an Effective Practice: Self, Suffering and Biography, p. 47 et ss. <br />
- Tross, D. Personal Happiness, Social Unhappiness: Understanding the Complexity of Individual Happiness Accounts, p. 69 et ss.<br />
<br />
== Pleine conscience et apprentissage des adultes ==<br />
<br />
Crumley, G., & Schutz, H. (2011). Short-duration mindfulness training with adult learners. ''Adult Learning, 22''(2), 37-42. <br />
<br />
Hyland, T. (2010). Mindfulness, adult learning and therapeutic education: integrating the cognitive and affective domains of learning. ''International Journal of Lifelong Education, 2''9(5), 517-532. doi:10.1080/02601370.2010.512792<br />
<br />
Hyland, T. (2014). Mindfulness-based interventions and the affective domain of education. ''Educational Studies, 40''(3), 277-291. doi:10.1080/03055698.2014.889596<br />
<br />
Hyland, T. (2016). The Limits of Mindfulness: Emerging Issues for Education. ''British Journal of Educational Studies, 6''4(1), 97-117. doi:10.1080/00071005.2015.1051946<br />
<br />
McCaw, C. T. (2020). Mindfulness ‘thick’ and ‘thin’— a critical review of the uses of mindfulness in education. ''Oxford Review of Education, 46''(2), 257-278. doi:10.1080/03054985.2019.1667759<br />
<br />
Owen, R. (2020). Using Mindfulness to Promote Transformative Learning in Implicit Racial Bias Training. ''Adult Learning, 32''(3), 125-131. doi:10.1177/1045159520981165<br />
<br />
== Pleine conscience, milieu de travail et performance ==<br />
<br />
Arslan, U. et Bayraktar-Uyar, B. (décembre 2020). Do Career Decidedness and Career Distress Influence Psychological and Subjective Wellbeing? The Mediating Role of Mindfulness. International Journal of Contemporary Educational Research. Vol. 7, No 2. 271-280.<br />
<br />
Bartz, D. E. (août 2018) Managers Utilizing Mindfulness and Flow to Maximize Job Performance and Satisfaction. International Journal of Education and Social Science. Vol. 5, No 7. 5 pages.<br />
<br />
Carleton, E. L., Barling, J. et Trivisonno, M. (2018) Leaders’ Trait Mindfulness and Transformational Leadership: The Mediating Roles of Leaders’ Positive Affect and Leadership Self-Efficacy. Canadian Journal of Behavioural Science. Vol. 50, No 3. 185-194.<br />
<br />
Sanyal, C. et Rigg, C. (2020) Integrating Mindfulness Into Leadership Development. Journal of Management Education. pp. 1-22.<br />
<br />
== La pleine conscience comme traitement ==<br />
<br />
Williams, M. G. Teasdale, J. D. Segal, Z. V. Kabat-Zinn, J. (2007). The mindful way through depression: freeing yourself from chronic unhappiness. Guilford Press.<br />
<br />
== Pleine conscience - les différentes pratiques ==<br />
<br />
Kamradt, J. M. (24 octobre 2017). Integrating Yoga into Psychotherapy: The Ethics of Moving from the Mind to the Mat. Complement Ther Clin Pract., Author Manuscript.<br />
<br />
Park, C. L., Riley, K. E. et collaborateurs. (2016). Why Practice Yoga? Practitioners’ Motivations for Adopting and Maintaining Yoga Practice. Journal of Health Psychology. Vol. 21 (6). 887-896.<br />
<br />
Saeed, A., Cunningham, K. et Bloch, R. M. (15 mai 2019). Depression and Anxiety Disorders: Benefits of Exercice, Yoga, and Meditation. American Family Physician. Vol. 99, No 10. 620 -625.<br />
<br />
Stone, M. (2018, revised edition). The Inner Tradition of Yoga. Shambhala Boulder. 244 pages.<br />
<br />
Weintraub, A. (2004). Yoga for Depression. Broadway Books. 285 pages.<br />
<br />
== Pleine conscience et pratiques biographiques (récits de vie) ==<br />
<br />
Beaudoin, J.-M., Recherche biographique en formation des adultes et dé standardisation des parcours de vie : bifurcation, transition et développement de l'agentivité. Actes du congrès de l'Actualité de la recherche en éducation et en formation (AREF), Université de Gevève, sept. 2010.<br />
<br />
Falk, J. Mindfulness and life stories. American Psychological Association. Juillet 2018<br />
https://www.apadivisions.org/division-32/news-events/mindfulness-narrative<br />
<br />
Les voies du récit. Pratiques biographiques en formation, intervention et recherche. Sous la direction de Bernard, M.-C., Tschopp, G. et Slovik, A. (2019) Éditions science et bien commun. 318 pages.<br />
<br />
== Pleine conscience et développement durable ==<br />
<br />
Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does emotional intelligence influence academic performance? The role of compassion and engagement in education for sustainable development. ''Sustainability, 13''(4), 1721. <br />
<br />
Frank, P., Fischer, D., & Wamsler, C. (2019). Mindfulness, Education, and the Sustainable Development Goals. ''Quality Education, Encyclopedia of the UN Sustainable Development Goals''; Leal Filho, W., Azul, L., Brandli, P., Özuyar, G., Wall, T., Eds, 1-11. <br />
<br />
Gómez-Olmedo, A. M., Valor, C., & Carrero, I. (2020). Mindfulness in education for sustainable development to nurture socioemotional competencies: A systematic review and meta-analysis. ''Environmental Education Research, 26''(11), 1527-1555. <br />
<br />
Thiermann, U. B., & Sheate, W. R. (2020). The way forward in mindfulness and sustainability: a critical review and research agenda. ''Journal of Cognitive Enhancement,'' 1-22.<br />
<br />
== À catégoriser ==<br />
<br />
Britton, W. B. (2019). Can mindfulness be too much of a good thing? The value of a middle way. ''Current Opinion in Psychology, 28'', 159–165.<br />
<br />
Cheung, S. Y., Huang, E. G., Chang, S., & Wei, L. (2020). Does being mindful make people more creative at work? The role of creative process engagement and perceived leader humility. ''Organizational Behavior and Human Decision Processes, 159'', 39–48.<br />
<br />
Kortagen, F. (2017). Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and teaching: theory and practice. Vol. 23, No 4, 387-405.<br />
<br />
Kortagen, F. et Vasalos, A. (2005). Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: theory and practice. Vol. 11, No 1. 47-71.<br />
<br />
Norman, E. Metacognition and Mindfulness: the Role of Fringe Consciousness. Mindfulness, 2017, pp. 95-100.<br />
<br />
Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. ''Nature Reviews Neuroscience, 16''(4), 213-225.<br />
<br />
Traité de psychologie de la motivation, ouvrage collectif sous la direction de Carré, P. et Fenouillet, F. (2009). Dunod. 404 pages.</div>Cvennehttps://wiki.teluq.ca/wikitedia/index.php?title=Pleine_conscience_en_%C3%A9ducation&diff=18961Pleine conscience en éducation2021-09-08T16:19:06Z<p>Cvenne : </p>
<hr />
<div>== Général ==<br />
<br />
Kabat-Zinn, J. (2006). Coming to Our Senses: Healing Ourselves and the World Through Mindfulness. Hyperion.<br />
<br />
Kabat-Zinn, J. (1997). Everyday Blessings: The Inner Work of Mindful Parenting, with Myla Kabat-Zinn. Hyperion.<br />
<br />
Kabat-Zinn, J. (1990 et 2013). Full Catastrophe Living. New York: Bantam Books Trade Paperbacks. 650 pages.<br />
<br />
Kabat-Zinn, J. (2009). Letting Everything Become Your Teacher: 100 Lessons in Mindfulness. Dell Publishing Company.<br />
<br />
Kabat-Zinn, J. (2012). Mindfulness for Beginners: reclaiming the present moment - and your life. Sounds True Inc.<br />
<br />
Kabat-Zinn, J. (1994). Mindfulness Meditation for Everyday Life. Piatkus.<br />
<br />
Kabat-Zinn, J. (2008). The Mind's Own Physician: A Scientific Dialogue with the Dalai Lama on the Healing Power of Meditation. Piatkus Books.<br />
<br />
Kabat-Zinn, J. (1997). The Power of Meditation and Prayer, with Sogyal Rinpoche, Larry Dossey, Michael Toms. Hay House.<br />
<br />
Kabat-Zinn, J. (1994). Wherever You Go, There You Are: Mindfulness Meditation in Everyday Life. Hyperion Books.<br />
<br />
L’accompagnement du développement personnel et professionnel en éducation, s’accompagner, accompagner, être accompagner, ouvrage collectif, sous la direction de Rondeau, K. et Jutras, F. (2019) Presses de l’Université du Québec. 183 pages.<br />
<br />
L’adulte en formation… pour devenir soi, Espaces, passages, débats et défis, ouvrage collectif sous la direction de Doucet, M. et Thériault. (2019). M. Presses de l’Université du Québec.<br />
<br />
Ostafin, B. D., Robinson, M. D., & Meier, B. P. (2015). ''Handbook of mindfulness and self-regulation'': Springer.<br />
<br />
Pleine conscience et relation d'aide. (2018) Sous la direction de Devault, A. et Pérodeau, G. Presses de l'Université Laval. 273 pages.<br />
<br />
== Méta-analyses ==<br />
<br />
Bartlett, L., Martin, A., Neil, A. L., Memish, K., Otahal, P., Kilpatrick, M., & Sanderson, K.(2019). A systematic review and meta-analysis of workplace mindfulness training randomized controlled trials. ''Journal of Occupational Health Psychology, 24'', 108–126.<br />
<br />
Boccia, M., Piccardi, L., & Guariglia, P. (2015). The meditative mind: a comprehensive meta-analysis of MRI studies. ''BioMed research international,'' 2015.<br />
<br />
Casedas, L., Pirruccio, V., Vadillo, M. A., & Lupianez,J. (2020). Does mindfulness meditation training enhance executive control? A systematic review and meta-analysis of randomized controlled trials in adults. ''Mindfulness, 11'', 411–424.<br />
<br />
Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. ''Clinical psychology review, 31''(3), 449-464.<br />
Donald, J. N., Sahdra, B. K., Van Zanden, B., Duineveld, J. J., Atkins, P. W., Marshall, S. L., & Ciarrochi, J. (2019). Does your mindfulness benefit others? A systematic review and meta‐analysis of the link between mindfulness and prosocial behaviour. ''British Journal of Psychology, 110''(1), 101-125.<br />
<br />
Goldberg, S. B., Riordan, K. M., Sun, S., & Davidson, R. J. (2021). The empirical status of mindfulness-based interventions: A systematic review of 44 meta-analyses of randomized controlled trials. ''Perspectives on Psychological Science'', 1745691620968771.<br />
<br />
Goyal, M., Singh, S., Sibinga, E. M., Gould, N. F., Rowland-Seymour, A., Sharma, R., . . . Shihab, H. M. (2014). Meditation programs for psychological stress and well-being: a systematic review and meta-analysis. ''JAMA internal medicine, 174''(3), 357-368.<br />
<br />
Eberth, J., & Sedlmeier, P. (2012). The effects of mindfulness meditation: a meta-analysis. ''Mindfulness, 3''(3), 174-189.<br />
<br />
Leyland, A., Rowse, G., & Emerson, L. M. (2019). Experimental effects of mindfulness inductions on self-regulation: Systematic review and meta-analysis. ''Emotion, 19''(1), 108.<br />
<br />
== Revues de littérature ==<br />
<br />
Black, D. S., & Slavich, G. M. (2016). Mindfulness meditation and the immune system: a systematic review of randomized controlled trials. ''Annals of the New York Academy of Sciences, 1373''(1), 13.<br />
<br />
Choi, E., Gruman, J. A., & Leonard, C. M. (2021). A balanced view of mindfulness at work. ''Organizational Psychology Review'', August 2021. doi:10.1177/20413866211036930<br />
<br />
Geiger, P. J., Boggero, I. A., Brake, C. A., Caldera, C. A., Combs, H. L., Peters, J. R., & Baer, R. A. (2016). Mindfulness-based interventions for older adults: a review of the effects on physical and emotional well-being. ''Mindfulness, 7''(2), 296-307.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., Hart, R., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on well-being and performance in the workplace: an inclusive systematic review of the empirical literature. ''European Journal of Work and Organizational Psychology, 26''(4), 492-513.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education, 61, 132-141.<br />
<br />
== Méthodes d'évaluation des interventions et des pratiques ==<br />
<br />
Baer, R. (2019). Assessment of mindfulness by self-report. ''Current opinion in psychology, 28,'' 42-48.<br />
<br />
Bergomi, C., Tschacher, W., & Kupper, Z. (2013). The assessment of mindfulness with self-report measures: Existing scales and open issues. ''Mindfulness, 4,'' 191–202.<br />
<br />
Choi, E., & Leroy, H. (2015). Methods of mindfulness: How mindfulness is studied in the workplace (?) <br />
<br />
Schmidt, S., Hinterberger, T., Lynch, S., Büssing, A., & Kohls, N. (2013). Assessment of mindfulness: Review on state of the art. ''Mindfulness, 4''(1), 3-17.<br />
<br />
Van Dam, N. T., Earleywine, M., & Borders, A. (2010). Measuring mindfulness? An item response theory analysis of the Mindful Attention Awareness Scale. ''Personality and individual differences, 49''(7), 805-810.Sauer, S., Walach, H.,<br />
<br />
== Les défis de la recherche ==<br />
<br />
Chiesa, A. (2013). The difficulty of defining mindfulness: Current thought and critical issues. ''Mindfulness, 4''(3), 255-268.<br />
<br />
Davidson, R. J., & Dahl, C. J. (2018). Outstanding challenges in scientific research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 62-65.<br />
<br />
Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. ''American Psychologist, 70''(7), 581. <br />
<br />
Grossman, P. (2011). Defining mindfulness by how poorly I think I pay attention during everyday awareness and other intractable problems for psychology's (re) invention of mindfulness: comment on Brown et al.(2011). <br />
<br />
Grossman, P., & Van Dam, N. T. (2011). Mindfulness, by any other name…: trials and tribulations of sati in western psychology and science. ''Contemporary Buddhism, 12''(1), 219-239. <br />
<br />
Sellman, E. M., & Buttarazzi, G. F. (2020). Adding lemon juice to poison – raising critical questions about the oxymoronic nature of mindfulness in education and its future direction. ''British Journal of Educational Studies, 68''(1), 61-78. doi:10.1080/00071005.2019.1581128<br />
<br />
Tang, Y. Y., & Posner, M. I. (2013). Tools of the trade: theory and method in mindfulness neuroscience. ''Social cognitive and affective neuroscience, 8''(1), 118-120.<br />
<br />
Van Dam, N. T., Van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., . . . Gorchov, J. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 36-61.<br />
<br />
== Éthique et pleine conscience (fondations et pratiques) ==<br />
Stanley, S., Ronald E., Nirbhay, P. et Singh, N. (attention : auteurs à vérifier) (2018). Handbook of Ethical Foundations of Mindfulness. (voir la série de publications : Mindfulness in Behavioral Health). Springer International Publishing AG.<br />
Article d'intérêt particulier : Sullivan, M. Postsecular Charisma: Thich Nhat Hanh and the Ethics of Mindfulness, 339-354.<br />
<br />
== Perspective critique ==<br />
<br />
Researching Happiness: Qualitative, Biographical and Critical Perspectives. (2021) Ouvrage collectif publié par Cieslik, M. Bristol University Press. 250 pages.<br />
Accessible en ligne : https://books.google.ca/books?hl=fr&lr=&id=0hguEAAAQBAJ&oi=fnd&pg=PP1&dq=mindfulness+and+biographical+practice&ots=YBynI7Nwdv&sig=8EfgpMfyxb7DQrRopdLTxrZxQNI&redir_esc=y#v=onepage&q=mindfulness%20and%20biographical%20practice&f=false<br />
Voir en particulier : <br />
- Hill, N. Happiness as an Effective Practice: Self, Suffering and Biography, p. 47 et ss. <br />
- Tross, D. Personal Happiness, Social Unhappiness: Understanding the Complexity of Individual Happiness Accounts, p. 69 et ss.<br />
<br />
== Pleine conscience et apprentissage des adultes ==<br />
<br />
Crumley, G., & Schutz, H. (2011). Short-duration mindfulness training with adult learners. ''Adult Learning, 22''(2), 37-42. <br />
<br />
Hyland, T. (2010). Mindfulness, adult learning and therapeutic education: integrating the cognitive and affective domains of learning. ''International Journal of Lifelong Education, 2''9(5), 517-532. doi:10.1080/02601370.2010.512792<br />
<br />
Hyland, T. (2014). Mindfulness-based interventions and the affective domain of education. ''Educational Studies, 40''(3), 277-291. doi:10.1080/03055698.2014.889596<br />
<br />
Hyland, T. (2016). The Limits of Mindfulness: Emerging Issues for Education. ''British Journal of Educational Studies, 6''4(1), 97-117. doi:10.1080/00071005.2015.1051946<br />
<br />
McCaw, C. T. (2020). Mindfulness ‘thick’ and ‘thin’— a critical review of the uses of mindfulness in education. ''Oxford Review of Education, 46''(2), 257-278. doi:10.1080/03054985.2019.1667759<br />
<br />
Owen, R. (2020). Using Mindfulness to Promote Transformative Learning in Implicit Racial Bias Training. ''Adult Learning, 32''(3), 125-131. doi:10.1177/1045159520981165<br />
<br />
== Pleine conscience, milieu de travail et performance ==<br />
<br />
Arslan, U. et Bayraktar-Uyar, B. (décembre 2020). Do Career Decidedness and Career Distress Influence Psychological and Subjective Wellbeing? The Mediating Role of Mindfulness. International Journal of Contemporary Educational Research. Vol. 7, No 2. 271-280.<br />
<br />
Bartz, D. E. (août 2018) Managers Utilizing Mindfulness and Flow to Maximize Job Performance and Satisfaction. International Journal of Education and Social Science. Vol. 5, No 7. 5 pages.<br />
<br />
Carleton, E. L., Barling, J. et Trivisonno, M. (2018) Leaders’ Trait Mindfulness and Transformational Leadership: The Mediating Roles of Leaders’ Positive Affect and Leadership Self-Efficacy. Canadian Journal of Behavioural Science. Vol. 50, No 3. 185-194.<br />
<br />
Sanyal, C. et Rigg, C. (2020) Integrating Mindfulness Into Leadership Development. Journal of Management Education. pp. 1-22.<br />
<br />
== La pleine conscience comme traitement ==<br />
<br />
Williams, M. G. Teasdale, J. D. Segal, Z. V. Kabat-Zinn, J. (2007). The mindful way through depression: freeing yourself from chronic unhappiness. Guilford Press.<br />
<br />
== Pleine conscience - les différentes pratiques ==<br />
<br />
Kamradt, J. M. (24 octobre 2017). Integrating Yoga into Psychotherapy: The Ethics of Moving from the Mind to the Mat. Complement Ther Clin Pract., Author Manuscript.<br />
<br />
Park, C. L., Riley, K. E. et collaborateurs. (2016). Why Practice Yoga? Practitioners’ Motivations for Adopting and Maintaining Yoga Practice. Journal of Health Psychology. Vol. 21 (6). 887-896.<br />
<br />
Saeed, A., Cunningham, K. et Bloch, R. M. (15 mai 2019). Depression and Anxiety Disorders: Benefits of Exercice, Yoga, and Meditation. American Family Physician. Vol. 99, No 10. 620 -625.<br />
<br />
Stone, M. (2018, revised edition). The Inner Tradition of Yoga. Shambhala Boulder. 244 pages.<br />
<br />
Weintraub, A. (2004). Yoga for Depression. Broadway Books. 285 pages.<br />
<br />
== Pleine conscience et pratiques biographiques (récits de vie) ==<br />
<br />
Beaudoin, J.-M., Recherche biographique en formation des adultes et dé standardisation des parcours de vie : bifurcation, transition et développement de l'agentivité. Actes du congrès de l'Actualité de la recherche en éducation et en formation (AREF), Université de Gevève, sept. 2010.<br />
<br />
Falk, J. Mindfulness and life stories. American Psychological Association. Juillet 2018<br />
https://www.apadivisions.org/division-32/news-events/mindfulness-narrative<br />
<br />
Les voies du récit. Pratiques biographiques en formation, intervention et recherche. Sous la direction de Bernard, M.-C., Tschopp, G. et Slovik, A. (2019) Éditions science et bien commun. 318 pages.<br />
<br />
== Pleine conscience et développement durable ==<br />
<br />
Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does emotional intelligence influence academic performance? The role of compassion and engagement in education for sustainable development. ''Sustainability, 13''(4), 1721. <br />
<br />
Frank, P., Fischer, D., & Wamsler, C. (2019). Mindfulness, Education, and the Sustainable Development Goals. ''Quality Education, Encyclopedia of the UN Sustainable Development Goals''; Leal Filho, W., Azul, L., Brandli, P., Özuyar, G., Wall, T., Eds, 1-11. <br />
<br />
Gómez-Olmedo, A. M., Valor, C., & Carrero, I. (2020). Mindfulness in education for sustainable development to nurture socioemotional competencies: A systematic review and meta-analysis. ''Environmental Education Research, 26''(11), 1527-1555. <br />
<br />
Thiermann, U. B., & Sheate, W. R. (2020). The way forward in mindfulness and sustainability: a critical review and research agenda. ''Journal of Cognitive Enhancement,'' 1-22.<br />
<br />
== À catégoriser ==<br />
<br />
Britton, W. B. (2019). Can mindfulness be too much of a good thing? The value of a middle way. ''Current Opinion in Psychology, 28'', 159–165.<br />
<br />
Cheung, S. Y., Huang, E. G., Chang, S., & Wei, L. (2020). Does being mindful make people more creative at work? The role of creative process engagement and perceived leader humility. ''Organizational Behavior and Human Decision Processes, 159'', 39–48.<br />
<br />
Kortagen, F. (2017). Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and teaching: theory and practice. Vol. 23, No 4, 387-405.<br />
<br />
Kortagen, F. et Vasalos, A. (2005). Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: theory and practice. Vol. 11, No 1. 47-71.<br />
<br />
Norman, E. Metacognition and Mindfulness: the Role of Fringe Consciousness. Mindfulness, 2017, pp. 95-100.<br />
<br />
Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. ''Nature Reviews Neuroscience, 16''(4), 213-225.<br />
<br />
Traité de psychologie de la motivation, ouvrage collectif sous la direction de Carré, P. et Fenouillet, F. (2009). Dunod. 404 pages.</div>Cvennehttps://wiki.teluq.ca/wikitedia/index.php?title=Pleine_conscience_en_%C3%A9ducation&diff=18960Pleine conscience en éducation2021-09-08T15:39:22Z<p>Cvenne : /* Général */</p>
<hr />
<div>== Général ==<br />
<br />
Kabat-Zinn, J. (2006). Coming to Our Senses: Healing Ourselves and the World Through Mindfulness. Hyperion.<br />
<br />
Kabat-Zinn, J. (1997). Everyday Blessings: The Inner Work of Mindful Parenting, with Myla Kabat-Zinn. Hyperion.<br />
<br />
Kabat-Zinn, J. (1990 et 2013). Full Catastrophe Living. New York: Bantam Books Trade Paperbacks. 650 pages.<br />
<br />
Kabat-Zinn, J. (2009). Letting Everything Become Your Teacher: 100 Lessons in Mindfulness. Dell Publishing Company.<br />
<br />
Kabat-Zinn, J. (2012). Mindfulness for Beginners: reclaiming the present moment - and your life. Sounds True Inc.<br />
<br />
Kabat-Zinn, J. (1994). Mindfulness Meditation for Everyday Life. Piatkus.<br />
<br />
Kabat-Zinn, J. (2008). The Mind's Own Physician: A Scientific Dialogue with the Dalai Lama on the Healing Power of Meditation. Piatkus Books.<br />
<br />
Kabat-Zinn, J. (1997). The Power of Meditation and Prayer, with Sogyal Rinpoche, Larry Dossey, Michael Toms. Hay House.<br />
<br />
Kabat-Zinn, J. (1994). Wherever You Go, There You Are: Mindfulness Meditation in Everyday Life. Hyperion Books.<br />
<br />
L’accompagnement du développement personnel et professionnel en éducation, s’accompagner, accompagner, être accompagner, ouvrage collectif, sous la direction de Rondeau, K. et Jutras, F. (2019) Presses de l’Université du Québec. 183 pages.<br />
<br />
L’adulte en formation… pour devenir soi, Espaces, passages, débats et défis, ouvrage collectif sous la direction de Doucet, M. et Thériault. (2019). M. Presses de l’Université du Québec.<br />
<br />
Ostafin, B. D., Robinson, M. D., & Meier, B. P. (2015). ''Handbook of mindfulness and self-regulation'': Springer.<br />
<br />
Pleine conscience et relation d'aide. (2018) Sous la direction de Devault, A. et Pérodeau, G. Presses de l'Université Laval. 273 pages.<br />
<br />
== Méta-analyses ==<br />
<br />
Bartlett, L., Martin, A., Neil, A. L., Memish, K., Otahal, P., Kilpatrick, M., & Sanderson, K.(2019). A systematic review and meta-analysis of workplace mindfulness training randomized controlled trials. ''Journal of Occupational Health Psychology, 24'', 108–126.<br />
<br />
Boccia, M., Piccardi, L., & Guariglia, P. (2015). The meditative mind: a comprehensive meta-analysis of MRI studies. ''BioMed research international,'' 2015.<br />
<br />
Casedas, L., Pirruccio, V., Vadillo, M. A., & Lupianez,J. (2020). Does mindfulness meditation training enhance executive control? A systematic review and meta-analysis of randomized controlled trials in adults. ''Mindfulness, 11'', 411–424.<br />
<br />
Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. ''Clinical psychology review, 31''(3), 449-464.<br />
Donald, J. N., Sahdra, B. K., Van Zanden, B., Duineveld, J. J., Atkins, P. W., Marshall, S. L., & Ciarrochi, J. (2019). Does your mindfulness benefit others? A systematic review and meta‐analysis of the link between mindfulness and prosocial behaviour. ''British Journal of Psychology, 110''(1), 101-125.<br />
<br />
Goldberg, S. B., Riordan, K. M., Sun, S., & Davidson, R. J. (2021). The empirical status of mindfulness-based interventions: A systematic review of 44 meta-analyses of randomized controlled trials. ''Perspectives on Psychological Science'', 1745691620968771.<br />
<br />
Goyal, M., Singh, S., Sibinga, E. M., Gould, N. F., Rowland-Seymour, A., Sharma, R., . . . Shihab, H. M. (2014). Meditation programs for psychological stress and well-being: a systematic review and meta-analysis. ''JAMA internal medicine, 174''(3), 357-368.<br />
<br />
Eberth, J., & Sedlmeier, P. (2012). The effects of mindfulness meditation: a meta-analysis. ''Mindfulness, 3''(3), 174-189.<br />
<br />
Leyland, A., Rowse, G., & Emerson, L. M. (2019). Experimental effects of mindfulness inductions on self-regulation: Systematic review and meta-analysis. ''Emotion, 19''(1), 108.<br />
<br />
== Revues de littérature ==<br />
<br />
Black, D. S., & Slavich, G. M. (2016). Mindfulness meditation and the immune system: a systematic review of randomized controlled trials. ''Annals of the New York Academy of Sciences, 1373''(1), 13.<br />
<br />
Choi, E., Gruman, J. A., & Leonard, C. M. (2021). A balanced view of mindfulness at work. ''Organizational Psychology Review'', August 2021. doi:10.1177/20413866211036930<br />
<br />
Geiger, P. J., Boggero, I. A., Brake, C. A., Caldera, C. A., Combs, H. L., Peters, J. R., & Baer, R. A. (2016). Mindfulness-based interventions for older adults: a review of the effects on physical and emotional well-being. ''Mindfulness, 7''(2), 296-307.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., Hart, R., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on well-being and performance in the workplace: an inclusive systematic review of the empirical literature. ''European Journal of Work and Organizational Psychology, 26''(4), 492-513.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education, 61, 132-141.<br />
<br />
== Méthodes d'évaluation des interventions et des pratiques ==<br />
<br />
Baer, R. (2019). Assessment of mindfulness by self-report. ''Current opinion in psychology, 28,'' 42-48.<br />
<br />
Bergomi, C., Tschacher, W., & Kupper, Z. (2013). The assessment of mindfulness with self-report measures: Existing scales and open issues. ''Mindfulness, 4,'' 191–202.<br />
<br />
Choi, E., & Leroy, H. (2015). Methods of mindfulness: How mindfulness is studied in the workplace (?) <br />
<br />
Schmidt, S., Hinterberger, T., Lynch, S., Büssing, A., & Kohls, N. (2013). Assessment of mindfulness: Review on state of the art. ''Mindfulness, 4''(1), 3-17.<br />
<br />
Van Dam, N. T., Earleywine, M., & Borders, A. (2010). Measuring mindfulness? An item response theory analysis of the Mindful Attention Awareness Scale. ''Personality and individual differences, 49''(7), 805-810.Sauer, S., Walach, H.,<br />
<br />
== Les défis de la recherche ==<br />
<br />
Chiesa, A. (2013). The difficulty of defining mindfulness: Current thought and critical issues. ''Mindfulness, 4''(3), 255-268.<br />
<br />
Davidson, R. J., & Dahl, C. J. (2018). Outstanding challenges in scientific research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 62-65.<br />
<br />
Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. ''American Psychologist, 70''(7), 581. <br />
<br />
Grossman, P. (2011). Defining mindfulness by how poorly I think I pay attention during everyday awareness and other intractable problems for psychology's (re) invention of mindfulness: comment on Brown et al.(2011). <br />
<br />
Grossman, P., & Van Dam, N. T. (2011). Mindfulness, by any other name…: trials and tribulations of sati in western psychology and science. ''Contemporary Buddhism, 12''(1), 219-239. <br />
<br />
Sellman, E. M., & Buttarazzi, G. F. (2020). Adding lemon juice to poison – raising critical questions about the oxymoronic nature of mindfulness in education and its future direction. ''British Journal of Educational Studies, 68''(1), 61-78. doi:10.1080/00071005.2019.1581128<br />
<br />
Tang, Y. Y., & Posner, M. I. (2013). Tools of the trade: theory and method in mindfulness neuroscience. ''Social cognitive and affective neuroscience, 8''(1), 118-120.<br />
<br />
Van Dam, N. T., Van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., . . . Gorchov, J. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 36-61.<br />
<br />
== Éthique et pleine conscience (fondations et pratiques) ==<br />
Stanley, S., Ronald E., Nirbhay, P. et Singh, N. (attention : auteurs à vérifier) (2018). Handbook of Ethical Foundations of Mindfulness. (voir la série de publications : Mindfulness in Behavioral Health). Springer International Publishing AG.<br />
Article d'intérêt particulier : Sullivan, M. Postsecular Charisma: Thich Nhat Hanh and the Ethics of Mindfulness, 339-354.<br />
<br />
== Perspective critique ==<br />
<br />
Researching Happiness: Qualitative, Biographical and Critical Perspectives. (2021) Ouvrage collectif publié par Cieslik, M. Bristol University Press. 250 pages.<br />
Accessible en ligne : https://books.google.ca/books?hl=fr&lr=&id=0hguEAAAQBAJ&oi=fnd&pg=PP1&dq=mindfulness+and+biographical+practice&ots=YBynI7Nwdv&sig=8EfgpMfyxb7DQrRopdLTxrZxQNI&redir_esc=y#v=onepage&q=mindfulness%20and%20biographical%20practice&f=false<br />
Voir en particulier : <br />
- Hill, N. Happiness as an Effective Practice: Self, Suffering and Biography, p. 47 et ss. <br />
- Tross, D. Personal Happiness, Social Unhappiness: Understanding the Complexity of Individual Happiness Accounts, p. 69 et ss.<br />
<br />
== Pleine conscience et apprentissage des adultes ==<br />
<br />
Crumley, G., & Schutz, H. (2011). Short-duration mindfulness training with adult learners. ''Adult Learning, 22''(2), 37-42. <br />
<br />
Hyland, T. (2010). Mindfulness, adult learning and therapeutic education: integrating the cognitive and affective domains of learning. ''International Journal of Lifelong Education, 2''9(5), 517-532. doi:10.1080/02601370.2010.512792<br />
<br />
Hyland, T. (2014). Mindfulness-based interventions and the affective domain of education. ''Educational Studies, 40''(3), 277-291. doi:10.1080/03055698.2014.889596<br />
<br />
Hyland, T. (2016). The Limits of Mindfulness: Emerging Issues for Education. ''British Journal of Educational Studies, 6''4(1), 97-117. doi:10.1080/00071005.2015.1051946<br />
<br />
McCaw, C. T. (2020). Mindfulness ‘thick’ and ‘thin’— a critical review of the uses of mindfulness in education. ''Oxford Review of Education, 46''(2), 257-278. doi:10.1080/03054985.2019.1667759<br />
<br />
Owen, R. (2020). Using Mindfulness to Promote Transformative Learning in Implicit Racial Bias Training. ''Adult Learning, 32''(3), 125-131. doi:10.1177/1045159520981165<br />
<br />
== Pleine conscience, milieu de travail et performance ==<br />
<br />
Arslan, U. et Bayraktar-Uyar, B. (décembre 2020). Do Career Decidedness and Career Distress Influence Psychological and Subjective Wellbeing? The Mediating Role of Mindfulness. International Journal of Contemporary Educational Research. Vol. 7, No 2. 271-280.<br />
<br />
Bartz, D. E. (août 2018) Managers Utilizing Mindfulness and Flow to Maximize Job Performance and Satisfaction. International Journal of Education and Social Science. Vol. 5, No 7. 5 pages.<br />
<br />
Carleton, E. L., Barling, J. et Trivisonno, M. (2018) Leaders’ Trait Mindfulness and Transformational Leadership: The Mediating Roles of Leaders’ Positive Affect and Leadership Self-Efficacy. Canadian Journal of Behavioural Science. Vol. 50, No 3. 185-194.<br />
<br />
Sanyal, C. et Rigg, C. (2020) Integrating Mindfulness Into Leadership Development. Journal of Management Education. 1-22<br />
<br />
== Pleine conscience - les différentes pratiques ==<br />
<br />
Kamradt, J. M. (24 octobre 2017). Integrating Yoga into Psychotherapy: The Ethics of Moving from the Mind to the Mat. Complement Ther Clin Pract., Author Manuscript.<br />
<br />
Park, C. L., Riley, K. E. et collaborateurs. (2016). Why Practice Yoga? Practitioners’ Motivations for Adopting and Maintaining Yoga Practice. Journal of Health Psychology. Vol. 21 (6). 887-896.<br />
<br />
Saeed, A., Cunningham, K. et Bloch, R. M. (15 mai 2019). Depression and Anxiety Disorders: Benefits of Exercice, Yoga, and Meditation. American Family Physician. Vol. 99, No 10. 620 -625.<br />
<br />
Stone, M. (2018, revised edition). The Inner Tradition of Yoga. Shambhala Boulder. 244 pages.<br />
<br />
Weintraub, A. (2004). Yoga for Depression. Broadway Books. 285 pages.<br />
<br />
== Pleine conscience et pratiques biographiques (récits de vie) ==<br />
<br />
Beaudoin, J.-M., Recherche biographique en formation des adultes et dé standardisation des parcours de vie : bifurcation, transition et développement de l'agentivité. Actes du congrès de l'Actualité de la recherche en éducation et en formation (AREF), Université de Gevève, sept. 2010.<br />
<br />
Falk, J. Mindfulness and life stories. American Psychological Association. Juillet 2018<br />
https://www.apadivisions.org/division-32/news-events/mindfulness-narrative<br />
<br />
Les voies du récit. Pratiques biographiques en formation, intervention et recherche. Sous la direction de Bernard, M.-C., Tschopp, G. et Slovik, A. (2019) Éditions science et bien commun. 318 pages.<br />
<br />
== Pleine conscience et développement durable ==<br />
<br />
Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does emotional intelligence influence academic performance? The role of compassion and engagement in education for sustainable development. ''Sustainability, 13''(4), 1721. <br />
<br />
Frank, P., Fischer, D., & Wamsler, C. (2019). Mindfulness, Education, and the Sustainable Development Goals. ''Quality Education, Encyclopedia of the UN Sustainable Development Goals''; Leal Filho, W., Azul, L., Brandli, P., Özuyar, G., Wall, T., Eds, 1-11. <br />
<br />
Gómez-Olmedo, A. M., Valor, C., & Carrero, I. (2020). Mindfulness in education for sustainable development to nurture socioemotional competencies: A systematic review and meta-analysis. ''Environmental Education Research, 26''(11), 1527-1555. <br />
<br />
Thiermann, U. B., & Sheate, W. R. (2020). The way forward in mindfulness and sustainability: a critical review and research agenda. ''Journal of Cognitive Enhancement,'' 1-22.<br />
<br />
== À catégoriser ==<br />
<br />
Britton, W. B. (2019). Can mindfulness be too much of a good thing? The value of a middle way. ''Current Opinion in Psychology, 28'', 159–165.<br />
<br />
Cheung, S. Y., Huang, E. G., Chang, S., & Wei, L. (2020). Does being mindful make people more creative at work? The role of creative process engagement and perceived leader humility. ''Organizational Behavior and Human Decision Processes, 159'', 39–48.<br />
<br />
Kortagen, F. (2017). Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and teaching: theory and practice. Vol. 23, No 4, 387-405.<br />
<br />
Kortagen, F. et Vasalos, A. (2005). Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: theory and practice. Vol. 11, No 1. 47-71.<br />
<br />
Norman, E. Metacognition and Mindfulness: the Role of Fringe Consciousness. Mindfulness, 2017, pp. 95-100.<br />
<br />
Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. ''Nature Reviews Neuroscience, 16''(4), 213-225.<br />
<br />
Traité de psychologie de la motivation, ouvrage collectif sous la direction de Carré, P. et Fenouillet, F. (2009). Dunod. 404 pages.</div>Cvennehttps://wiki.teluq.ca/wikitedia/index.php?title=Pleine_conscience_en_%C3%A9ducation&diff=18959Pleine conscience en éducation2021-09-08T15:28:08Z<p>Cvenne : </p>
<hr />
<div>== Général ==<br />
<br />
Kabat-Zinn, J. Full Catastrophe Living. (1990 et 2013). New York: Bantam Books Trade Paperbacks. 650 pages.<br />
<br />
L’accompagnement du développement personnel et professionnel en éducation, s’accompagner, accompagner, être accompagner, ouvrage collectif, sous la direction de Rondeau, K. et Jutras, F. (2019) Presses de l’Université du Québec. 183 pages.<br />
<br />
L’adulte en formation… pour devenir soi, Espaces, passages, débats et défis, ouvrage collectif sous la direction de Doucet, M. et Thériault. (2019). M. Presses de l’Université du Québec.<br />
<br />
Ostafin, B. D., Robinson, M. D., & Meier, B. P. (2015). ''Handbook of mindfulness and self-regulation'': Springer.<br />
<br />
Pleine conscience et relation d'aide. (2018) Sous la direction de Devault, A. et Pérodeau, G. Presses de l'Université Laval. 273 pages.<br />
<br />
== Méta-analyses ==<br />
<br />
Bartlett, L., Martin, A., Neil, A. L., Memish, K., Otahal, P., Kilpatrick, M., & Sanderson, K.(2019). A systematic review and meta-analysis of workplace mindfulness training randomized controlled trials. ''Journal of Occupational Health Psychology, 24'', 108–126.<br />
<br />
Boccia, M., Piccardi, L., & Guariglia, P. (2015). The meditative mind: a comprehensive meta-analysis of MRI studies. ''BioMed research international,'' 2015.<br />
<br />
Casedas, L., Pirruccio, V., Vadillo, M. A., & Lupianez,J. (2020). Does mindfulness meditation training enhance executive control? A systematic review and meta-analysis of randomized controlled trials in adults. ''Mindfulness, 11'', 411–424.<br />
<br />
Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. ''Clinical psychology review, 31''(3), 449-464.<br />
Donald, J. N., Sahdra, B. K., Van Zanden, B., Duineveld, J. J., Atkins, P. W., Marshall, S. L., & Ciarrochi, J. (2019). Does your mindfulness benefit others? A systematic review and meta‐analysis of the link between mindfulness and prosocial behaviour. ''British Journal of Psychology, 110''(1), 101-125.<br />
<br />
Goldberg, S. B., Riordan, K. M., Sun, S., & Davidson, R. J. (2021). The empirical status of mindfulness-based interventions: A systematic review of 44 meta-analyses of randomized controlled trials. ''Perspectives on Psychological Science'', 1745691620968771.<br />
<br />
Goyal, M., Singh, S., Sibinga, E. M., Gould, N. F., Rowland-Seymour, A., Sharma, R., . . . Shihab, H. M. (2014). Meditation programs for psychological stress and well-being: a systematic review and meta-analysis. ''JAMA internal medicine, 174''(3), 357-368.<br />
<br />
Eberth, J., & Sedlmeier, P. (2012). The effects of mindfulness meditation: a meta-analysis. ''Mindfulness, 3''(3), 174-189.<br />
<br />
Leyland, A., Rowse, G., & Emerson, L. M. (2019). Experimental effects of mindfulness inductions on self-regulation: Systematic review and meta-analysis. ''Emotion, 19''(1), 108.<br />
<br />
== Revues de littérature ==<br />
<br />
Black, D. S., & Slavich, G. M. (2016). Mindfulness meditation and the immune system: a systematic review of randomized controlled trials. ''Annals of the New York Academy of Sciences, 1373''(1), 13.<br />
<br />
Choi, E., Gruman, J. A., & Leonard, C. M. (2021). A balanced view of mindfulness at work. ''Organizational Psychology Review'', August 2021. doi:10.1177/20413866211036930<br />
<br />
Geiger, P. J., Boggero, I. A., Brake, C. A., Caldera, C. A., Combs, H. L., Peters, J. R., & Baer, R. A. (2016). Mindfulness-based interventions for older adults: a review of the effects on physical and emotional well-being. ''Mindfulness, 7''(2), 296-307.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., Hart, R., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on well-being and performance in the workplace: an inclusive systematic review of the empirical literature. ''European Journal of Work and Organizational Psychology, 26''(4), 492-513.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education, 61, 132-141.<br />
<br />
== Méthodes d'évaluation des interventions et des pratiques ==<br />
<br />
Baer, R. (2019). Assessment of mindfulness by self-report. ''Current opinion in psychology, 28,'' 42-48.<br />
<br />
Bergomi, C., Tschacher, W., & Kupper, Z. (2013). The assessment of mindfulness with self-report measures: Existing scales and open issues. ''Mindfulness, 4,'' 191–202.<br />
<br />
Choi, E., & Leroy, H. (2015). Methods of mindfulness: How mindfulness is studied in the workplace (?) <br />
<br />
Schmidt, S., Hinterberger, T., Lynch, S., Büssing, A., & Kohls, N. (2013). Assessment of mindfulness: Review on state of the art. ''Mindfulness, 4''(1), 3-17.<br />
<br />
Van Dam, N. T., Earleywine, M., & Borders, A. (2010). Measuring mindfulness? An item response theory analysis of the Mindful Attention Awareness Scale. ''Personality and individual differences, 49''(7), 805-810.Sauer, S., Walach, H.,<br />
<br />
== Les défis de la recherche ==<br />
<br />
Chiesa, A. (2013). The difficulty of defining mindfulness: Current thought and critical issues. ''Mindfulness, 4''(3), 255-268.<br />
<br />
Davidson, R. J., & Dahl, C. J. (2018). Outstanding challenges in scientific research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 62-65.<br />
<br />
Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. ''American Psychologist, 70''(7), 581. <br />
<br />
Grossman, P. (2011). Defining mindfulness by how poorly I think I pay attention during everyday awareness and other intractable problems for psychology's (re) invention of mindfulness: comment on Brown et al.(2011). <br />
<br />
Grossman, P., & Van Dam, N. T. (2011). Mindfulness, by any other name…: trials and tribulations of sati in western psychology and science. ''Contemporary Buddhism, 12''(1), 219-239. <br />
<br />
Sellman, E. M., & Buttarazzi, G. F. (2020). Adding lemon juice to poison – raising critical questions about the oxymoronic nature of mindfulness in education and its future direction. ''British Journal of Educational Studies, 68''(1), 61-78. doi:10.1080/00071005.2019.1581128<br />
<br />
Tang, Y. Y., & Posner, M. I. (2013). Tools of the trade: theory and method in mindfulness neuroscience. ''Social cognitive and affective neuroscience, 8''(1), 118-120.<br />
<br />
Van Dam, N. T., Van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., . . . Gorchov, J. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 36-61.<br />
<br />
== Éthique et pleine conscience (fondations et pratiques) ==<br />
Stanley, S., Ronald E., Nirbhay, P. et Singh, N. (attention : auteurs à vérifier) (2018). Handbook of Ethical Foundations of Mindfulness. (voir la série de publications : Mindfulness in Behavioral Health). Springer International Publishing AG.<br />
Article d'intérêt particulier : Sullivan, M. Postsecular Charisma: Thich Nhat Hanh and the Ethics of Mindfulness, 339-354.<br />
<br />
== Perspective critique ==<br />
<br />
Researching Happiness: Qualitative, Biographical and Critical Perspectives. (2021) Ouvrage collectif publié par Cieslik, M. Bristol University Press. 250 pages.<br />
Accessible en ligne : https://books.google.ca/books?hl=fr&lr=&id=0hguEAAAQBAJ&oi=fnd&pg=PP1&dq=mindfulness+and+biographical+practice&ots=YBynI7Nwdv&sig=8EfgpMfyxb7DQrRopdLTxrZxQNI&redir_esc=y#v=onepage&q=mindfulness%20and%20biographical%20practice&f=false<br />
Voir en particulier : <br />
- Hill, N. Happiness as an Effective Practice: Self, Suffering and Biography, p. 47 et ss. <br />
- Tross, D. Personal Happiness, Social Unhappiness: Understanding the Complexity of Individual Happiness Accounts, p. 69 et ss.<br />
<br />
== Pleine conscience et apprentissage des adultes ==<br />
<br />
Crumley, G., & Schutz, H. (2011). Short-duration mindfulness training with adult learners. ''Adult Learning, 22''(2), 37-42. <br />
<br />
Hyland, T. (2010). Mindfulness, adult learning and therapeutic education: integrating the cognitive and affective domains of learning. ''International Journal of Lifelong Education, 2''9(5), 517-532. doi:10.1080/02601370.2010.512792<br />
<br />
Hyland, T. (2014). Mindfulness-based interventions and the affective domain of education. ''Educational Studies, 40''(3), 277-291. doi:10.1080/03055698.2014.889596<br />
<br />
Hyland, T. (2016). The Limits of Mindfulness: Emerging Issues for Education. ''British Journal of Educational Studies, 6''4(1), 97-117. doi:10.1080/00071005.2015.1051946<br />
<br />
McCaw, C. T. (2020). Mindfulness ‘thick’ and ‘thin’— a critical review of the uses of mindfulness in education. ''Oxford Review of Education, 46''(2), 257-278. doi:10.1080/03054985.2019.1667759<br />
<br />
Owen, R. (2020). Using Mindfulness to Promote Transformative Learning in Implicit Racial Bias Training. ''Adult Learning, 32''(3), 125-131. doi:10.1177/1045159520981165<br />
<br />
== Pleine conscience, milieu de travail et performance ==<br />
<br />
Arslan, U. et Bayraktar-Uyar, B. (décembre 2020). Do Career Decidedness and Career Distress Influence Psychological and Subjective Wellbeing? The Mediating Role of Mindfulness. International Journal of Contemporary Educational Research. Vol. 7, No 2. 271-280.<br />
<br />
Bartz, D. E. (août 2018) Managers Utilizing Mindfulness and Flow to Maximize Job Performance and Satisfaction. International Journal of Education and Social Science. Vol. 5, No 7. 5 pages.<br />
<br />
Carleton, E. L., Barling, J. et Trivisonno, M. (2018) Leaders’ Trait Mindfulness and Transformational Leadership: The Mediating Roles of Leaders’ Positive Affect and Leadership Self-Efficacy. Canadian Journal of Behavioural Science. Vol. 50, No 3. 185-194.<br />
<br />
Sanyal, C. et Rigg, C. (2020) Integrating Mindfulness Into Leadership Development. Journal of Management Education. 1-22<br />
<br />
== Pleine conscience - les différentes pratiques ==<br />
<br />
Kamradt, J. M. (24 octobre 2017). Integrating Yoga into Psychotherapy: The Ethics of Moving from the Mind to the Mat. Complement Ther Clin Pract., Author Manuscript.<br />
<br />
Park, C. L., Riley, K. E. et collaborateurs. (2016). Why Practice Yoga? Practitioners’ Motivations for Adopting and Maintaining Yoga Practice. Journal of Health Psychology. Vol. 21 (6). 887-896.<br />
<br />
Saeed, A., Cunningham, K. et Bloch, R. M. (15 mai 2019). Depression and Anxiety Disorders: Benefits of Exercice, Yoga, and Meditation. American Family Physician. Vol. 99, No 10. 620 -625.<br />
<br />
Stone, M. (2018, revised edition). The Inner Tradition of Yoga. Shambhala Boulder. 244 pages.<br />
<br />
Weintraub, A. (2004). Yoga for Depression. Broadway Books. 285 pages.<br />
<br />
== Pleine conscience et pratiques biographiques (récits de vie) ==<br />
<br />
Beaudoin, J.-M., Recherche biographique en formation des adultes et dé standardisation des parcours de vie : bifurcation, transition et développement de l'agentivité. Actes du congrès de l'Actualité de la recherche en éducation et en formation (AREF), Université de Gevève, sept. 2010.<br />
<br />
Falk, J. Mindfulness and life stories. American Psychological Association. Juillet 2018<br />
https://www.apadivisions.org/division-32/news-events/mindfulness-narrative<br />
<br />
Les voies du récit. Pratiques biographiques en formation, intervention et recherche. Sous la direction de Bernard, M.-C., Tschopp, G. et Slovik, A. (2019) Éditions science et bien commun. 318 pages.<br />
<br />
== Pleine conscience et développement durable ==<br />
<br />
Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does emotional intelligence influence academic performance? The role of compassion and engagement in education for sustainable development. ''Sustainability, 13''(4), 1721. <br />
<br />
Frank, P., Fischer, D., & Wamsler, C. (2019). Mindfulness, Education, and the Sustainable Development Goals. ''Quality Education, Encyclopedia of the UN Sustainable Development Goals''; Leal Filho, W., Azul, L., Brandli, P., Özuyar, G., Wall, T., Eds, 1-11. <br />
<br />
Gómez-Olmedo, A. M., Valor, C., & Carrero, I. (2020). Mindfulness in education for sustainable development to nurture socioemotional competencies: A systematic review and meta-analysis. ''Environmental Education Research, 26''(11), 1527-1555. <br />
<br />
Thiermann, U. B., & Sheate, W. R. (2020). The way forward in mindfulness and sustainability: a critical review and research agenda. ''Journal of Cognitive Enhancement,'' 1-22.<br />
<br />
== À catégoriser ==<br />
<br />
Britton, W. B. (2019). Can mindfulness be too much of a good thing? The value of a middle way. ''Current Opinion in Psychology, 28'', 159–165.<br />
<br />
Cheung, S. Y., Huang, E. G., Chang, S., & Wei, L. (2020). Does being mindful make people more creative at work? The role of creative process engagement and perceived leader humility. ''Organizational Behavior and Human Decision Processes, 159'', 39–48.<br />
<br />
Kortagen, F. (2017). Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and teaching: theory and practice. Vol. 23, No 4, 387-405.<br />
<br />
Kortagen, F. et Vasalos, A. (2005). Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: theory and practice. Vol. 11, No 1. 47-71.<br />
<br />
Norman, E. Metacognition and Mindfulness: the Role of Fringe Consciousness. Mindfulness, 2017, pp. 95-100.<br />
<br />
Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. ''Nature Reviews Neuroscience, 16''(4), 213-225.<br />
<br />
Traité de psychologie de la motivation, ouvrage collectif sous la direction de Carré, P. et Fenouillet, F. (2009). Dunod. 404 pages.</div>Cvennehttps://wiki.teluq.ca/wikitedia/index.php?title=Pleine_conscience_en_%C3%A9ducation&diff=18958Pleine conscience en éducation2021-09-08T14:26:39Z<p>Cvenne : </p>
<hr />
<div>== Général ==<br />
<br />
Kabat-Zinn, J. Full Catastrophe Living. (1990 et 2013). New York: Bantam Books Trade Paperbacks. 650 pages.<br />
<br />
L’accompagnement du développement personnel et professionnel en éducation, s’accompagner, accompagner, être accompagner, ouvrage collectif, sous la direction de Rondeau, K. et Jutras, F. (2019) Presses de l’Université du Québec. 183 pages.<br />
<br />
L’adulte en formation… pour devenir soi, Espaces, passages, débats et défis, ouvrage collectif sous la direction de Doucet, M. et Thériault. (2019). M. Presses de l’Université du Québec.<br />
<br />
Ostafin, B. D., Robinson, M. D., & Meier, B. P. (2015). ''Handbook of mindfulness and self-regulation'': Springer.<br />
<br />
Pleine conscience et relation d'aide. (2018) Sous la direction de Devault, A. et Pérodeau, G. Presses de l'Université Laval. 273 pages.<br />
<br />
== Méta-analyses ==<br />
<br />
Bartlett, L., Martin, A., Neil, A. L., Memish, K., Otahal, P., Kilpatrick, M., & Sanderson, K.(2019). A systematic review and meta-analysis of workplace mindfulness training randomized controlled trials. ''Journal of Occupational Health Psychology, 24'', 108–126.<br />
<br />
Boccia, M., Piccardi, L., & Guariglia, P. (2015). The meditative mind: a comprehensive meta-analysis of MRI studies. ''BioMed research international,'' 2015.<br />
<br />
Casedas, L., Pirruccio, V., Vadillo, M. A., & Lupianez,J. (2020). Does mindfulness meditation training enhance executive control? A systematic review and meta-analysis of randomized controlled trials in adults. ''Mindfulness, 11'', 411–424.<br />
<br />
Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. ''Clinical psychology review, 31''(3), 449-464.<br />
Donald, J. N., Sahdra, B. K., Van Zanden, B., Duineveld, J. J., Atkins, P. W., Marshall, S. L., & Ciarrochi, J. (2019). Does your mindfulness benefit others? A systematic review and meta‐analysis of the link between mindfulness and prosocial behaviour. ''British Journal of Psychology, 110''(1), 101-125.<br />
<br />
Goldberg, S. B., Riordan, K. M., Sun, S., & Davidson, R. J. (2021). The empirical status of mindfulness-based interventions: A systematic review of 44 meta-analyses of randomized controlled trials. ''Perspectives on Psychological Science'', 1745691620968771.<br />
<br />
Goyal, M., Singh, S., Sibinga, E. M., Gould, N. F., Rowland-Seymour, A., Sharma, R., . . . Shihab, H. M. (2014). Meditation programs for psychological stress and well-being: a systematic review and meta-analysis. ''JAMA internal medicine, 174''(3), 357-368.<br />
<br />
Eberth, J., & Sedlmeier, P. (2012). The effects of mindfulness meditation: a meta-analysis. ''Mindfulness, 3''(3), 174-189.<br />
<br />
Leyland, A., Rowse, G., & Emerson, L. M. (2019). Experimental effects of mindfulness inductions on self-regulation: Systematic review and meta-analysis. ''Emotion, 19''(1), 108.<br />
<br />
== Revues de littérature ==<br />
<br />
Black, D. S., & Slavich, G. M. (2016). Mindfulness meditation and the immune system: a systematic review of randomized controlled trials. ''Annals of the New York Academy of Sciences, 1373''(1), 13.<br />
<br />
Choi, E., Gruman, J. A., & Leonard, C. M. (2021). A balanced view of mindfulness at work. ''Organizational Psychology Review'', August 2021. doi:10.1177/20413866211036930<br />
<br />
Geiger, P. J., Boggero, I. A., Brake, C. A., Caldera, C. A., Combs, H. L., Peters, J. R., & Baer, R. A. (2016). Mindfulness-based interventions for older adults: a review of the effects on physical and emotional well-being. ''Mindfulness, 7''(2), 296-307.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., Hart, R., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on well-being and performance in the workplace: an inclusive systematic review of the empirical literature. ''European Journal of Work and Organizational Psychology, 26''(4), 492-513.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education, 61, 132-141.<br />
<br />
== Méthodes d'évaluation des interventions et des pratiques ==<br />
<br />
Baer, R. (2019). Assessment of mindfulness by self-report. ''Current opinion in psychology, 28,'' 42-48.<br />
<br />
Bergomi, C., Tschacher, W., & Kupper, Z. (2013). The assessment of mindfulness with self-report measures: Existing scales and open issues. ''Mindfulness, 4,'' 191–202.<br />
<br />
Choi, E., & Leroy, H. (2015). Methods of mindfulness: How mindfulness is studied in the workplace (?) <br />
<br />
Schmidt, S., Hinterberger, T., Lynch, S., Büssing, A., & Kohls, N. (2013). Assessment of mindfulness: Review on state of the art. ''Mindfulness, 4''(1), 3-17.<br />
<br />
Van Dam, N. T., Earleywine, M., & Borders, A. (2010). Measuring mindfulness? An item response theory analysis of the Mindful Attention Awareness Scale. ''Personality and individual differences, 49''(7), 805-810.Sauer, S., Walach, H.,<br />
<br />
== Les défis de la recherche ==<br />
<br />
Chiesa, A. (2013). The difficulty of defining mindfulness: Current thought and critical issues. ''Mindfulness, 4''(3), 255-268.<br />
<br />
Davidson, R. J., & Dahl, C. J. (2018). Outstanding challenges in scientific research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 62-65.<br />
<br />
Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. ''American Psychologist, 70''(7), 581. <br />
<br />
Grossman, P. (2011). Defining mindfulness by how poorly I think I pay attention during everyday awareness and other intractable problems for psychology's (re) invention of mindfulness: comment on Brown et al.(2011). <br />
<br />
Grossman, P., & Van Dam, N. T. (2011). Mindfulness, by any other name…: trials and tribulations of sati in western psychology and science. ''Contemporary Buddhism, 12''(1), 219-239. <br />
<br />
Sellman, E. M., & Buttarazzi, G. F. (2020). Adding lemon juice to poison – raising critical questions about the oxymoronic nature of mindfulness in education and its future direction. ''British Journal of Educational Studies, 68''(1), 61-78. doi:10.1080/00071005.2019.1581128<br />
<br />
Tang, Y. Y., & Posner, M. I. (2013). Tools of the trade: theory and method in mindfulness neuroscience. ''Social cognitive and affective neuroscience, 8''(1), 118-120.<br />
<br />
Van Dam, N. T., Van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., . . . Gorchov, J. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 36-61.<br />
<br />
== Éthique et pleine conscience (fondations et pratiques) ==<br />
Stanley, S., Ronald E., Nirbhay, P. et Singh, N. (attention : auteurs à vérifier) (2018). Handbook of Ethical Foundations of Mindfulness. (voir la série de publications : Mindfulness in Behavioral Health). Springer International Publishing AG.<br />
Article d'intérêt particulier : Sullivan, M. Postsecular Charisma: Thich Nhat Hanh and the Ethics of Mindfulness, 339-354<br />
<br />
== Pleine conscience et apprentissage des adultes ==<br />
<br />
Crumley, G., & Schutz, H. (2011). Short-duration mindfulness training with adult learners. ''Adult Learning, 22''(2), 37-42. <br />
<br />
Hyland, T. (2010). Mindfulness, adult learning and therapeutic education: integrating the cognitive and affective domains of learning. ''International Journal of Lifelong Education, 2''9(5), 517-532. doi:10.1080/02601370.2010.512792<br />
<br />
Hyland, T. (2014). Mindfulness-based interventions and the affective domain of education. ''Educational Studies, 40''(3), 277-291. doi:10.1080/03055698.2014.889596<br />
<br />
Hyland, T. (2016). The Limits of Mindfulness: Emerging Issues for Education. ''British Journal of Educational Studies, 6''4(1), 97-117. doi:10.1080/00071005.2015.1051946<br />
<br />
McCaw, C. T. (2020). Mindfulness ‘thick’ and ‘thin’— a critical review of the uses of mindfulness in education. ''Oxford Review of Education, 46''(2), 257-278. doi:10.1080/03054985.2019.1667759<br />
<br />
Owen, R. (2020). Using Mindfulness to Promote Transformative Learning in Implicit Racial Bias Training. ''Adult Learning, 32''(3), 125-131. doi:10.1177/1045159520981165<br />
<br />
== Pleine conscience, milieu de travail et performance ==<br />
<br />
Arslan, U. et Bayraktar-Uyar, B. (décembre 2020). Do Career Decidedness and Career Distress Influence Psychological and Subjective Wellbeing? The Mediating Role of Mindfulness. International Journal of Contemporary Educational Research. Vol. 7, No 2. 271-280.<br />
<br />
Bartz, D. E. (août 2018) Managers Utilizing Mindfulness and Flow to Maximize Job Performance and Satisfaction. International Journal of Education and Social Science. Vol. 5, No 7. 5 pages.<br />
<br />
Carleton, E. L., Barling, J. et Trivisonno, M. (2018) Leaders’ Trait Mindfulness and Transformational Leadership: The Mediating Roles of Leaders’ Positive Affect and Leadership Self-Efficacy. Canadian Journal of Behavioural Science. Vol. 50, No 3. 185-194.<br />
<br />
Sanyal, C. et Rigg, C. (2020) Integrating Mindfulness Into Leadership Development. Journal of Management Education. 1-22<br />
<br />
== Pleine conscience - les différentes pratiques ==<br />
<br />
Kamradt, J. M. (24 octobre 2017). Integrating Yoga into Psychotherapy: The Ethics of Moving from the Mind to the Mat. Complement Ther Clin Pract., Author Manuscript.<br />
<br />
Park, C. L., Riley, K. E. et collaborateurs. (2016). Why Practice Yoga? Practitioners’ Motivations for Adopting and Maintaining Yoga Practice. Journal of Health Psychology. Vol. 21 (6). 887-896.<br />
<br />
Saeed, A., Cunningham, K. et Bloch, R. M. (15 mai 2019). Depression and Anxiety Disorders: Benefits of Exercice, Yoga, and Meditation. American Family Physician. Vol. 99, No 10. 620 -625.<br />
<br />
Stone, M. (2018, revised edition). The Inner Tradition of Yoga. Shambhala Boulder. 244 pages.<br />
<br />
Weintraub, A. (2004). Yoga for Depression. Broadway Books. 285 pages.<br />
<br />
== Pleine conscience et pratiques biographiques (récits de vie) ==<br />
<br />
Beaudoin, J.-M., Recherche biographique en formation des adultes et dé standardisation des parcours de vie : bifurcation, transition et développement de l'agentivité. Actes du congrès de l'Actualité de la recherche en éducation et en formation (AREF), Université de Gevève, sept. 2010.<br />
<br />
Falk, J. Mindfulness and life stories. American Psychological Association. Juillet 2018<br />
https://www.apadivisions.org/division-32/news-events/mindfulness-narrative<br />
<br />
Les voies du récit. Pratiques biographiques en formation, intervention et recherche. Sous la direction de Bernard, M.-C., Tschopp, G. et Slovik, A. (2019) Éditions science et bien commun. 318 pages.<br />
<br />
== Pleine conscience et développement durable ==<br />
<br />
Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does emotional intelligence influence academic performance? The role of compassion and engagement in education for sustainable development. ''Sustainability, 13''(4), 1721. <br />
<br />
Frank, P., Fischer, D., & Wamsler, C. (2019). Mindfulness, Education, and the Sustainable Development Goals. ''Quality Education, Encyclopedia of the UN Sustainable Development Goals''; Leal Filho, W., Azul, L., Brandli, P., Özuyar, G., Wall, T., Eds, 1-11. <br />
<br />
Gómez-Olmedo, A. M., Valor, C., & Carrero, I. (2020). Mindfulness in education for sustainable development to nurture socioemotional competencies: A systematic review and meta-analysis. ''Environmental Education Research, 26''(11), 1527-1555. <br />
<br />
Thiermann, U. B., & Sheate, W. R. (2020). The way forward in mindfulness and sustainability: a critical review and research agenda. ''Journal of Cognitive Enhancement,'' 1-22.<br />
<br />
== À catégoriser ==<br />
<br />
Britton, W. B. (2019). Can mindfulness be too much of a good thing? The value of a middle way. ''Current Opinion in Psychology, 28'', 159–165.<br />
<br />
Cheung, S. Y., Huang, E. G., Chang, S., & Wei, L. (2020). Does being mindful make people more creative at work? The role of creative process engagement and perceived leader humility. ''Organizational Behavior and Human Decision Processes, 159'', 39–48.<br />
<br />
Kortagen, F. (2017). Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and teaching: theory and practice. Vol. 23, No 4, 387-405.<br />
<br />
Kortagen, F. et Vasalos, A. (2005). Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: theory and practice. Vol. 11, No 1. 47-71.<br />
<br />
Norman, E. Metacognition and Mindfulness: the Role of Fringe Consciousness. Mindfulness, 2017, pp. 95-100.<br />
<br />
Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. ''Nature Reviews Neuroscience, 16''(4), 213-225.<br />
<br />
Traité de psychologie de la motivation, ouvrage collectif sous la direction de Carré, P. et Fenouillet, F. (2009). Dunod. 404 pages.</div>Cvennehttps://wiki.teluq.ca/wikitedia/index.php?title=Pleine_conscience_en_%C3%A9ducation&diff=18957Pleine conscience en éducation2021-09-08T14:13:26Z<p>Cvenne : /* Pleine conscience et pratiques biographiques (récits de vie) */</p>
<hr />
<div>== Général ==<br />
<br />
Kabat-Zinn, J. Full Catastrophe Living. (1990 et 2013). New York: Bantam Books Trade Paperbacks. 650 pages.<br />
<br />
L’accompagnement du développement personnel et professionnel en éducation, s’accompagner, accompagner, être accompagner, ouvrage collectif, sous la direction de Rondeau, K. et Jutras, F. (2019) Presses de l’Université du Québec. 183 pages.<br />
<br />
L’adulte en formation… pour devenir soi, Espaces, passages, débats et défis, ouvrage collectif sous la direction de Doucet, M. et Thériault. (2019). M. Presses de l’Université du Québec.<br />
<br />
Ostafin, B. D., Robinson, M. D., & Meier, B. P. (2015). ''Handbook of mindfulness and self-regulation'': Springer.<br />
<br />
Pleine conscience et relation d'aide. (2018) Sous la direction de Devault, A. et Pérodeau, G. Presses de l'Université Laval. 273 pages.<br />
<br />
== Méta-analyses ==<br />
<br />
Bartlett, L., Martin, A., Neil, A. L., Memish, K., Otahal, P., Kilpatrick, M., & Sanderson, K.(2019). A systematic review and meta-analysis of workplace mindfulness training randomized controlled trials. ''Journal of Occupational Health Psychology, 24'', 108–126.<br />
<br />
Boccia, M., Piccardi, L., & Guariglia, P. (2015). The meditative mind: a comprehensive meta-analysis of MRI studies. ''BioMed research international,'' 2015.<br />
<br />
Casedas, L., Pirruccio, V., Vadillo, M. A., & Lupianez,J. (2020). Does mindfulness meditation training enhance executive control? A systematic review and meta-analysis of randomized controlled trials in adults. ''Mindfulness, 11'', 411–424.<br />
<br />
Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. ''Clinical psychology review, 31''(3), 449-464.<br />
Donald, J. N., Sahdra, B. K., Van Zanden, B., Duineveld, J. J., Atkins, P. W., Marshall, S. L., & Ciarrochi, J. (2019). Does your mindfulness benefit others? A systematic review and meta‐analysis of the link between mindfulness and prosocial behaviour. ''British Journal of Psychology, 110''(1), 101-125.<br />
<br />
Goldberg, S. B., Riordan, K. M., Sun, S., & Davidson, R. J. (2021). The empirical status of mindfulness-based interventions: A systematic review of 44 meta-analyses of randomized controlled trials. ''Perspectives on Psychological Science'', 1745691620968771.<br />
<br />
Goyal, M., Singh, S., Sibinga, E. M., Gould, N. F., Rowland-Seymour, A., Sharma, R., . . . Shihab, H. M. (2014). Meditation programs for psychological stress and well-being: a systematic review and meta-analysis. ''JAMA internal medicine, 174''(3), 357-368.<br />
<br />
Eberth, J., & Sedlmeier, P. (2012). The effects of mindfulness meditation: a meta-analysis. ''Mindfulness, 3''(3), 174-189.<br />
<br />
Leyland, A., Rowse, G., & Emerson, L. M. (2019). Experimental effects of mindfulness inductions on self-regulation: Systematic review and meta-analysis. ''Emotion, 19''(1), 108.<br />
<br />
== Revues de littérature ==<br />
<br />
Black, D. S., & Slavich, G. M. (2016). Mindfulness meditation and the immune system: a systematic review of randomized controlled trials. ''Annals of the New York Academy of Sciences, 1373''(1), 13.<br />
<br />
Choi, E., Gruman, J. A., & Leonard, C. M. (2021). A balanced view of mindfulness at work. ''Organizational Psychology Review'', August 2021. doi:10.1177/20413866211036930<br />
<br />
Geiger, P. J., Boggero, I. A., Brake, C. A., Caldera, C. A., Combs, H. L., Peters, J. R., & Baer, R. A. (2016). Mindfulness-based interventions for older adults: a review of the effects on physical and emotional well-being. ''Mindfulness, 7''(2), 296-307.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., Hart, R., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on well-being and performance in the workplace: an inclusive systematic review of the empirical literature. ''European Journal of Work and Organizational Psychology, 26''(4), 492-513.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education, 61, 132-141.<br />
<br />
== Méthodes d'évaluation des interventions et des pratiques ==<br />
<br />
Baer, R. (2019). Assessment of mindfulness by self-report. ''Current opinion in psychology, 28,'' 42-48.<br />
<br />
Bergomi, C., Tschacher, W., & Kupper, Z. (2013). The assessment of mindfulness with self-report measures: Existing scales and open issues. ''Mindfulness, 4,'' 191–202.<br />
<br />
Choi, E., & Leroy, H. (2015). Methods of mindfulness: How mindfulness is studied in the workplace (?) <br />
<br />
Schmidt, S., Hinterberger, T., Lynch, S., Büssing, A., & Kohls, N. (2013). Assessment of mindfulness: Review on state of the art. ''Mindfulness, 4''(1), 3-17.<br />
<br />
Van Dam, N. T., Earleywine, M., & Borders, A. (2010). Measuring mindfulness? An item response theory analysis of the Mindful Attention Awareness Scale. ''Personality and individual differences, 49''(7), 805-810.Sauer, S., Walach, H.,<br />
<br />
== Les défis de la recherche ==<br />
<br />
Chiesa, A. (2013). The difficulty of defining mindfulness: Current thought and critical issues. ''Mindfulness, 4''(3), 255-268.<br />
<br />
Davidson, R. J., & Dahl, C. J. (2018). Outstanding challenges in scientific research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 62-65.<br />
<br />
Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. ''American Psychologist, 70''(7), 581. <br />
<br />
Grossman, P. (2011). Defining mindfulness by how poorly I think I pay attention during everyday awareness and other intractable problems for psychology's (re) invention of mindfulness: comment on Brown et al.(2011). <br />
<br />
Grossman, P., & Van Dam, N. T. (2011). Mindfulness, by any other name…: trials and tribulations of sati in western psychology and science. ''Contemporary Buddhism, 12''(1), 219-239. <br />
<br />
Sellman, E. M., & Buttarazzi, G. F. (2020). Adding lemon juice to poison – raising critical questions about the oxymoronic nature of mindfulness in education and its future direction. ''British Journal of Educational Studies, 68''(1), 61-78. doi:10.1080/00071005.2019.1581128<br />
<br />
Tang, Y. Y., & Posner, M. I. (2013). Tools of the trade: theory and method in mindfulness neuroscience. ''Social cognitive and affective neuroscience, 8''(1), 118-120.<br />
<br />
Van Dam, N. T., Van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., . . . Gorchov, J. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 36-61.<br />
<br />
== Pleine conscience et apprentissage des adultes ==<br />
<br />
Crumley, G., & Schutz, H. (2011). Short-duration mindfulness training with adult learners. ''Adult Learning, 22''(2), 37-42. <br />
<br />
Hyland, T. (2010). Mindfulness, adult learning and therapeutic education: integrating the cognitive and affective domains of learning. ''International Journal of Lifelong Education, 2''9(5), 517-532. doi:10.1080/02601370.2010.512792<br />
<br />
Hyland, T. (2014). Mindfulness-based interventions and the affective domain of education. ''Educational Studies, 40''(3), 277-291. doi:10.1080/03055698.2014.889596<br />
<br />
Hyland, T. (2016). The Limits of Mindfulness: Emerging Issues for Education. ''British Journal of Educational Studies, 6''4(1), 97-117. doi:10.1080/00071005.2015.1051946<br />
<br />
McCaw, C. T. (2020). Mindfulness ‘thick’ and ‘thin’— a critical review of the uses of mindfulness in education. ''Oxford Review of Education, 46''(2), 257-278. doi:10.1080/03054985.2019.1667759<br />
<br />
Owen, R. (2020). Using Mindfulness to Promote Transformative Learning in Implicit Racial Bias Training. ''Adult Learning, 32''(3), 125-131. doi:10.1177/1045159520981165<br />
<br />
== Pleine conscience, milieu de travail et performance ==<br />
<br />
Arslan, U. et Bayraktar-Uyar, B. (décembre 2020). Do Career Decidedness and Career Distress Influence Psychological and Subjective Wellbeing? The Mediating Role of Mindfulness. International Journal of Contemporary Educational Research. Vol. 7, No 2. 271-280.<br />
<br />
Bartz, D. E. (août 2018) Managers Utilizing Mindfulness and Flow to Maximize Job Performance and Satisfaction. International Journal of Education and Social Science. Vol. 5, No 7. 5 pages.<br />
<br />
Carleton, E. L., Barling, J. et Trivisonno, M. (2018) Leaders’ Trait Mindfulness and Transformational Leadership: The Mediating Roles of Leaders’ Positive Affect and Leadership Self-Efficacy. Canadian Journal of Behavioural Science. Vol. 50, No 3. 185-194.<br />
<br />
Sanyal, C. et Rigg, C. (2020) Integrating Mindfulness Into Leadership Development. Journal of Management Education. 1-22<br />
<br />
== Pleine conscience - les différentes pratiques ==<br />
<br />
Kamradt, J. M. (24 octobre 2017). Integrating Yoga into Psychotherapy: The Ethics of Moving from the Mind to the Mat. Complement Ther Clin Pract., Author Manuscript.<br />
<br />
Park, C. L., Riley, K. E. et collaborateurs. (2016). Why Practice Yoga? Practitioners’ Motivations for Adopting and Maintaining Yoga Practice. Journal of Health Psychology. Vol. 21 (6). 887-896.<br />
<br />
Saeed, A., Cunningham, K. et Bloch, R. M. (15 mai 2019). Depression and Anxiety Disorders: Benefits of Exercice, Yoga, and Meditation. American Family Physician. Vol. 99, No 10. 620 -625.<br />
<br />
Stone, M. (2018, revised edition). The Inner Tradition of Yoga. Shambhala Boulder. 244 pages.<br />
<br />
Weintraub, A. (2004). Yoga for Depression. Broadway Books. 285 pages.<br />
<br />
== Pleine conscience et pratiques biographiques (récits de vie) ==<br />
<br />
Beaudoin, J.-M., Recherche biographique en formation des adultes et dé standardisation des parcours de vie : bifurcation, transition et développement de l'agentivité. Actes du congrès de l'Actualité de la recherche en éducation et en formation (AREF), Université de Gevève, sept. 2010.<br />
<br />
Falk, J. Mindfulness and life stories. American Psychological Association. Juillet 2018<br />
https://www.apadivisions.org/division-32/news-events/mindfulness-narrative<br />
<br />
Les voies du récit. Pratiques biographiques en formation, intervention et recherche. Sous la direction de Bernard, M.-C., Tschopp, G. et Slovik, A. (2019) Éditions science et bien commun. 318 pages.<br />
<br />
== Pleine conscience et développement durable ==<br />
<br />
Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does emotional intelligence influence academic performance? The role of compassion and engagement in education for sustainable development. ''Sustainability, 13''(4), 1721. <br />
<br />
Frank, P., Fischer, D., & Wamsler, C. (2019). Mindfulness, Education, and the Sustainable Development Goals. ''Quality Education, Encyclopedia of the UN Sustainable Development Goals''; Leal Filho, W., Azul, L., Brandli, P., Özuyar, G., Wall, T., Eds, 1-11. <br />
<br />
Gómez-Olmedo, A. M., Valor, C., & Carrero, I. (2020). Mindfulness in education for sustainable development to nurture socioemotional competencies: A systematic review and meta-analysis. ''Environmental Education Research, 26''(11), 1527-1555. <br />
<br />
Thiermann, U. B., & Sheate, W. R. (2020). The way forward in mindfulness and sustainability: a critical review and research agenda. ''Journal of Cognitive Enhancement,'' 1-22.<br />
<br />
== À catégoriser ==<br />
<br />
Britton, W. B. (2019). Can mindfulness be too much of a good thing? The value of a middle way. ''Current Opinion in Psychology, 28'', 159–165.<br />
<br />
Cheung, S. Y., Huang, E. G., Chang, S., & Wei, L. (2020). Does being mindful make people more creative at work? The role of creative process engagement and perceived leader humility. ''Organizational Behavior and Human Decision Processes, 159'', 39–48.<br />
<br />
Kortagen, F. (2017). Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and teaching: theory and practice. Vol. 23, No 4, 387-405.<br />
<br />
Kortagen, F. et Vasalos, A. (2005). Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: theory and practice. Vol. 11, No 1. 47-71.<br />
<br />
Norman, E. Metacognition and Mindfulness: the Role of Fringe Consciousness. Mindfulness, 2017, pp. 95-100.<br />
<br />
Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. ''Nature Reviews Neuroscience, 16''(4), 213-225.<br />
<br />
Traité de psychologie de la motivation, ouvrage collectif sous la direction de Carré, P. et Fenouillet, F. (2009). Dunod. 404 pages.</div>Cvennehttps://wiki.teluq.ca/wikitedia/index.php?title=Pleine_conscience_en_%C3%A9ducation&diff=18953Pleine conscience en éducation2021-09-02T17:59:02Z<p>Cvenne : </p>
<hr />
<div>== Général ==<br />
<br />
Kabat-Zinn, J. Full Catastrophe Living. (1990 et 2013). New York: Bantam Books Trade Paperbacks. 650 pages.<br />
<br />
L’accompagnement du développement personnel et professionnel en éducation, s’accompagner, accompagner, être accompagner, ouvrage collectif, sous la direction de Rondeau, K. et Jutras, F. (2019) Presses de l’Université du Québec. 183 pages.<br />
<br />
L’adulte en formation… pour devenir soi, Espaces, passages, débats et défis, ouvrage collectif sous la direction de Doucet, M. et Thériault. (2019). M. Presses de l’Université du Québec.<br />
<br />
Ostafin, B. D., Robinson, M. D., & Meier, B. P. (2015). ''Handbook of mindfulness and self-regulation'': Springer.<br />
<br />
Pleine conscience et relation d'aide. (2018) Sous la direction de Devault, A. et Pérodeau, G. Presses de l'Université Laval. 273 pages.<br />
<br />
== Méta-analyses ==<br />
<br />
Bartlett, L., Martin, A., Neil, A. L., Memish, K., Otahal, P., Kilpatrick, M., & Sanderson, K.(2019). A systematic review and meta-analysis of workplace mindfulness training randomized controlled trials. ''Journal of Occupational Health Psychology, 24'', 108–126.<br />
<br />
Boccia, M., Piccardi, L., & Guariglia, P. (2015). The meditative mind: a comprehensive meta-analysis of MRI studies. ''BioMed research international,'' 2015.<br />
<br />
Casedas, L., Pirruccio, V., Vadillo, M. A., & Lupianez,J. (2020). Does mindfulness meditation training enhance executive control? A systematic review and meta-analysis of randomized controlled trials in adults. ''Mindfulness, 11'', 411–424.<br />
<br />
Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. ''Clinical psychology review, 31''(3), 449-464.<br />
Donald, J. N., Sahdra, B. K., Van Zanden, B., Duineveld, J. J., Atkins, P. W., Marshall, S. L., & Ciarrochi, J. (2019). Does your mindfulness benefit others? A systematic review and meta‐analysis of the link between mindfulness and prosocial behaviour. ''British Journal of Psychology, 110''(1), 101-125.<br />
<br />
Goldberg, S. B., Riordan, K. M., Sun, S., & Davidson, R. J. (2021). The empirical status of mindfulness-based interventions: A systematic review of 44 meta-analyses of randomized controlled trials. ''Perspectives on Psychological Science'', 1745691620968771.<br />
<br />
Goyal, M., Singh, S., Sibinga, E. M., Gould, N. F., Rowland-Seymour, A., Sharma, R., . . . Shihab, H. M. (2014). Meditation programs for psychological stress and well-being: a systematic review and meta-analysis. ''JAMA internal medicine, 174''(3), 357-368.<br />
<br />
Eberth, J., & Sedlmeier, P. (2012). The effects of mindfulness meditation: a meta-analysis. ''Mindfulness, 3''(3), 174-189.<br />
<br />
Leyland, A., Rowse, G., & Emerson, L. M. (2019). Experimental effects of mindfulness inductions on self-regulation: Systematic review and meta-analysis. ''Emotion, 19''(1), 108.<br />
<br />
== Revues de littérature ==<br />
<br />
Black, D. S., & Slavich, G. M. (2016). Mindfulness meditation and the immune system: a systematic review of randomized controlled trials. ''Annals of the New York Academy of Sciences, 1373''(1), 13.<br />
<br />
Choi, E., Gruman, J. A., & Leonard, C. M. (2021). A balanced view of mindfulness at work. ''Organizational Psychology Review'', August 2021. doi:10.1177/20413866211036930<br />
<br />
Geiger, P. J., Boggero, I. A., Brake, C. A., Caldera, C. A., Combs, H. L., Peters, J. R., & Baer, R. A. (2016). Mindfulness-based interventions for older adults: a review of the effects on physical and emotional well-being. ''Mindfulness, 7''(2), 296-307.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., Hart, R., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on well-being and performance in the workplace: an inclusive systematic review of the empirical literature. ''European Journal of Work and Organizational Psychology, 26''(4), 492-513.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education, 61, 132-141.<br />
<br />
== Méthodes d'évaluation des interventions et des pratiques ==<br />
<br />
Baer, R. (2019). Assessment of mindfulness by self-report. ''Current opinion in psychology, 28,'' 42-48.<br />
<br />
Bergomi, C., Tschacher, W., & Kupper, Z. (2013). The assessment of mindfulness with self-report measures: Existing scales and open issues. ''Mindfulness, 4,'' 191–202.<br />
<br />
Choi, E., & Leroy, H. (2015). Methods of mindfulness: How mindfulness is studied in the workplace (?) <br />
<br />
Schmidt, S., Hinterberger, T., Lynch, S., Büssing, A., & Kohls, N. (2013). Assessment of mindfulness: Review on state of the art. ''Mindfulness, 4''(1), 3-17.<br />
<br />
Van Dam, N. T., Earleywine, M., & Borders, A. (2010). Measuring mindfulness? An item response theory analysis of the Mindful Attention Awareness Scale. ''Personality and individual differences, 49''(7), 805-810.Sauer, S., Walach, H.,<br />
<br />
== Les défis de la recherche ==<br />
<br />
Chiesa, A. (2013). The difficulty of defining mindfulness: Current thought and critical issues. ''Mindfulness, 4''(3), 255-268.<br />
<br />
Davidson, R. J., & Dahl, C. J. (2018). Outstanding challenges in scientific research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 62-65.<br />
<br />
Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. ''American Psychologist, 70''(7), 581. <br />
<br />
Grossman, P. (2011). Defining mindfulness by how poorly I think I pay attention during everyday awareness and other intractable problems for psychology's (re) invention of mindfulness: comment on Brown et al.(2011). <br />
<br />
Grossman, P., & Van Dam, N. T. (2011). Mindfulness, by any other name…: trials and tribulations of sati in western psychology and science. ''Contemporary Buddhism, 12''(1), 219-239. <br />
<br />
Sellman, E. M., & Buttarazzi, G. F. (2020). Adding lemon juice to poison – raising critical questions about the oxymoronic nature of mindfulness in education and its future direction. ''British Journal of Educational Studies, 68''(1), 61-78. doi:10.1080/00071005.2019.1581128<br />
<br />
Tang, Y. Y., & Posner, M. I. (2013). Tools of the trade: theory and method in mindfulness neuroscience. ''Social cognitive and affective neuroscience, 8''(1), 118-120.<br />
<br />
Van Dam, N. T., Van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., . . . Gorchov, J. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 36-61.<br />
<br />
== Pleine conscience et apprentissage des adultes ==<br />
<br />
Crumley, G., & Schutz, H. (2011). Short-duration mindfulness training with adult learners. ''Adult Learning, 22''(2), 37-42. <br />
<br />
Hyland, T. (2010). Mindfulness, adult learning and therapeutic education: integrating the cognitive and affective domains of learning. ''International Journal of Lifelong Education, 2''9(5), 517-532. doi:10.1080/02601370.2010.512792<br />
<br />
Hyland, T. (2014). Mindfulness-based interventions and the affective domain of education. ''Educational Studies, 40''(3), 277-291. doi:10.1080/03055698.2014.889596<br />
<br />
Hyland, T. (2016). The Limits of Mindfulness: Emerging Issues for Education. ''British Journal of Educational Studies, 6''4(1), 97-117. doi:10.1080/00071005.2015.1051946<br />
<br />
McCaw, C. T. (2020). Mindfulness ‘thick’ and ‘thin’— a critical review of the uses of mindfulness in education. ''Oxford Review of Education, 46''(2), 257-278. doi:10.1080/03054985.2019.1667759<br />
<br />
Owen, R. (2020). Using Mindfulness to Promote Transformative Learning in Implicit Racial Bias Training. ''Adult Learning, 32''(3), 125-131. doi:10.1177/1045159520981165<br />
<br />
== Pleine conscience, milieu de travail et performance ==<br />
<br />
Arslan, U. et Bayraktar-Uyar, B. (décembre 2020). Do Career Decidedness and Career Distress Influence Psychological and Subjective Wellbeing? The Mediating Role of Mindfulness. International Journal of Contemporary Educational Research. Vol. 7, No 2. 271-280.<br />
<br />
Bartz, D. E. (août 2018) Managers Utilizing Mindfulness and Flow to Maximize Job Performance and Satisfaction. International Journal of Education and Social Science. Vol. 5, No 7. 5 pages.<br />
<br />
Carleton, E. L., Barling, J. et Trivisonno, M. (2018) Leaders’ Trait Mindfulness and Transformational Leadership: The Mediating Roles of Leaders’ Positive Affect and Leadership Self-Efficacy. Canadian Journal of Behavioural Science. Vol. 50, No 3. 185-194.<br />
<br />
Sanyal, C. et Rigg, C. (2020) Integrating Mindfulness Into Leadership Development. Journal of Management Education. 1-22<br />
<br />
== Pleine conscience - les différentes pratiques ==<br />
<br />
Kamradt, J. M. (24 octobre 2017). Integrating Yoga into Psychotherapy: The Ethics of Moving from the Mind to the Mat. Complement Ther Clin Pract., Author Manuscript.<br />
<br />
Park, C. L., Riley, K. E. et collaborateurs. (2016). Why Practice Yoga? Practitioners’ Motivations for Adopting and Maintaining Yoga Practice. Journal of Health Psychology. Vol. 21 (6). 887-896.<br />
<br />
Saeed, A., Cunningham, K. et Bloch, R. M. (15 mai 2019). Depression and Anxiety Disorders: Benefits of Exercice, Yoga, and Meditation. American Family Physician. Vol. 99, No 10. 620 -625.<br />
<br />
Stone, M. (2018, revised edition). The Inner Tradition of Yoga. Shambhala Boulder. 244 pages.<br />
<br />
Weintraub, A. (2004). Yoga for Depression. Broadway Books. 285 pages.<br />
<br />
== Pleine conscience et pratiques biographiques (récits de vie) ==<br />
<br />
Beaudoin, J.-M., Recherche biographique en formation des adultes et dé standardisation des parcours de vie : bifurcation, transition et développement de l'agentivité. Actes du congrès de l'Actualité de la recherche en éducation et en formation (AREF), Université de Gevève, sept. 2010.<br />
<br />
Les voies du récit. Pratiques biographiques en formation, intervention et recherche. Sous la direction de Bernard, M.-C., Tschopp, G. et Slovik, A. (2019) Éditions science et bien commun. 318 pages.<br />
<br />
== Pleine conscience et développement durable ==<br />
<br />
Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does emotional intelligence influence academic performance? The role of compassion and engagement in education for sustainable development. ''Sustainability, 13''(4), 1721. <br />
<br />
Frank, P., Fischer, D., & Wamsler, C. (2019). Mindfulness, Education, and the Sustainable Development Goals. ''Quality Education, Encyclopedia of the UN Sustainable Development Goals''; Leal Filho, W., Azul, L., Brandli, P., Özuyar, G., Wall, T., Eds, 1-11. <br />
<br />
Gómez-Olmedo, A. M., Valor, C., & Carrero, I. (2020). Mindfulness in education for sustainable development to nurture socioemotional competencies: A systematic review and meta-analysis. ''Environmental Education Research, 26''(11), 1527-1555. <br />
<br />
Thiermann, U. B., & Sheate, W. R. (2020). The way forward in mindfulness and sustainability: a critical review and research agenda. ''Journal of Cognitive Enhancement,'' 1-22.<br />
<br />
== À catégoriser ==<br />
<br />
Britton, W. B. (2019). Can mindfulness be too much of a good thing? The value of a middle way. ''Current Opinion in Psychology, 28'', 159–165.<br />
<br />
Cheung, S. Y., Huang, E. G., Chang, S., & Wei, L. (2020). Does being mindful make people more creative at work? The role of creative process engagement and perceived leader humility. ''Organizational Behavior and Human Decision Processes, 159'', 39–48.<br />
<br />
Kortagen, F. (2017). Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and teaching: theory and practice. Vol. 23, No 4, 387-405.<br />
<br />
Kortagen, F. et Vasalos, A. (2005). Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: theory and practice. Vol. 11, No 1. 47-71.<br />
<br />
Norman, E. Metacognition and Mindfulness: the Role of Fringe Consciousness. Mindfulness, 2017, pp. 95-100.<br />
<br />
Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. ''Nature Reviews Neuroscience, 16''(4), 213-225.<br />
<br />
Traité de psychologie de la motivation, ouvrage collectif sous la direction de Carré, P. et Fenouillet, F. (2009). Dunod. 404 pages.</div>Cvennehttps://wiki.teluq.ca/wikitedia/index.php?title=Pleine_conscience_en_%C3%A9ducation&diff=18952Pleine conscience en éducation2021-09-02T17:54:37Z<p>Cvenne : /* À catégoriser */</p>
<hr />
<div>== Général ==<br />
<br />
Kabat-Zinn, J. Full Catastrophe Living. (1990 et 2013). New York: Bantam Books Trade Paperbacks. 650 pages.<br />
<br />
L’accompagnement du développement personnel et professionnel en éducation, s’accompagner, accompagner, être accompagner, ouvrage collectif, sous la direction de Rondeau, K. et Jutras, F. (2019) Presses de l’Université du Québec. 183 pages.<br />
<br />
L’adulte en formation… pour devenir soi, Espaces, passages, débats et défis, ouvrage collectif sous la direction de Doucet, M. et Thériault. (2019). M. Presses de l’Université du Québec.<br />
<br />
Ostafin, B. D., Robinson, M. D., & Meier, B. P. (2015). ''Handbook of mindfulness and self-regulation'': Springer.<br />
<br />
Pleine conscience et relation d'aide. (2018) Sous la direction de Devault, A. et Pérodeau, G. Presses de l'Université Laval. 273 pages.<br />
<br />
== Méta-analyses ==<br />
<br />
Bartlett, L., Martin, A., Neil, A. L., Memish, K., Otahal, P., Kilpatrick, M., & Sanderson, K.(2019). A systematic review and meta-analysis of workplace mindfulness training randomized controlled trials. ''Journal of Occupational Health Psychology, 24'', 108–126.<br />
<br />
Boccia, M., Piccardi, L., & Guariglia, P. (2015). The meditative mind: a comprehensive meta-analysis of MRI studies. ''BioMed research international,'' 2015.<br />
<br />
Casedas, L., Pirruccio, V., Vadillo, M. A., & Lupianez,J. (2020). Does mindfulness meditation training enhance executive control? A systematic review and meta-analysis of randomized controlled trials in adults. ''Mindfulness, 11'', 411–424.<br />
<br />
Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. ''Clinical psychology review, 31''(3), 449-464.<br />
Donald, J. N., Sahdra, B. K., Van Zanden, B., Duineveld, J. J., Atkins, P. W., Marshall, S. L., & Ciarrochi, J. (2019). Does your mindfulness benefit others? A systematic review and meta‐analysis of the link between mindfulness and prosocial behaviour. ''British Journal of Psychology, 110''(1), 101-125.<br />
<br />
Goldberg, S. B., Riordan, K. M., Sun, S., & Davidson, R. J. (2021). The empirical status of mindfulness-based interventions: A systematic review of 44 meta-analyses of randomized controlled trials. ''Perspectives on Psychological Science'', 1745691620968771.<br />
<br />
Goyal, M., Singh, S., Sibinga, E. M., Gould, N. F., Rowland-Seymour, A., Sharma, R., . . . Shihab, H. M. (2014). Meditation programs for psychological stress and well-being: a systematic review and meta-analysis. ''JAMA internal medicine, 174''(3), 357-368.<br />
<br />
Eberth, J., & Sedlmeier, P. (2012). The effects of mindfulness meditation: a meta-analysis. ''Mindfulness, 3''(3), 174-189.<br />
<br />
Leyland, A., Rowse, G., & Emerson, L. M. (2019). Experimental effects of mindfulness inductions on self-regulation: Systematic review and meta-analysis. ''Emotion, 19''(1), 108.<br />
<br />
== Revues de littérature ==<br />
<br />
Black, D. S., & Slavich, G. M. (2016). Mindfulness meditation and the immune system: a systematic review of randomized controlled trials. ''Annals of the New York Academy of Sciences, 1373''(1), 13.<br />
<br />
Choi, E., Gruman, J. A., & Leonard, C. M. (2021). A balanced view of mindfulness at work. ''Organizational Psychology Review'', August 2021. doi:10.1177/20413866211036930<br />
<br />
Geiger, P. J., Boggero, I. A., Brake, C. A., Caldera, C. A., Combs, H. L., Peters, J. R., & Baer, R. A. (2016). Mindfulness-based interventions for older adults: a review of the effects on physical and emotional well-being. ''Mindfulness, 7''(2), 296-307.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., Hart, R., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on well-being and performance in the workplace: an inclusive systematic review of the empirical literature. ''European Journal of Work and Organizational Psychology, 26''(4), 492-513.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education, 61, 132-141.<br />
<br />
== Méthodes d'évaluation des interventions et des pratiques ==<br />
<br />
Baer, R. (2019). Assessment of mindfulness by self-report. ''Current opinion in psychology, 28,'' 42-48.<br />
<br />
Bergomi, C., Tschacher, W., & Kupper, Z. (2013). The assessment of mindfulness with self-report measures: Existing scales and open issues. ''Mindfulness, 4,'' 191–202.<br />
<br />
Choi, E., & Leroy, H. (2015). Methods of mindfulness: How mindfulness is studied in the workplace (?) <br />
<br />
Schmidt, S., Hinterberger, T., Lynch, S., Büssing, A., & Kohls, N. (2013). Assessment of mindfulness: Review on state of the art. ''Mindfulness, 4''(1), 3-17.<br />
<br />
Van Dam, N. T., Earleywine, M., & Borders, A. (2010). Measuring mindfulness? An item response theory analysis of the Mindful Attention Awareness Scale. ''Personality and individual differences, 49''(7), 805-810.Sauer, S., Walach, H.,<br />
<br />
== Les défis de la recherche ==<br />
<br />
Chiesa, A. (2013). The difficulty of defining mindfulness: Current thought and critical issues. ''Mindfulness, 4''(3), 255-268.<br />
<br />
Davidson, R. J., & Dahl, C. J. (2018). Outstanding challenges in scientific research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 62-65.<br />
<br />
Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. ''American Psychologist, 70''(7), 581. <br />
<br />
Grossman, P. (2011). Defining mindfulness by how poorly I think I pay attention during everyday awareness and other intractable problems for psychology's (re) invention of mindfulness: comment on Brown et al.(2011). <br />
<br />
Grossman, P., & Van Dam, N. T. (2011). Mindfulness, by any other name…: trials and tribulations of sati in western psychology and science. ''Contemporary Buddhism, 12''(1), 219-239. <br />
<br />
Sellman, E. M., & Buttarazzi, G. F. (2020). Adding lemon juice to poison – raising critical questions about the oxymoronic nature of mindfulness in education and its future direction. ''British Journal of Educational Studies, 68''(1), 61-78. doi:10.1080/00071005.2019.1581128<br />
<br />
Tang, Y. Y., & Posner, M. I. (2013). Tools of the trade: theory and method in mindfulness neuroscience. ''Social cognitive and affective neuroscience, 8''(1), 118-120.<br />
<br />
Van Dam, N. T., Van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., . . . Gorchov, J. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 36-61.<br />
<br />
== Pleine conscience et apprentissage des adultes ==<br />
<br />
Crumley, G., & Schutz, H. (2011). Short-duration mindfulness training with adult learners. ''Adult Learning, 22''(2), 37-42. <br />
<br />
Hyland, T. (2010). Mindfulness, adult learning and therapeutic education: integrating the cognitive and affective domains of learning. ''International Journal of Lifelong Education, 2''9(5), 517-532. doi:10.1080/02601370.2010.512792<br />
<br />
Hyland, T. (2014). Mindfulness-based interventions and the affective domain of education. ''Educational Studies, 40''(3), 277-291. doi:10.1080/03055698.2014.889596<br />
<br />
Hyland, T. (2016). The Limits of Mindfulness: Emerging Issues for Education. ''British Journal of Educational Studies, 6''4(1), 97-117. doi:10.1080/00071005.2015.1051946<br />
<br />
McCaw, C. T. (2020). Mindfulness ‘thick’ and ‘thin’— a critical review of the uses of mindfulness in education. ''Oxford Review of Education, 46''(2), 257-278. doi:10.1080/03054985.2019.1667759<br />
<br />
Owen, R. (2020). Using Mindfulness to Promote Transformative Learning in Implicit Racial Bias Training. ''Adult Learning, 32''(3), 125-131. doi:10.1177/1045159520981165<br />
<br />
== Pleine conscience, milieu de travail et performance ==<br />
<br />
Arslan, U. et Bayraktar-Uyar, B. (décembre 2020). Do Career Decidedness and Career Distress Influence Psychological and Subjective Wellbeing? The Mediating Role of Mindfulness. International Journal of Contemporary Educational Research. Vol. 7, No 2. 271-280.<br />
<br />
Bartz, D. E. (août 2018) Managers Utilizing Mindfulness and Flow to Maximize Job Performance and Satisfaction. International Journal of Education and Social Science. Vol. 5, No 7. 5 pages.<br />
<br />
Carleton, E. L., Barling, J. et Trivisonno, M. (2018) Leaders’ Trait Mindfulness and Transformational Leadership: The Mediating Roles of Leaders’ Positive Affect and Leadership Self-Efficacy. Canadian Journal of Behavioural Science. Vol. 50, No 3. 185-194.<br />
<br />
Sanyal, C. et Rigg, C. (2020) Integrating Mindfulness Into Leadership Development. Journal of Management Education. 1-22<br />
<br />
== Pleine conscience - les différentes pratiques ==<br />
<br />
Kamradt, J. M. (24 octobre 2017). Integrating Yoga into Psychotherapy: The Ethics of Moving from the Mind to the Mat. Complement Ther Clin Pract., Author Manuscript.<br />
<br />
Park, C. L., Riley, K. E. et collaborateurs. (2016). Why Practice Yoga? Practitioners’ Motivations for Adopting and Maintaining Yoga Practice. Journal of Health Psychology. Vol. 21 (6). 887-896.<br />
<br />
Saeed, A., Cunningham, K. et Bloch, R. M. (15 mai 2019). Depression and Anxiety Disorders: Benefits of Exercice, Yoga, and Meditation. American Family Physician. Vol. 99, No 10. 620 -625.<br />
<br />
Stone, M. (2018, revised edition). The Inner Tradition of Yoga. Shambhala Boulder. 244 pages.<br />
<br />
Weintraub, A. (2004). Yoga for Depression. Broadway Books. 285 pages.<br />
<br />
== Pleine conscience et développement durable ==<br />
<br />
Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does emotional intelligence influence academic performance? The role of compassion and engagement in education for sustainable development. ''Sustainability, 13''(4), 1721. <br />
<br />
Frank, P., Fischer, D., & Wamsler, C. (2019). Mindfulness, Education, and the Sustainable Development Goals. ''Quality Education, Encyclopedia of the UN Sustainable Development Goals''; Leal Filho, W., Azul, L., Brandli, P., Özuyar, G., Wall, T., Eds, 1-11. <br />
<br />
Gómez-Olmedo, A. M., Valor, C., & Carrero, I. (2020). Mindfulness in education for sustainable development to nurture socioemotional competencies: A systematic review and meta-analysis. ''Environmental Education Research, 26''(11), 1527-1555. <br />
<br />
Thiermann, U. B., & Sheate, W. R. (2020). The way forward in mindfulness and sustainability: a critical review and research agenda. ''Journal of Cognitive Enhancement,'' 1-22.<br />
<br />
== À catégoriser ==<br />
<br />
Beaudoin, J.-M., Recherche biographique en formation des adultes et dé standardisation des parcours de vie : bifurcation, transition et développement de l'agentivité. Actes du congrès de l'Actualité de la recherche en éducation et en formation (AREF), Université de Gevève, sept. 2010.<br />
<br />
Britton, W. B. (2019). Can mindfulness be too much of a good thing? The value of a middle way. ''Current Opinion in Psychology, 28'', 159–165.<br />
<br />
Cheung, S. Y., Huang, E. G., Chang, S., & Wei, L. (2020). Does being mindful make people more creative at work? The role of creative process engagement and perceived leader humility. ''Organizational Behavior and Human Decision Processes, 159'', 39–48.<br />
<br />
Kortagen, F. (2017). Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and teaching: theory and practice. Vol. 23, No 4, 387-405.<br />
<br />
Kortagen, F. et Vasalos, A. (2005). Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: theory and practice. Vol. 11, No 1. 47-71.<br />
<br />
Les voies du récit. Pratiques biographiques en formation, intervention et recherche. Sous la direction de Bernard, M.-C., Tschopp, G. et Slovik, A. (2019) Éditions science et bien commun. 318 pages.<br />
<br />
Norman, E. Metacognition and Mindfulness: the Role of Fringe Consciousness. Mindfulness, 2017, pp. 95-100.<br />
<br />
Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. ''Nature Reviews Neuroscience, 16''(4), 213-225.<br />
<br />
Traité de psychologie de la motivation, ouvrage collectif sous la direction de Carré, P. et Fenouillet, F. (2009). Dunod. 404 pages.</div>Cvennehttps://wiki.teluq.ca/wikitedia/index.php?title=Pleine_conscience_en_%C3%A9ducation&diff=18753Pleine conscience en éducation2021-08-12T21:19:53Z<p>Cvenne : /* Général */</p>
<hr />
<div>== Général ==<br />
<br />
Kabat-Zinn, J. Full Catastrophe Living. (1990 et 2013). New York: Bantam Books Trade Paperbacks. 650 pages.<br />
<br />
L’accompagnement du développement personnel et professionnel en éducation, s’accompagner, accompagner, être accompagner, ouvrage collectif, sous la direction de Rondeau, K. et Jutras, F. (2019) Presses de l’Université du Québec. 183 pages.<br />
<br />
L’adulte en formation… pour devenir soi, Espaces, passages, débats et défis, ouvrage collectif sous la direction de Doucet, M. et Thériault. (2019). M. Presses de l’Université du Québec.<br />
<br />
Ostafin, B. D., Robinson, M. D., & Meier, B. P. (2015). ''Handbook of mindfulness and self-regulation'': Springer.<br />
<br />
Pleine conscience et relation d'aide. (2018) Sous la direction de Devault, A. et Pérodeau, G. Presses de l'Université Laval. 273 pages.<br />
<br />
== Méta-analyses ==<br />
<br />
Bartlett, L., Martin, A., Neil, A. L., Memish, K., Otahal, P., Kilpatrick, M., & Sanderson, K.(2019). A systematic review and meta-analysis of workplace mindfulness training randomized controlled trials. ''Journal of Occupational Health Psychology, 24'', 108–126.<br />
<br />
Boccia, M., Piccardi, L., & Guariglia, P. (2015). The meditative mind: a comprehensive meta-analysis of MRI studies. ''BioMed research international,'' 2015.<br />
<br />
Casedas, L., Pirruccio, V., Vadillo, M. A., & Lupianez,J. (2020). Does mindfulness meditation training enhance executive control? A systematic review and meta-analysis of randomized controlled trials in adults. ''Mindfulness, 11'', 411–424.<br />
<br />
Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. ''Clinical psychology review, 31''(3), 449-464.<br />
Donald, J. N., Sahdra, B. K., Van Zanden, B., Duineveld, J. J., Atkins, P. W., Marshall, S. L., & Ciarrochi, J. (2019). Does your mindfulness benefit others? A systematic review and meta‐analysis of the link between mindfulness and prosocial behaviour. ''British Journal of Psychology, 110''(1), 101-125.<br />
<br />
Goldberg, S. B., Riordan, K. M., Sun, S., & Davidson, R. J. (2021). The empirical status of mindfulness-based interventions: A systematic review of 44 meta-analyses of randomized controlled trials. ''Perspectives on Psychological Science'', 1745691620968771.<br />
<br />
Goyal, M., Singh, S., Sibinga, E. M., Gould, N. F., Rowland-Seymour, A., Sharma, R., . . . Shihab, H. M. (2014). Meditation programs for psychological stress and well-being: a systematic review and meta-analysis. ''JAMA internal medicine, 174''(3), 357-368.<br />
<br />
Eberth, J., & Sedlmeier, P. (2012). The effects of mindfulness meditation: a meta-analysis. ''Mindfulness, 3''(3), 174-189.<br />
<br />
Leyland, A., Rowse, G., & Emerson, L. M. (2019). Experimental effects of mindfulness inductions on self-regulation: Systematic review and meta-analysis. ''Emotion, 19''(1), 108.<br />
<br />
== Revues de littérature ==<br />
<br />
Black, D. S., & Slavich, G. M. (2016). Mindfulness meditation and the immune system: a systematic review of randomized controlled trials. ''Annals of the New York Academy of Sciences, 1373''(1), 13.<br />
<br />
Choi, E., Gruman, J. A., & Leonard, C. M. (2021). A balanced view of mindfulness at work. ''Organizational Psychology Review'', August 2021. doi:10.1177/20413866211036930<br />
<br />
Geiger, P. J., Boggero, I. A., Brake, C. A., Caldera, C. A., Combs, H. L., Peters, J. R., & Baer, R. A. (2016). Mindfulness-based interventions for older adults: a review of the effects on physical and emotional well-being. ''Mindfulness, 7''(2), 296-307.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., Hart, R., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on well-being and performance in the workplace: an inclusive systematic review of the empirical literature. ''European Journal of Work and Organizational Psychology, 26''(4), 492-513.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education, 61, 132-141.<br />
<br />
== Méthodes d'évaluation des interventions et des pratiques ==<br />
<br />
Baer, R. (2019). Assessment of mindfulness by self-report. ''Current opinion in psychology, 28,'' 42-48.<br />
<br />
Bergomi, C., Tschacher, W., & Kupper, Z. (2013). The assessment of mindfulness with self-report measures: Existing scales and open issues. ''Mindfulness, 4,'' 191–202.<br />
<br />
Choi, E., & Leroy, H. (2015). Methods of mindfulness: How mindfulness is studied in the workplace (?) <br />
<br />
Schmidt, S., Hinterberger, T., Lynch, S., Büssing, A., & Kohls, N. (2013). Assessment of mindfulness: Review on state of the art. ''Mindfulness, 4''(1), 3-17.<br />
<br />
Van Dam, N. T., Earleywine, M., & Borders, A. (2010). Measuring mindfulness? An item response theory analysis of the Mindful Attention Awareness Scale. ''Personality and individual differences, 49''(7), 805-810.Sauer, S., Walach, H.,<br />
<br />
== Les défis de la recherche ==<br />
<br />
Chiesa, A. (2013). The difficulty of defining mindfulness: Current thought and critical issues. ''Mindfulness, 4''(3), 255-268.<br />
<br />
Davidson, R. J., & Dahl, C. J. (2018). Outstanding challenges in scientific research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 62-65.<br />
<br />
Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. ''American Psychologist, 70''(7), 581. <br />
<br />
Grossman, P. (2011). Defining mindfulness by how poorly I think I pay attention during everyday awareness and other intractable problems for psychology's (re) invention of mindfulness: comment on Brown et al.(2011). <br />
<br />
Grossman, P., & Van Dam, N. T. (2011). Mindfulness, by any other name…: trials and tribulations of sati in western psychology and science. ''Contemporary Buddhism, 12''(1), 219-239. <br />
<br />
Sellman, E. M., & Buttarazzi, G. F. (2020). Adding lemon juice to poison – raising critical questions about the oxymoronic nature of mindfulness in education and its future direction. ''British Journal of Educational Studies, 68''(1), 61-78. doi:10.1080/00071005.2019.1581128<br />
<br />
Tang, Y. Y., & Posner, M. I. (2013). Tools of the trade: theory and method in mindfulness neuroscience. ''Social cognitive and affective neuroscience, 8''(1), 118-120.<br />
<br />
Van Dam, N. T., Van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., . . . Gorchov, J. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 36-61.<br />
<br />
== Pleine conscience et apprentissage des adultes ==<br />
<br />
Crumley, G., & Schutz, H. (2011). Short-duration mindfulness training with adult learners. ''Adult Learning, 22''(2), 37-42. <br />
<br />
Hyland, T. (2010). Mindfulness, adult learning and therapeutic education: integrating the cognitive and affective domains of learning. ''International Journal of Lifelong Education, 2''9(5), 517-532. doi:10.1080/02601370.2010.512792<br />
<br />
Hyland, T. (2014). Mindfulness-based interventions and the affective domain of education. ''Educational Studies, 40''(3), 277-291. doi:10.1080/03055698.2014.889596<br />
<br />
Hyland, T. (2016). The Limits of Mindfulness: Emerging Issues for Education. ''British Journal of Educational Studies, 6''4(1), 97-117. doi:10.1080/00071005.2015.1051946<br />
<br />
McCaw, C. T. (2020). Mindfulness ‘thick’ and ‘thin’— a critical review of the uses of mindfulness in education. ''Oxford Review of Education, 46''(2), 257-278. doi:10.1080/03054985.2019.1667759<br />
<br />
Owen, R. (2020). Using Mindfulness to Promote Transformative Learning in Implicit Racial Bias Training. ''Adult Learning, 32''(3), 125-131. doi:10.1177/1045159520981165<br />
<br />
== Pleine conscience, milieu de travail et performance ==<br />
<br />
Arslan, U. et Bayraktar-Uyar, B. (décembre 2020). Do Career Decidedness and Career Distress Influence Psychological and Subjective Wellbeing? The Mediating Role of Mindfulness. International Journal of Contemporary Educational Research. Vol. 7, No 2. 271-280.<br />
<br />
Bartz, D. E. (août 2018) Managers Utilizing Mindfulness and Flow to Maximize Job Performance and Satisfaction. International Journal of Education and Social Science. Vol. 5, No 7. 5 pages.<br />
<br />
Carleton, E. L., Barling, J. et Trivisonno, M. (2018) Leaders’ Trait Mindfulness and Transformational Leadership: The Mediating Roles of Leaders’ Positive Affect and Leadership Self-Efficacy. Canadian Journal of Behavioural Science. Vol. 50, No 3. 185-194.<br />
<br />
Sanyal, C. et Rigg, C. (2020) Integrating Mindfulness Into Leadership Development. Journal of Management Education. 1-22<br />
<br />
== Pleine conscience - les différentes pratiques ==<br />
<br />
Kamradt, J. M. (24 octobre 2017). Integrating Yoga into Psychotherapy: The Ethics of Moving from the Mind to the Mat. Complement Ther Clin Pract., Author Manuscript.<br />
<br />
Park, C. L., Riley, K. E. et collaborateurs. (2016). Why Practice Yoga? Practitioners’ Motivations for Adopting and Maintaining Yoga Practice. Journal of Health Psychology. Vol. 21 (6). 887-896.<br />
<br />
Saeed, A., Cunningham, K. et Bloch, R. M. (15 mai 2019). Depression and Anxiety Disorders: Benefits of Exercice, Yoga, and Meditation. American Family Physician. Vol. 99, No 10. 620 -625.<br />
<br />
Stone, M. (2018, revised edition). The Inner Tradition of Yoga. Shambhala Boulder. 244 pages.<br />
<br />
Weintraub, A. (2004). Yoga for Depression. Broadway Books. 285 pages.<br />
<br />
== Pleine conscience et développement durable ==<br />
<br />
Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does emotional intelligence influence academic performance? The role of compassion and engagement in education for sustainable development. ''Sustainability, 13''(4), 1721. <br />
<br />
Frank, P., Fischer, D., & Wamsler, C. (2019). Mindfulness, Education, and the Sustainable Development Goals. ''Quality Education, Encyclopedia of the UN Sustainable Development Goals''; Leal Filho, W., Azul, L., Brandli, P., Özuyar, G., Wall, T., Eds, 1-11. <br />
<br />
Gómez-Olmedo, A. M., Valor, C., & Carrero, I. (2020). Mindfulness in education for sustainable development to nurture socioemotional competencies: A systematic review and meta-analysis. ''Environmental Education Research, 26''(11), 1527-1555. <br />
<br />
Thiermann, U. B., & Sheate, W. R. (2020). The way forward in mindfulness and sustainability: a critical review and research agenda. ''Journal of Cognitive Enhancement,'' 1-22.<br />
<br />
== À catégoriser ==<br />
<br />
Beaudoin, J.-M., Recherche biographique en formation des adultes et dé standardisation des parcours de vie : bifurcation, transition et développement de l'agentivité. Actes du congrès de l'Actualité de la recherche en éducation et en formation (AREF), Université de Gevève, sept. 2010.<br />
<br />
Britton, W. B. (2019). Can mindfulness be too much of a good thing? The value of a middle way. ''Current Opinion in Psychology, 28'', 159–165.<br />
<br />
Cheung, S. Y., Huang, E. G., Chang, S., & Wei, L. (2020). Does being mindful make people more creative at work? The role of creative process engagement and perceived leader humility. ''Organizational Behavior and Human Decision Processes, 159'', 39–48.<br />
<br />
Kortagen, F. (2017). Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and teaching: theory and practice. Vol. 23, No 4, 387-405.<br />
<br />
Kortagen, F. et Vasalos, A. (2005). Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: theory and practice. Vol. 11, No 1. 47-71.<br />
<br />
Les voies du récit. Pratiques biographiques en formation, intervention et recherche. Sous la direction de Bernard, M.-C., Tschopp, G. et Slovik, A. (2019) Éditions science et bien commun. 318 pages.<br />
<br />
Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. ''Nature Reviews Neuroscience, 16''(4), 213-225.<br />
<br />
Traité de psychologie de la motivation, ouvrage collectif sous la direction de Carré, P. et Fenouillet, F. (2009). Dunod. 404 pages.</div>Cvennehttps://wiki.teluq.ca/wikitedia/index.php?title=Pleine_conscience_en_%C3%A9ducation&diff=18752Pleine conscience en éducation2021-08-12T21:17:13Z<p>Cvenne : /* Pleine conscience - les différentes pratiques */</p>
<hr />
<div>== Général ==<br />
<br />
Kabat-Zinn, J. Full Catastrophe Living. (1990 et 2013). New York: Bantam Books Trade Paperbacks. 650 pages.<br />
<br />
L’accompagnement du développement personnel et professionnel en éducation, s’accompagner, accompagner, être accompagner, ouvrage collectif, sous la direction de Rondeau, K. et Jutras, F. (2019) Presses de l’Université du Québec. 183 pages.<br />
<br />
L’adulte en formation… pour devenir soi, Espaces, passages, débats et défis, ouvrage collectif sous la direction de Doucet, M. et Thériault. (2019). M. Presses de l’Université du Québec.<br />
<br />
Ostafin, B. D., Robinson, M. D., & Meier, B. P. (2015). ''Handbook of mindfulness and self-regulation'': Springer.<br />
<br />
== Méta-analyses ==<br />
<br />
Bartlett, L., Martin, A., Neil, A. L., Memish, K., Otahal, P., Kilpatrick, M., & Sanderson, K.(2019). A systematic review and meta-analysis of workplace mindfulness training randomized controlled trials. ''Journal of Occupational Health Psychology, 24'', 108–126.<br />
<br />
Boccia, M., Piccardi, L., & Guariglia, P. (2015). The meditative mind: a comprehensive meta-analysis of MRI studies. ''BioMed research international,'' 2015.<br />
<br />
Casedas, L., Pirruccio, V., Vadillo, M. A., & Lupianez,J. (2020). Does mindfulness meditation training enhance executive control? A systematic review and meta-analysis of randomized controlled trials in adults. ''Mindfulness, 11'', 411–424.<br />
<br />
Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. ''Clinical psychology review, 31''(3), 449-464.<br />
Donald, J. N., Sahdra, B. K., Van Zanden, B., Duineveld, J. J., Atkins, P. W., Marshall, S. L., & Ciarrochi, J. (2019). Does your mindfulness benefit others? A systematic review and meta‐analysis of the link between mindfulness and prosocial behaviour. ''British Journal of Psychology, 110''(1), 101-125.<br />
<br />
Goldberg, S. B., Riordan, K. M., Sun, S., & Davidson, R. J. (2021). The empirical status of mindfulness-based interventions: A systematic review of 44 meta-analyses of randomized controlled trials. ''Perspectives on Psychological Science'', 1745691620968771.<br />
<br />
Goyal, M., Singh, S., Sibinga, E. M., Gould, N. F., Rowland-Seymour, A., Sharma, R., . . . Shihab, H. M. (2014). Meditation programs for psychological stress and well-being: a systematic review and meta-analysis. ''JAMA internal medicine, 174''(3), 357-368.<br />
<br />
Eberth, J., & Sedlmeier, P. (2012). The effects of mindfulness meditation: a meta-analysis. ''Mindfulness, 3''(3), 174-189.<br />
<br />
Leyland, A., Rowse, G., & Emerson, L. M. (2019). Experimental effects of mindfulness inductions on self-regulation: Systematic review and meta-analysis. ''Emotion, 19''(1), 108.<br />
<br />
== Revues de littérature ==<br />
<br />
Black, D. S., & Slavich, G. M. (2016). Mindfulness meditation and the immune system: a systematic review of randomized controlled trials. ''Annals of the New York Academy of Sciences, 1373''(1), 13.<br />
<br />
Choi, E., Gruman, J. A., & Leonard, C. M. (2021). A balanced view of mindfulness at work. ''Organizational Psychology Review'', August 2021. doi:10.1177/20413866211036930<br />
<br />
Geiger, P. J., Boggero, I. A., Brake, C. A., Caldera, C. A., Combs, H. L., Peters, J. R., & Baer, R. A. (2016). Mindfulness-based interventions for older adults: a review of the effects on physical and emotional well-being. ''Mindfulness, 7''(2), 296-307.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., Hart, R., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on well-being and performance in the workplace: an inclusive systematic review of the empirical literature. ''European Journal of Work and Organizational Psychology, 26''(4), 492-513.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education, 61, 132-141.<br />
<br />
== Méthodes d'évaluation des interventions et des pratiques ==<br />
<br />
Baer, R. (2019). Assessment of mindfulness by self-report. ''Current opinion in psychology, 28,'' 42-48.<br />
<br />
Bergomi, C., Tschacher, W., & Kupper, Z. (2013). The assessment of mindfulness with self-report measures: Existing scales and open issues. ''Mindfulness, 4,'' 191–202.<br />
<br />
Choi, E., & Leroy, H. (2015). Methods of mindfulness: How mindfulness is studied in the workplace (?) <br />
<br />
Schmidt, S., Hinterberger, T., Lynch, S., Büssing, A., & Kohls, N. (2013). Assessment of mindfulness: Review on state of the art. ''Mindfulness, 4''(1), 3-17.<br />
<br />
Van Dam, N. T., Earleywine, M., & Borders, A. (2010). Measuring mindfulness? An item response theory analysis of the Mindful Attention Awareness Scale. ''Personality and individual differences, 49''(7), 805-810.Sauer, S., Walach, H.,<br />
<br />
== Les défis de la recherche ==<br />
<br />
Chiesa, A. (2013). The difficulty of defining mindfulness: Current thought and critical issues. ''Mindfulness, 4''(3), 255-268.<br />
<br />
Davidson, R. J., & Dahl, C. J. (2018). Outstanding challenges in scientific research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 62-65.<br />
<br />
Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. ''American Psychologist, 70''(7), 581. <br />
<br />
Grossman, P. (2011). Defining mindfulness by how poorly I think I pay attention during everyday awareness and other intractable problems for psychology's (re) invention of mindfulness: comment on Brown et al.(2011). <br />
<br />
Grossman, P., & Van Dam, N. T. (2011). Mindfulness, by any other name…: trials and tribulations of sati in western psychology and science. ''Contemporary Buddhism, 12''(1), 219-239. <br />
<br />
Sellman, E. M., & Buttarazzi, G. F. (2020). Adding lemon juice to poison – raising critical questions about the oxymoronic nature of mindfulness in education and its future direction. ''British Journal of Educational Studies, 68''(1), 61-78. doi:10.1080/00071005.2019.1581128<br />
<br />
Tang, Y. Y., & Posner, M. I. (2013). Tools of the trade: theory and method in mindfulness neuroscience. ''Social cognitive and affective neuroscience, 8''(1), 118-120.<br />
<br />
Van Dam, N. T., Van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., . . . Gorchov, J. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 36-61.<br />
<br />
== Pleine conscience et apprentissage des adultes ==<br />
<br />
Crumley, G., & Schutz, H. (2011). Short-duration mindfulness training with adult learners. ''Adult Learning, 22''(2), 37-42. <br />
<br />
Hyland, T. (2010). Mindfulness, adult learning and therapeutic education: integrating the cognitive and affective domains of learning. ''International Journal of Lifelong Education, 2''9(5), 517-532. doi:10.1080/02601370.2010.512792<br />
<br />
Hyland, T. (2014). Mindfulness-based interventions and the affective domain of education. ''Educational Studies, 40''(3), 277-291. doi:10.1080/03055698.2014.889596<br />
<br />
Hyland, T. (2016). The Limits of Mindfulness: Emerging Issues for Education. ''British Journal of Educational Studies, 6''4(1), 97-117. doi:10.1080/00071005.2015.1051946<br />
<br />
McCaw, C. T. (2020). Mindfulness ‘thick’ and ‘thin’— a critical review of the uses of mindfulness in education. ''Oxford Review of Education, 46''(2), 257-278. doi:10.1080/03054985.2019.1667759<br />
<br />
Owen, R. (2020). Using Mindfulness to Promote Transformative Learning in Implicit Racial Bias Training. ''Adult Learning, 32''(3), 125-131. doi:10.1177/1045159520981165<br />
<br />
== Pleine conscience, milieu de travail et performance ==<br />
<br />
Arslan, U. et Bayraktar-Uyar, B. (décembre 2020). Do Career Decidedness and Career Distress Influence Psychological and Subjective Wellbeing? The Mediating Role of Mindfulness. International Journal of Contemporary Educational Research. Vol. 7, No 2. 271-280.<br />
<br />
Bartz, D. E. (août 2018) Managers Utilizing Mindfulness and Flow to Maximize Job Performance and Satisfaction. International Journal of Education and Social Science. Vol. 5, No 7. 5 pages.<br />
<br />
Carleton, E. L., Barling, J. et Trivisonno, M. (2018) Leaders’ Trait Mindfulness and Transformational Leadership: The Mediating Roles of Leaders’ Positive Affect and Leadership Self-Efficacy. Canadian Journal of Behavioural Science. Vol. 50, No 3. 185-194.<br />
<br />
Sanyal, C. et Rigg, C. (2020) Integrating Mindfulness Into Leadership Development. Journal of Management Education. 1-22<br />
<br />
== Pleine conscience - les différentes pratiques ==<br />
<br />
Kamradt, J. M. (24 octobre 2017). Integrating Yoga into Psychotherapy: The Ethics of Moving from the Mind to the Mat. Complement Ther Clin Pract., Author Manuscript.<br />
<br />
Park, C. L., Riley, K. E. et collaborateurs. (2016). Why Practice Yoga? Practitioners’ Motivations for Adopting and Maintaining Yoga Practice. Journal of Health Psychology. Vol. 21 (6). 887-896.<br />
<br />
Saeed, A., Cunningham, K. et Bloch, R. M. (15 mai 2019). Depression and Anxiety Disorders: Benefits of Exercice, Yoga, and Meditation. American Family Physician. Vol. 99, No 10. 620 -625.<br />
<br />
Stone, M. (2018, revised edition). The Inner Tradition of Yoga. Shambhala Boulder. 244 pages.<br />
<br />
Weintraub, A. (2004). Yoga for Depression. Broadway Books. 285 pages.<br />
<br />
== Pleine conscience et développement durable ==<br />
<br />
Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does emotional intelligence influence academic performance? The role of compassion and engagement in education for sustainable development. ''Sustainability, 13''(4), 1721. <br />
<br />
Frank, P., Fischer, D., & Wamsler, C. (2019). Mindfulness, Education, and the Sustainable Development Goals. ''Quality Education, Encyclopedia of the UN Sustainable Development Goals''; Leal Filho, W., Azul, L., Brandli, P., Özuyar, G., Wall, T., Eds, 1-11. <br />
<br />
Gómez-Olmedo, A. M., Valor, C., & Carrero, I. (2020). Mindfulness in education for sustainable development to nurture socioemotional competencies: A systematic review and meta-analysis. ''Environmental Education Research, 26''(11), 1527-1555. <br />
<br />
Thiermann, U. B., & Sheate, W. R. (2020). The way forward in mindfulness and sustainability: a critical review and research agenda. ''Journal of Cognitive Enhancement,'' 1-22.<br />
<br />
== À catégoriser ==<br />
<br />
Beaudoin, J.-M., Recherche biographique en formation des adultes et dé standardisation des parcours de vie : bifurcation, transition et développement de l'agentivité. Actes du congrès de l'Actualité de la recherche en éducation et en formation (AREF), Université de Gevève, sept. 2010.<br />
<br />
Britton, W. B. (2019). Can mindfulness be too much of a good thing? The value of a middle way. ''Current Opinion in Psychology, 28'', 159–165.<br />
<br />
Cheung, S. Y., Huang, E. G., Chang, S., & Wei, L. (2020). Does being mindful make people more creative at work? The role of creative process engagement and perceived leader humility. ''Organizational Behavior and Human Decision Processes, 159'', 39–48.<br />
<br />
Kortagen, F. (2017). Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and teaching: theory and practice. Vol. 23, No 4, 387-405.<br />
<br />
Kortagen, F. et Vasalos, A. (2005). Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: theory and practice. Vol. 11, No 1. 47-71.<br />
<br />
Les voies du récit. Pratiques biographiques en formation, intervention et recherche. Sous la direction de Bernard, M.-C., Tschopp, G. et Slovik, A. (2019) Éditions science et bien commun. 318 pages.<br />
<br />
Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. ''Nature Reviews Neuroscience, 16''(4), 213-225.<br />
<br />
Traité de psychologie de la motivation, ouvrage collectif sous la direction de Carré, P. et Fenouillet, F. (2009). Dunod. 404 pages.</div>Cvennehttps://wiki.teluq.ca/wikitedia/index.php?title=Pleine_conscience_en_%C3%A9ducation&diff=18751Pleine conscience en éducation2021-08-12T21:03:39Z<p>Cvenne : </p>
<hr />
<div>== Général ==<br />
<br />
Kabat-Zinn, J. Full Catastrophe Living. (1990 et 2013). New York: Bantam Books Trade Paperbacks. 650 pages.<br />
<br />
L’accompagnement du développement personnel et professionnel en éducation, s’accompagner, accompagner, être accompagner, ouvrage collectif, sous la direction de Rondeau, K. et Jutras, F. (2019) Presses de l’Université du Québec. 183 pages.<br />
<br />
L’adulte en formation… pour devenir soi, Espaces, passages, débats et défis, ouvrage collectif sous la direction de Doucet, M. et Thériault. (2019). M. Presses de l’Université du Québec.<br />
<br />
Ostafin, B. D., Robinson, M. D., & Meier, B. P. (2015). ''Handbook of mindfulness and self-regulation'': Springer.<br />
<br />
== Méta-analyses ==<br />
<br />
Bartlett, L., Martin, A., Neil, A. L., Memish, K., Otahal, P., Kilpatrick, M., & Sanderson, K.(2019). A systematic review and meta-analysis of workplace mindfulness training randomized controlled trials. ''Journal of Occupational Health Psychology, 24'', 108–126.<br />
<br />
Boccia, M., Piccardi, L., & Guariglia, P. (2015). The meditative mind: a comprehensive meta-analysis of MRI studies. ''BioMed research international,'' 2015.<br />
<br />
Casedas, L., Pirruccio, V., Vadillo, M. A., & Lupianez,J. (2020). Does mindfulness meditation training enhance executive control? A systematic review and meta-analysis of randomized controlled trials in adults. ''Mindfulness, 11'', 411–424.<br />
<br />
Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. ''Clinical psychology review, 31''(3), 449-464.<br />
Donald, J. N., Sahdra, B. K., Van Zanden, B., Duineveld, J. J., Atkins, P. W., Marshall, S. L., & Ciarrochi, J. (2019). Does your mindfulness benefit others? A systematic review and meta‐analysis of the link between mindfulness and prosocial behaviour. ''British Journal of Psychology, 110''(1), 101-125.<br />
<br />
Goldberg, S. B., Riordan, K. M., Sun, S., & Davidson, R. J. (2021). The empirical status of mindfulness-based interventions: A systematic review of 44 meta-analyses of randomized controlled trials. ''Perspectives on Psychological Science'', 1745691620968771.<br />
<br />
Goyal, M., Singh, S., Sibinga, E. M., Gould, N. F., Rowland-Seymour, A., Sharma, R., . . . Shihab, H. M. (2014). Meditation programs for psychological stress and well-being: a systematic review and meta-analysis. ''JAMA internal medicine, 174''(3), 357-368.<br />
<br />
Eberth, J., & Sedlmeier, P. (2012). The effects of mindfulness meditation: a meta-analysis. ''Mindfulness, 3''(3), 174-189.<br />
<br />
Leyland, A., Rowse, G., & Emerson, L. M. (2019). Experimental effects of mindfulness inductions on self-regulation: Systematic review and meta-analysis. ''Emotion, 19''(1), 108.<br />
<br />
== Revues de littérature ==<br />
<br />
Black, D. S., & Slavich, G. M. (2016). Mindfulness meditation and the immune system: a systematic review of randomized controlled trials. ''Annals of the New York Academy of Sciences, 1373''(1), 13.<br />
<br />
Choi, E., Gruman, J. A., & Leonard, C. M. (2021). A balanced view of mindfulness at work. ''Organizational Psychology Review'', August 2021. doi:10.1177/20413866211036930<br />
<br />
Geiger, P. J., Boggero, I. A., Brake, C. A., Caldera, C. A., Combs, H. L., Peters, J. R., & Baer, R. A. (2016). Mindfulness-based interventions for older adults: a review of the effects on physical and emotional well-being. ''Mindfulness, 7''(2), 296-307.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., Hart, R., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on well-being and performance in the workplace: an inclusive systematic review of the empirical literature. ''European Journal of Work and Organizational Psychology, 26''(4), 492-513.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education, 61, 132-141.<br />
<br />
== Méthodes d'évaluation des interventions et des pratiques ==<br />
<br />
Baer, R. (2019). Assessment of mindfulness by self-report. ''Current opinion in psychology, 28,'' 42-48.<br />
<br />
Bergomi, C., Tschacher, W., & Kupper, Z. (2013). The assessment of mindfulness with self-report measures: Existing scales and open issues. ''Mindfulness, 4,'' 191–202.<br />
<br />
Choi, E., & Leroy, H. (2015). Methods of mindfulness: How mindfulness is studied in the workplace (?) <br />
<br />
Schmidt, S., Hinterberger, T., Lynch, S., Büssing, A., & Kohls, N. (2013). Assessment of mindfulness: Review on state of the art. ''Mindfulness, 4''(1), 3-17.<br />
<br />
Van Dam, N. T., Earleywine, M., & Borders, A. (2010). Measuring mindfulness? An item response theory analysis of the Mindful Attention Awareness Scale. ''Personality and individual differences, 49''(7), 805-810.Sauer, S., Walach, H.,<br />
<br />
== Les défis de la recherche ==<br />
<br />
Chiesa, A. (2013). The difficulty of defining mindfulness: Current thought and critical issues. ''Mindfulness, 4''(3), 255-268.<br />
<br />
Davidson, R. J., & Dahl, C. J. (2018). Outstanding challenges in scientific research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 62-65.<br />
<br />
Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. ''American Psychologist, 70''(7), 581. <br />
<br />
Grossman, P. (2011). Defining mindfulness by how poorly I think I pay attention during everyday awareness and other intractable problems for psychology's (re) invention of mindfulness: comment on Brown et al.(2011). <br />
<br />
Grossman, P., & Van Dam, N. T. (2011). Mindfulness, by any other name…: trials and tribulations of sati in western psychology and science. ''Contemporary Buddhism, 12''(1), 219-239. <br />
<br />
Sellman, E. M., & Buttarazzi, G. F. (2020). Adding lemon juice to poison – raising critical questions about the oxymoronic nature of mindfulness in education and its future direction. ''British Journal of Educational Studies, 68''(1), 61-78. doi:10.1080/00071005.2019.1581128<br />
<br />
Tang, Y. Y., & Posner, M. I. (2013). Tools of the trade: theory and method in mindfulness neuroscience. ''Social cognitive and affective neuroscience, 8''(1), 118-120.<br />
<br />
Van Dam, N. T., Van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., . . . Gorchov, J. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 36-61.<br />
<br />
== Pleine conscience et apprentissage des adultes ==<br />
<br />
Crumley, G., & Schutz, H. (2011). Short-duration mindfulness training with adult learners. ''Adult Learning, 22''(2), 37-42. <br />
<br />
Hyland, T. (2010). Mindfulness, adult learning and therapeutic education: integrating the cognitive and affective domains of learning. ''International Journal of Lifelong Education, 2''9(5), 517-532. doi:10.1080/02601370.2010.512792<br />
<br />
Hyland, T. (2014). Mindfulness-based interventions and the affective domain of education. ''Educational Studies, 40''(3), 277-291. doi:10.1080/03055698.2014.889596<br />
<br />
Hyland, T. (2016). The Limits of Mindfulness: Emerging Issues for Education. ''British Journal of Educational Studies, 6''4(1), 97-117. doi:10.1080/00071005.2015.1051946<br />
<br />
McCaw, C. T. (2020). Mindfulness ‘thick’ and ‘thin’— a critical review of the uses of mindfulness in education. ''Oxford Review of Education, 46''(2), 257-278. doi:10.1080/03054985.2019.1667759<br />
<br />
Owen, R. (2020). Using Mindfulness to Promote Transformative Learning in Implicit Racial Bias Training. ''Adult Learning, 32''(3), 125-131. doi:10.1177/1045159520981165<br />
<br />
== Pleine conscience, milieu de travail et performance ==<br />
<br />
Arslan, U. et Bayraktar-Uyar, B. (décembre 2020). Do Career Decidedness and Career Distress Influence Psychological and Subjective Wellbeing? The Mediating Role of Mindfulness. International Journal of Contemporary Educational Research. Vol. 7, No 2. 271-280.<br />
<br />
Bartz, D. E. (août 2018) Managers Utilizing Mindfulness and Flow to Maximize Job Performance and Satisfaction. International Journal of Education and Social Science. Vol. 5, No 7. 5 pages.<br />
<br />
Carleton, E. L., Barling, J. et Trivisonno, M. (2018) Leaders’ Trait Mindfulness and Transformational Leadership: The Mediating Roles of Leaders’ Positive Affect and Leadership Self-Efficacy. Canadian Journal of Behavioural Science. Vol. 50, No 3. 185-194.<br />
<br />
Sanyal, C. et Rigg, C. (2020) Integrating Mindfulness Into Leadership Development. Journal of Management Education. 1-22<br />
<br />
== Pleine conscience - les différentes pratiques ==<br />
<br />
Kamradt, J. M. (24 octobre 2017). Integrating Yoga into Psychotherapy: The Ethics of Moving from the Mind to the Mat. Complement Ther Clin Pract., Author Manuscript.<br />
<br />
Park, C. L., Riley, K. E. et collaborateurs. (2016). Why Practice Yoga? Practitioners’ Motivations for Adopting and Maintaining Yoga Practice. Journal of Health Psychology. Vol. 21 (6). 887-896.<br />
<br />
Saeed, A., Cunningham, K. et Bloch, R. M. (15 mai 2019). Depression and Anxiety Disorders: Benefits of Exercice, Yoga, and Meditation. American Family Physician. Vol. 99, No 10. 620 -625.<br />
<br />
<br />
Stone, M. (2018, revised edition). The Inner Tradition of Yoga. Shambhala Boulder. 244 pages.<br />
<br />
Weintraub, A. (2004). Yoga for Depression. Broadway Books. 285 pages.<br />
<br />
== Pleine conscience et développement durable ==<br />
<br />
Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does emotional intelligence influence academic performance? The role of compassion and engagement in education for sustainable development. ''Sustainability, 13''(4), 1721. <br />
<br />
Frank, P., Fischer, D., & Wamsler, C. (2019). Mindfulness, Education, and the Sustainable Development Goals. ''Quality Education, Encyclopedia of the UN Sustainable Development Goals''; Leal Filho, W., Azul, L., Brandli, P., Özuyar, G., Wall, T., Eds, 1-11. <br />
<br />
Gómez-Olmedo, A. M., Valor, C., & Carrero, I. (2020). Mindfulness in education for sustainable development to nurture socioemotional competencies: A systematic review and meta-analysis. ''Environmental Education Research, 26''(11), 1527-1555. <br />
<br />
Thiermann, U. B., & Sheate, W. R. (2020). The way forward in mindfulness and sustainability: a critical review and research agenda. ''Journal of Cognitive Enhancement,'' 1-22.<br />
<br />
== À catégoriser ==<br />
<br />
Beaudoin, J.-M., Recherche biographique en formation des adultes et dé standardisation des parcours de vie : bifurcation, transition et développement de l'agentivité. Actes du congrès de l'Actualité de la recherche en éducation et en formation (AREF), Université de Gevève, sept. 2010.<br />
<br />
Britton, W. B. (2019). Can mindfulness be too much of a good thing? The value of a middle way. ''Current Opinion in Psychology, 28'', 159–165.<br />
<br />
Cheung, S. Y., Huang, E. G., Chang, S., & Wei, L. (2020). Does being mindful make people more creative at work? The role of creative process engagement and perceived leader humility. ''Organizational Behavior and Human Decision Processes, 159'', 39–48.<br />
<br />
Kortagen, F. (2017). Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and teaching: theory and practice. Vol. 23, No 4, 387-405.<br />
<br />
Kortagen, F. et Vasalos, A. (2005). Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: theory and practice. Vol. 11, No 1. 47-71.<br />
<br />
Les voies du récit. Pratiques biographiques en formation, intervention et recherche. Sous la direction de Bernard, M.-C., Tschopp, G. et Slovik, A. (2019) Éditions science et bien commun. 318 pages.<br />
<br />
Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. ''Nature Reviews Neuroscience, 16''(4), 213-225.<br />
<br />
Traité de psychologie de la motivation, ouvrage collectif sous la direction de Carré, P. et Fenouillet, F. (2009). Dunod. 404 pages.</div>Cvennehttps://wiki.teluq.ca/wikitedia/index.php?title=Pleine_conscience_en_%C3%A9ducation&diff=18750Pleine conscience en éducation2021-08-12T20:58:51Z<p>Cvenne : /* Pleine conscience - les différentes pratiques */</p>
<hr />
<div>== Général ==<br />
<br />
Kabat-Zinn, J. Full Catastrophe Living. (1990 et 2013). New York: Bantam Books Trade Paperbacks. 650 pages.<br />
<br />
L’accompagnement du développement personnel et professionnel en éducation, s’accompagner, accompagner, être accompagner, ouvrage collectif, sous la direction de Rondeau, K. et Jutras, F. (2019) Presses de l’Université du Québec. 183 pages.<br />
<br />
L’adulte en formation… pour devenir soi, Espaces, passages, débats et défis, ouvrage collectif sous la direction de Doucet, M. et Thériault. (2019). M. Presses de l’Université du Québec.<br />
<br />
Ostafin, B. D., Robinson, M. D., & Meier, B. P. (2015). ''Handbook of mindfulness and self-regulation'': Springer.<br />
<br />
== Méta-analyses ==<br />
<br />
Bartlett, L., Martin, A., Neil, A. L., Memish, K., Otahal, P., Kilpatrick, M., & Sanderson, K.(2019). A systematic review and meta-analysis of workplace mindfulness training randomized controlled trials. ''Journal of Occupational Health Psychology, 24'', 108–126.<br />
<br />
Boccia, M., Piccardi, L., & Guariglia, P. (2015). The meditative mind: a comprehensive meta-analysis of MRI studies. ''BioMed research international,'' 2015.<br />
<br />
Casedas, L., Pirruccio, V., Vadillo, M. A., & Lupianez,J. (2020). Does mindfulness meditation training enhance executive control? A systematic review and meta-analysis of randomized controlled trials in adults. ''Mindfulness, 11'', 411–424.<br />
<br />
Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. ''Clinical psychology review, 31''(3), 449-464.<br />
Donald, J. N., Sahdra, B. K., Van Zanden, B., Duineveld, J. J., Atkins, P. W., Marshall, S. L., & Ciarrochi, J. (2019). Does your mindfulness benefit others? A systematic review and meta‐analysis of the link between mindfulness and prosocial behaviour. ''British Journal of Psychology, 110''(1), 101-125.<br />
<br />
Goldberg, S. B., Riordan, K. M., Sun, S., & Davidson, R. J. (2021). The empirical status of mindfulness-based interventions: A systematic review of 44 meta-analyses of randomized controlled trials. ''Perspectives on Psychological Science'', 1745691620968771.<br />
<br />
Goyal, M., Singh, S., Sibinga, E. M., Gould, N. F., Rowland-Seymour, A., Sharma, R., . . . Shihab, H. M. (2014). Meditation programs for psychological stress and well-being: a systematic review and meta-analysis. ''JAMA internal medicine, 174''(3), 357-368.<br />
<br />
Eberth, J., & Sedlmeier, P. (2012). The effects of mindfulness meditation: a meta-analysis. ''Mindfulness, 3''(3), 174-189.<br />
<br />
Leyland, A., Rowse, G., & Emerson, L. M. (2019). Experimental effects of mindfulness inductions on self-regulation: Systematic review and meta-analysis. ''Emotion, 19''(1), 108.<br />
<br />
== Revues de littérature ==<br />
<br />
Black, D. S., & Slavich, G. M. (2016). Mindfulness meditation and the immune system: a systematic review of randomized controlled trials. ''Annals of the New York Academy of Sciences, 1373''(1), 13.<br />
<br />
Choi, E., Gruman, J. A., & Leonard, C. M. (2021). A balanced view of mindfulness at work. ''Organizational Psychology Review'', August 2021. doi:10.1177/20413866211036930<br />
<br />
Geiger, P. J., Boggero, I. A., Brake, C. A., Caldera, C. A., Combs, H. L., Peters, J. R., & Baer, R. A. (2016). Mindfulness-based interventions for older adults: a review of the effects on physical and emotional well-being. ''Mindfulness, 7''(2), 296-307.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., Hart, R., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on well-being and performance in the workplace: an inclusive systematic review of the empirical literature. ''European Journal of Work and Organizational Psychology, 26''(4), 492-513.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education, 61, 132-141.<br />
<br />
== Méthodes d'évaluation des interventions et des pratiques ==<br />
<br />
Baer, R. (2019). Assessment of mindfulness by self-report. ''Current opinion in psychology, 28,'' 42-48.<br />
<br />
Bergomi, C., Tschacher, W., & Kupper, Z. (2013). The assessment of mindfulness with self-report measures: Existing scales and open issues. ''Mindfulness, 4,'' 191–202.<br />
<br />
Choi, E., & Leroy, H. (2015). Methods of mindfulness: How mindfulness is studied in the workplace (?) <br />
<br />
Schmidt, S., Hinterberger, T., Lynch, S., Büssing, A., & Kohls, N. (2013). Assessment of mindfulness: Review on state of the art. ''Mindfulness, 4''(1), 3-17.<br />
<br />
Van Dam, N. T., Earleywine, M., & Borders, A. (2010). Measuring mindfulness? An item response theory analysis of the Mindful Attention Awareness Scale. ''Personality and individual differences, 49''(7), 805-810.Sauer, S., Walach, H.,<br />
<br />
== Les défis de la recherche ==<br />
<br />
Chiesa, A. (2013). The difficulty of defining mindfulness: Current thought and critical issues. ''Mindfulness, 4''(3), 255-268.<br />
<br />
Davidson, R. J., & Dahl, C. J. (2018). Outstanding challenges in scientific research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 62-65.<br />
<br />
Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. ''American Psychologist, 70''(7), 581. <br />
<br />
Grossman, P. (2011). Defining mindfulness by how poorly I think I pay attention during everyday awareness and other intractable problems for psychology's (re) invention of mindfulness: comment on Brown et al.(2011). <br />
<br />
Grossman, P., & Van Dam, N. T. (2011). Mindfulness, by any other name…: trials and tribulations of sati in western psychology and science. ''Contemporary Buddhism, 12''(1), 219-239. <br />
<br />
Sellman, E. M., & Buttarazzi, G. F. (2020). Adding lemon juice to poison – raising critical questions about the oxymoronic nature of mindfulness in education and its future direction. ''British Journal of Educational Studies, 68''(1), 61-78. doi:10.1080/00071005.2019.1581128<br />
<br />
Tang, Y. Y., & Posner, M. I. (2013). Tools of the trade: theory and method in mindfulness neuroscience. ''Social cognitive and affective neuroscience, 8''(1), 118-120.<br />
<br />
Van Dam, N. T., Van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., . . . Gorchov, J. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 36-61.<br />
<br />
== Pleine conscience et apprentissage des adultes ==<br />
<br />
Crumley, G., & Schutz, H. (2011). Short-duration mindfulness training with adult learners. ''Adult Learning, 22''(2), 37-42. <br />
<br />
Hyland, T. (2010). Mindfulness, adult learning and therapeutic education: integrating the cognitive and affective domains of learning. ''International Journal of Lifelong Education, 2''9(5), 517-532. doi:10.1080/02601370.2010.512792<br />
<br />
Hyland, T. (2014). Mindfulness-based interventions and the affective domain of education. ''Educational Studies, 40''(3), 277-291. doi:10.1080/03055698.2014.889596<br />
<br />
Hyland, T. (2016). The Limits of Mindfulness: Emerging Issues for Education. ''British Journal of Educational Studies, 6''4(1), 97-117. doi:10.1080/00071005.2015.1051946<br />
<br />
McCaw, C. T. (2020). Mindfulness ‘thick’ and ‘thin’— a critical review of the uses of mindfulness in education. ''Oxford Review of Education, 46''(2), 257-278. doi:10.1080/03054985.2019.1667759<br />
<br />
Owen, R. (2020). Using Mindfulness to Promote Transformative Learning in Implicit Racial Bias Training. ''Adult Learning, 32''(3), 125-131. doi:10.1177/1045159520981165<br />
<br />
== Pleine conscience, milieu de travail et performance ==<br />
<br />
Arslan, U. et Bayraktar-Uyar, B. (décembre 2020). Do Career Decidedness and Career Distress Influence Psychological and Subjective Wellbeing? The Mediating Role of Mindfulness. International Journal of Contemporary Educational Research. Vol. 7, No 2. 271-280.<br />
<br />
Bartz, D. E. (août 2018) Managers Utilizing Mindfulness and Flow to Maximize Job Performance and Satisfaction. International Journal of Education and Social Science. Vol. 5, No 7. 5 pages.<br />
<br />
Carleton, E. L., Barling, J. et Trivisonno, M. (2018) Leaders’ Trait Mindfulness and Transformational Leadership: The Mediating Roles of Leaders’ Positive Affect and Leadership Self-Efficacy. Canadian Journal of Behavioural Science. Vol. 50, No 3. 185-194.<br />
<br />
== Pleine conscience - les différentes pratiques ==<br />
<br />
Kamradt, J. M. (24 octobre 2017). Integrating Yoga into Psychotherapy: The Ethics of Moving from the Mind to the Mat. Complement Ther Clin Pract., Author Manuscript.<br />
<br />
Stone, M. (2018, revised edition). The Inner Tradition of Yoga. Shambhala Boulder. 244 pages.<br />
<br />
Weintraub, A. (2004). Yoga for Depression. Broadway Books. 285 pages.<br />
<br />
== Pleine conscience et développement durable ==<br />
<br />
Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does emotional intelligence influence academic performance? The role of compassion and engagement in education for sustainable development. ''Sustainability, 13''(4), 1721. <br />
<br />
Frank, P., Fischer, D., & Wamsler, C. (2019). Mindfulness, Education, and the Sustainable Development Goals. ''Quality Education, Encyclopedia of the UN Sustainable Development Goals''; Leal Filho, W., Azul, L., Brandli, P., Özuyar, G., Wall, T., Eds, 1-11. <br />
<br />
Gómez-Olmedo, A. M., Valor, C., & Carrero, I. (2020). Mindfulness in education for sustainable development to nurture socioemotional competencies: A systematic review and meta-analysis. ''Environmental Education Research, 26''(11), 1527-1555. <br />
<br />
Thiermann, U. B., & Sheate, W. R. (2020). The way forward in mindfulness and sustainability: a critical review and research agenda. ''Journal of Cognitive Enhancement,'' 1-22.<br />
<br />
== À catégoriser ==<br />
<br />
Beaudoin, J.-M., Recherche biographique en formation des adultes et dé standardisation des parcours de vie : bifurcation, transition et développement de l'agentivité. Actes du congrès de l'Actualité de la recherche en éducation et en formation (AREF), Université de Gevève, sept. 2010.<br />
<br />
Britton, W. B. (2019). Can mindfulness be too much of a good thing? The value of a middle way. ''Current Opinion in Psychology, 28'', 159–165.<br />
<br />
Cheung, S. Y., Huang, E. G., Chang, S., & Wei, L. (2020). Does being mindful make people more creative at work? The role of creative process engagement and perceived leader humility. ''Organizational Behavior and Human Decision Processes, 159'', 39–48.<br />
<br />
Kortagen, F. (2017). Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and teaching: theory and practice. Vol. 23, No 4, 387-405.<br />
<br />
Kortagen, F. et Vasalos, A. (2005). Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: theory and practice. Vol. 11, No 1. 47-71.<br />
<br />
Les voies du récit. Pratiques biographiques en formation, intervention et recherche. Sous la direction de Bernard, M.-C., Tschopp, G. et Slovik, A. (2019) Éditions science et bien commun. 318 pages.<br />
<br />
Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. ''Nature Reviews Neuroscience, 16''(4), 213-225.<br />
<br />
Traité de psychologie de la motivation, ouvrage collectif sous la direction de Carré, P. et Fenouillet, F. (2009). Dunod. 404 pages.</div>Cvennehttps://wiki.teluq.ca/wikitedia/index.php?title=Pleine_conscience_en_%C3%A9ducation&diff=18749Pleine conscience en éducation2021-08-12T16:43:32Z<p>Cvenne : </p>
<hr />
<div>== Général ==<br />
<br />
Kabat-Zinn, J. Full Catastrophe Living. (1990 et 2013). New York: Bantam Books Trade Paperbacks. 650 pages.<br />
<br />
L’accompagnement du développement personnel et professionnel en éducation, s’accompagner, accompagner, être accompagner, ouvrage collectif, sous la direction de Rondeau, K. et Jutras, F. (2019) Presses de l’Université du Québec. 183 pages.<br />
<br />
L’adulte en formation… pour devenir soi, Espaces, passages, débats et défis, ouvrage collectif sous la direction de Doucet, M. et Thériault. (2019). M. Presses de l’Université du Québec.<br />
<br />
Ostafin, B. D., Robinson, M. D., & Meier, B. P. (2015). ''Handbook of mindfulness and self-regulation'': Springer.<br />
<br />
== Méta-analyses ==<br />
<br />
Bartlett, L., Martin, A., Neil, A. L., Memish, K., Otahal, P., Kilpatrick, M., & Sanderson, K.(2019). A systematic review and meta-analysis of workplace mindfulness training randomized controlled trials. ''Journal of Occupational Health Psychology, 24'', 108–126.<br />
<br />
Boccia, M., Piccardi, L., & Guariglia, P. (2015). The meditative mind: a comprehensive meta-analysis of MRI studies. ''BioMed research international,'' 2015.<br />
<br />
Casedas, L., Pirruccio, V., Vadillo, M. A., & Lupianez,J. (2020). Does mindfulness meditation training enhance executive control? A systematic review and meta-analysis of randomized controlled trials in adults. ''Mindfulness, 11'', 411–424.<br />
<br />
Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. ''Clinical psychology review, 31''(3), 449-464.<br />
Donald, J. N., Sahdra, B. K., Van Zanden, B., Duineveld, J. J., Atkins, P. W., Marshall, S. L., & Ciarrochi, J. (2019). Does your mindfulness benefit others? A systematic review and meta‐analysis of the link between mindfulness and prosocial behaviour. ''British Journal of Psychology, 110''(1), 101-125.<br />
<br />
Goldberg, S. B., Riordan, K. M., Sun, S., & Davidson, R. J. (2021). The empirical status of mindfulness-based interventions: A systematic review of 44 meta-analyses of randomized controlled trials. ''Perspectives on Psychological Science'', 1745691620968771.<br />
<br />
Goyal, M., Singh, S., Sibinga, E. M., Gould, N. F., Rowland-Seymour, A., Sharma, R., . . . Shihab, H. M. (2014). Meditation programs for psychological stress and well-being: a systematic review and meta-analysis. ''JAMA internal medicine, 174''(3), 357-368.<br />
<br />
Eberth, J., & Sedlmeier, P. (2012). The effects of mindfulness meditation: a meta-analysis. ''Mindfulness, 3''(3), 174-189.<br />
<br />
Leyland, A., Rowse, G., & Emerson, L. M. (2019). Experimental effects of mindfulness inductions on self-regulation: Systematic review and meta-analysis. ''Emotion, 19''(1), 108.<br />
<br />
== Revues de littérature ==<br />
<br />
Black, D. S., & Slavich, G. M. (2016). Mindfulness meditation and the immune system: a systematic review of randomized controlled trials. ''Annals of the New York Academy of Sciences, 1373''(1), 13.<br />
<br />
Choi, E., Gruman, J. A., & Leonard, C. M. (2021). A balanced view of mindfulness at work. ''Organizational Psychology Review'', August 2021. doi:10.1177/20413866211036930<br />
<br />
Geiger, P. J., Boggero, I. A., Brake, C. A., Caldera, C. A., Combs, H. L., Peters, J. R., & Baer, R. A. (2016). Mindfulness-based interventions for older adults: a review of the effects on physical and emotional well-being. ''Mindfulness, 7''(2), 296-307.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., Hart, R., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on well-being and performance in the workplace: an inclusive systematic review of the empirical literature. ''European Journal of Work and Organizational Psychology, 26''(4), 492-513.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education, 61, 132-141.<br />
<br />
== Méthodes d'évaluation des interventions et des pratiques ==<br />
<br />
Baer, R. (2019). Assessment of mindfulness by self-report. ''Current opinion in psychology, 28,'' 42-48.<br />
<br />
Bergomi, C., Tschacher, W., & Kupper, Z. (2013). The assessment of mindfulness with self-report measures: Existing scales and open issues. ''Mindfulness, 4,'' 191–202.<br />
<br />
Choi, E., & Leroy, H. (2015). Methods of mindfulness: How mindfulness is studied in the workplace (?) <br />
<br />
Schmidt, S., Hinterberger, T., Lynch, S., Büssing, A., & Kohls, N. (2013). Assessment of mindfulness: Review on state of the art. ''Mindfulness, 4''(1), 3-17.<br />
<br />
Van Dam, N. T., Earleywine, M., & Borders, A. (2010). Measuring mindfulness? An item response theory analysis of the Mindful Attention Awareness Scale. ''Personality and individual differences, 49''(7), 805-810.Sauer, S., Walach, H.,<br />
<br />
== Les défis de la recherche ==<br />
<br />
Chiesa, A. (2013). The difficulty of defining mindfulness: Current thought and critical issues. ''Mindfulness, 4''(3), 255-268.<br />
<br />
Davidson, R. J., & Dahl, C. J. (2018). Outstanding challenges in scientific research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 62-65.<br />
<br />
Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. ''American Psychologist, 70''(7), 581. <br />
<br />
Grossman, P. (2011). Defining mindfulness by how poorly I think I pay attention during everyday awareness and other intractable problems for psychology's (re) invention of mindfulness: comment on Brown et al.(2011). <br />
<br />
Grossman, P., & Van Dam, N. T. (2011). Mindfulness, by any other name…: trials and tribulations of sati in western psychology and science. ''Contemporary Buddhism, 12''(1), 219-239. <br />
<br />
Sellman, E. M., & Buttarazzi, G. F. (2020). Adding lemon juice to poison – raising critical questions about the oxymoronic nature of mindfulness in education and its future direction. ''British Journal of Educational Studies, 68''(1), 61-78. doi:10.1080/00071005.2019.1581128<br />
<br />
Tang, Y. Y., & Posner, M. I. (2013). Tools of the trade: theory and method in mindfulness neuroscience. ''Social cognitive and affective neuroscience, 8''(1), 118-120.<br />
<br />
Van Dam, N. T., Van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., . . . Gorchov, J. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 36-61.<br />
<br />
== Pleine conscience et apprentissage des adultes ==<br />
<br />
Crumley, G., & Schutz, H. (2011). Short-duration mindfulness training with adult learners. ''Adult Learning, 22''(2), 37-42. <br />
<br />
Hyland, T. (2010). Mindfulness, adult learning and therapeutic education: integrating the cognitive and affective domains of learning. ''International Journal of Lifelong Education, 2''9(5), 517-532. doi:10.1080/02601370.2010.512792<br />
<br />
Hyland, T. (2014). Mindfulness-based interventions and the affective domain of education. ''Educational Studies, 40''(3), 277-291. doi:10.1080/03055698.2014.889596<br />
<br />
Hyland, T. (2016). The Limits of Mindfulness: Emerging Issues for Education. ''British Journal of Educational Studies, 6''4(1), 97-117. doi:10.1080/00071005.2015.1051946<br />
<br />
McCaw, C. T. (2020). Mindfulness ‘thick’ and ‘thin’— a critical review of the uses of mindfulness in education. ''Oxford Review of Education, 46''(2), 257-278. doi:10.1080/03054985.2019.1667759<br />
<br />
Owen, R. (2020). Using Mindfulness to Promote Transformative Learning in Implicit Racial Bias Training. ''Adult Learning, 32''(3), 125-131. doi:10.1177/1045159520981165<br />
<br />
== Pleine conscience, milieu de travail et performance ==<br />
<br />
Arslan, U. et Bayraktar-Uyar, B. (décembre 2020). Do Career Decidedness and Career Distress Influence Psychological and Subjective Wellbeing? The Mediating Role of Mindfulness. International Journal of Contemporary Educational Research. Vol. 7, No 2. 271-280.<br />
<br />
Bartz, D. E. (août 2018) Managers Utilizing Mindfulness and Flow to Maximize Job Performance and Satisfaction. International Journal of Education and Social Science. Vol. 5, No 7. 5 pages.<br />
<br />
Carleton, E. L., Barling, J. et Trivisonno, M. (2018) Leaders’ Trait Mindfulness and Transformational Leadership: The Mediating Roles of Leaders’ Positive Affect and Leadership Self-Efficacy. Canadian Journal of Behavioural Science. Vol. 50, No 3. 185-194.<br />
<br />
== Pleine conscience - les différentes pratiques ==<br />
<br />
Stone, M. (2018, revised edition). The Inner Tradition of Yoga. Shambhala Boulder. 244 pages.<br />
<br />
Weintraub, A. (2004). Yoga for Depression. Broadway Books. 285 pages.<br />
<br />
== Pleine conscience et développement durable ==<br />
<br />
Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does emotional intelligence influence academic performance? The role of compassion and engagement in education for sustainable development. ''Sustainability, 13''(4), 1721. <br />
<br />
Frank, P., Fischer, D., & Wamsler, C. (2019). Mindfulness, Education, and the Sustainable Development Goals. ''Quality Education, Encyclopedia of the UN Sustainable Development Goals''; Leal Filho, W., Azul, L., Brandli, P., Özuyar, G., Wall, T., Eds, 1-11. <br />
<br />
Gómez-Olmedo, A. M., Valor, C., & Carrero, I. (2020). Mindfulness in education for sustainable development to nurture socioemotional competencies: A systematic review and meta-analysis. ''Environmental Education Research, 26''(11), 1527-1555. <br />
<br />
Thiermann, U. B., & Sheate, W. R. (2020). The way forward in mindfulness and sustainability: a critical review and research agenda. ''Journal of Cognitive Enhancement,'' 1-22.<br />
<br />
== À catégoriser ==<br />
<br />
Beaudoin, J.-M., Recherche biographique en formation des adultes et dé standardisation des parcours de vie : bifurcation, transition et développement de l'agentivité. Actes du congrès de l'Actualité de la recherche en éducation et en formation (AREF), Université de Gevève, sept. 2010.<br />
<br />
Britton, W. B. (2019). Can mindfulness be too much of a good thing? The value of a middle way. ''Current Opinion in Psychology, 28'', 159–165.<br />
<br />
Cheung, S. Y., Huang, E. G., Chang, S., & Wei, L. (2020). Does being mindful make people more creative at work? The role of creative process engagement and perceived leader humility. ''Organizational Behavior and Human Decision Processes, 159'', 39–48.<br />
<br />
Kortagen, F. (2017). Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and teaching: theory and practice. Vol. 23, No 4, 387-405.<br />
<br />
Kortagen, F. et Vasalos, A. (2005). Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: theory and practice. Vol. 11, No 1. 47-71.<br />
<br />
Les voies du récit. Pratiques biographiques en formation, intervention et recherche. Sous la direction de Bernard, M.-C., Tschopp, G. et Slovik, A. (2019) Éditions science et bien commun. 318 pages.<br />
<br />
Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. ''Nature Reviews Neuroscience, 16''(4), 213-225.<br />
<br />
Traité de psychologie de la motivation, ouvrage collectif sous la direction de Carré, P. et Fenouillet, F. (2009). Dunod. 404 pages.</div>Cvennehttps://wiki.teluq.ca/wikitedia/index.php?title=Pleine_conscience_en_%C3%A9ducation&diff=18748Pleine conscience en éducation2021-08-12T16:16:06Z<p>Cvenne : </p>
<hr />
<div>== Général ==<br />
<br />
Kabat-Zinn, J. Full Catastrophe Living. (1990 et 2013). New York: Bantam Books Trade Paperbacks. 650 pages.<br />
<br />
L’accompagnement du développement personnel et professionnel en éducation, s’accompagner, accompagner, être accompagner, ouvrage collectif, sous la direction de Rondeau, K. et Jutras, F. (2019) Presses de l’Université du Québec. 183 pages.<br />
<br />
L’adulte en formation… pour devenir soi, Espaces, passages, débats et défis, ouvrage collectif sous la direction de Doucet, M. et Thériault. (2019). M. Presses de l’Université du Québec.<br />
<br />
Ostafin, B. D., Robinson, M. D., & Meier, B. P. (2015). ''Handbook of mindfulness and self-regulation'': Springer.<br />
<br />
== Méta-analyses ==<br />
<br />
Bartlett, L., Martin, A., Neil, A. L., Memish, K., Otahal, P., Kilpatrick, M., & Sanderson, K.(2019). A systematic review and meta-analysis of workplace mindfulness training randomized controlled trials. ''Journal of Occupational Health Psychology, 24'', 108–126.<br />
<br />
Boccia, M., Piccardi, L., & Guariglia, P. (2015). The meditative mind: a comprehensive meta-analysis of MRI studies. ''BioMed research international,'' 2015.<br />
<br />
Casedas, L., Pirruccio, V., Vadillo, M. A., & Lupianez,J. (2020). Does mindfulness meditation training enhance executive control? A systematic review and meta-analysis of randomized controlled trials in adults. ''Mindfulness, 11'', 411–424.<br />
<br />
Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. ''Clinical psychology review, 31''(3), 449-464.<br />
Donald, J. N., Sahdra, B. K., Van Zanden, B., Duineveld, J. J., Atkins, P. W., Marshall, S. L., & Ciarrochi, J. (2019). Does your mindfulness benefit others? A systematic review and meta‐analysis of the link between mindfulness and prosocial behaviour. ''British Journal of Psychology, 110''(1), 101-125.<br />
<br />
Goldberg, S. B., Riordan, K. M., Sun, S., & Davidson, R. J. (2021). The empirical status of mindfulness-based interventions: A systematic review of 44 meta-analyses of randomized controlled trials. ''Perspectives on Psychological Science'', 1745691620968771.<br />
<br />
Goyal, M., Singh, S., Sibinga, E. M., Gould, N. F., Rowland-Seymour, A., Sharma, R., . . . Shihab, H. M. (2014). Meditation programs for psychological stress and well-being: a systematic review and meta-analysis. ''JAMA internal medicine, 174''(3), 357-368.<br />
<br />
Eberth, J., & Sedlmeier, P. (2012). The effects of mindfulness meditation: a meta-analysis. ''Mindfulness, 3''(3), 174-189.<br />
<br />
Leyland, A., Rowse, G., & Emerson, L. M. (2019). Experimental effects of mindfulness inductions on self-regulation: Systematic review and meta-analysis. ''Emotion, 19''(1), 108.<br />
<br />
== Revues de littérature ==<br />
<br />
Black, D. S., & Slavich, G. M. (2016). Mindfulness meditation and the immune system: a systematic review of randomized controlled trials. ''Annals of the New York Academy of Sciences, 1373''(1), 13.<br />
<br />
Choi, E., Gruman, J. A., & Leonard, C. M. (2021). A balanced view of mindfulness at work. ''Organizational Psychology Review'', August 2021. doi:10.1177/20413866211036930<br />
<br />
Geiger, P. J., Boggero, I. A., Brake, C. A., Caldera, C. A., Combs, H. L., Peters, J. R., & Baer, R. A. (2016). Mindfulness-based interventions for older adults: a review of the effects on physical and emotional well-being. ''Mindfulness, 7''(2), 296-307.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., Hart, R., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on well-being and performance in the workplace: an inclusive systematic review of the empirical literature. ''European Journal of Work and Organizational Psychology, 26''(4), 492-513.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education, 61, 132-141.<br />
<br />
== Méthodes d'évaluation des interventions et des pratiques ==<br />
<br />
Baer, R. (2019). Assessment of mindfulness by self-report. ''Current opinion in psychology, 28,'' 42-48.<br />
<br />
Bergomi, C., Tschacher, W., & Kupper, Z. (2013). The assessment of mindfulness with self-report measures: Existing scales and open issues. ''Mindfulness, 4,'' 191–202.<br />
<br />
Choi, E., & Leroy, H. (2015). Methods of mindfulness: How mindfulness is studied in the workplace (?) <br />
<br />
Schmidt, S., Hinterberger, T., Lynch, S., Büssing, A., & Kohls, N. (2013). Assessment of mindfulness: Review on state of the art. ''Mindfulness, 4''(1), 3-17.<br />
<br />
Van Dam, N. T., Earleywine, M., & Borders, A. (2010). Measuring mindfulness? An item response theory analysis of the Mindful Attention Awareness Scale. ''Personality and individual differences, 49''(7), 805-810.Sauer, S., Walach, H.,<br />
<br />
== Les défis de la recherche ==<br />
<br />
Chiesa, A. (2013). The difficulty of defining mindfulness: Current thought and critical issues. ''Mindfulness, 4''(3), 255-268.<br />
<br />
Davidson, R. J., & Dahl, C. J. (2018). Outstanding challenges in scientific research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 62-65.<br />
<br />
Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. ''American Psychologist, 70''(7), 581. <br />
<br />
Grossman, P. (2011). Defining mindfulness by how poorly I think I pay attention during everyday awareness and other intractable problems for psychology's (re) invention of mindfulness: comment on Brown et al.(2011). <br />
<br />
Grossman, P., & Van Dam, N. T. (2011). Mindfulness, by any other name…: trials and tribulations of sati in western psychology and science. ''Contemporary Buddhism, 12''(1), 219-239. <br />
<br />
Sellman, E. M., & Buttarazzi, G. F. (2020). Adding lemon juice to poison – raising critical questions about the oxymoronic nature of mindfulness in education and its future direction. ''British Journal of Educational Studies, 68''(1), 61-78. doi:10.1080/00071005.2019.1581128<br />
<br />
Tang, Y. Y., & Posner, M. I. (2013). Tools of the trade: theory and method in mindfulness neuroscience. ''Social cognitive and affective neuroscience, 8''(1), 118-120.<br />
<br />
Van Dam, N. T., Van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., . . . Gorchov, J. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 36-61.<br />
<br />
<br />
== Pleine conscience et apprentissage des adultes ==<br />
<br />
Crumley, G., & Schutz, H. (2011). Short-duration mindfulness training with adult learners. ''Adult Learning, 22''(2), 37-42. <br />
<br />
Hyland, T. (2010). Mindfulness, adult learning and therapeutic education: integrating the cognitive and affective domains of learning. ''International Journal of Lifelong Education, 2''9(5), 517-532. doi:10.1080/02601370.2010.512792<br />
<br />
Hyland, T. (2014). Mindfulness-based interventions and the affective domain of education. ''Educational Studies, 40''(3), 277-291. doi:10.1080/03055698.2014.889596<br />
<br />
Hyland, T. (2016). The Limits of Mindfulness: Emerging Issues for Education. ''British Journal of Educational Studies, 6''4(1), 97-117. doi:10.1080/00071005.2015.1051946<br />
<br />
McCaw, C. T. (2020). Mindfulness ‘thick’ and ‘thin’— a critical review of the uses of mindfulness in education. ''Oxford Review of Education, 46''(2), 257-278. doi:10.1080/03054985.2019.1667759<br />
<br />
Owen, R. (2020). Using Mindfulness to Promote Transformative Learning in Implicit Racial Bias Training. ''Adult Learning, 32''(3), 125-131. doi:10.1177/1045159520981165<br />
<br />
== Pleine conscience, milieu de travail et performance ==<br />
<br />
Arslan, U. et Bayraktar-Uyar, B. (décembre 2020). Do Career Decidedness and Career Distress Influence Psychological and Subjective Wellbeing? The Mediating Role of Mindfulness. International Journal of Contemporary Educational Research. Vol. 7, No 2. 271-280.<br />
<br />
Bartz, D. E. (août 2018) Managers Utilizing Mindfulness and Flow to Maximize Job Performance and Satisfaction. International Journal of Education and Social Science. Vol. 5, No 7. 5 pages.<br />
<br />
Carleton, E. L., Barling, J. et Trivisonno, M. (2018) Leaders’ Trait Mindfulness and Transformational Leadership: The Mediating Roles of Leaders’ Positive Affect and Leadership Self-Efficacy. Canadian Journal of Behavioural Science. Vol. 50, No 3. 185-194.<br />
<br />
== Pleine conscience et développement durable ==<br />
<br />
Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does emotional intelligence influence academic performance? The role of compassion and engagement in education for sustainable development. ''Sustainability, 13''(4), 1721. <br />
<br />
Frank, P., Fischer, D., & Wamsler, C. (2019). Mindfulness, Education, and the Sustainable Development Goals. ''Quality Education, Encyclopedia of the UN Sustainable Development Goals''; Leal Filho, W., Azul, L., Brandli, P., Özuyar, G., Wall, T., Eds, 1-11. <br />
<br />
Gómez-Olmedo, A. M., Valor, C., & Carrero, I. (2020). Mindfulness in education for sustainable development to nurture socioemotional competencies: A systematic review and meta-analysis. ''Environmental Education Research, 26''(11), 1527-1555. <br />
<br />
Thiermann, U. B., & Sheate, W. R. (2020). The way forward in mindfulness and sustainability: a critical review and research agenda. ''Journal of Cognitive Enhancement,'' 1-22.<br />
<br />
== À catégoriser ==<br />
<br />
Beaudoin, J.-M., Recherche biographique en formation des adultes et dé standardisation des parcours de vie : bifurcation, transition et développement de l'agentivité. Actes du congrès de l'Actualité de la recherche en éducation et en formation (AREF), Université de Gevève, sept. 2010.<br />
<br />
Britton, W. B. (2019). Can mindfulness be too much of a good thing? The value of a middle way. ''Current Opinion in Psychology, 28'', 159–165.<br />
<br />
Cheung, S. Y., Huang, E. G., Chang, S., & Wei, L. (2020). Does being mindful make people more creative at work? The role of creative process engagement and perceived leader humility. ''Organizational Behavior and Human Decision Processes, 159'', 39–48.<br />
<br />
Kortagen, F. (2017). Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and teaching: theory and practice. Vol. 23, No 4, 387-405.<br />
<br />
Kortagen, F. et Vasalos, A. (2005). Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: theory and practice. Vol. 11, No 1. 47-71.<br />
<br />
Les voies du récit. Pratiques biographiques en formation, intervention et recherche. Sous la direction de Bernard, M.-C., Tschopp, G. et Slovik, A. (2019) Éditions science et bien commun. 318 pages.<br />
<br />
Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. ''Nature Reviews Neuroscience, 16''(4), 213-225.<br />
<br />
Traité de psychologie de la motivation, ouvrage collectif sous la direction de Carré, P. et Fenouillet, F. (2009). Dunod. 404 pages.</div>Cvennehttps://wiki.teluq.ca/wikitedia/index.php?title=Pleine_conscience_en_%C3%A9ducation&diff=18747Pleine conscience en éducation2021-08-12T16:10:48Z<p>Cvenne : /* Général */</p>
<hr />
<div>== Général ==<br />
<br />
Kabat-Zinn, J. Full Catastrophe Living. (1990 et 2013). New York: Bantam Books Trade Paperbacks. 650 pages.<br />
<br />
L’accompagnement du développement personnel et professionnel en éducation, s’accompagner, accompagner, être accompagner, ouvrage collectif, sous la direction de Rondeau, K. et Jutras, F. (2019) Presses de l’Université du Québec. 183 pages.<br />
<br />
L’adulte en formation… pour devenir soi, Espaces, passages, débats et défis, ouvrage collectif sous la direction de Doucet, M. et Thériault. (2019). M. Presses de l’Université du Québec.<br />
<br />
Ostafin, B. D., Robinson, M. D., & Meier, B. P. (2015). ''Handbook of mindfulness and self-regulation'': Springer.<br />
<br />
== Méta-analyses ==<br />
<br />
Bartlett, L., Martin, A., Neil, A. L., Memish, K., Otahal, P., Kilpatrick, M., & Sanderson, K.(2019). A systematic review and meta-analysis of workplace mindfulness training randomized controlled trials. ''Journal of Occupational Health Psychology, 24'', 108–126.<br />
<br />
Boccia, M., Piccardi, L., & Guariglia, P. (2015). The meditative mind: a comprehensive meta-analysis of MRI studies. ''BioMed research international,'' 2015.<br />
<br />
Casedas, L., Pirruccio, V., Vadillo, M. A., & Lupianez,J. (2020). Does mindfulness meditation training enhance executive control? A systematic review and meta-analysis of randomized controlled trials in adults. ''Mindfulness, 11'', 411–424.<br />
<br />
Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. ''Clinical psychology review, 31''(3), 449-464.<br />
Donald, J. N., Sahdra, B. K., Van Zanden, B., Duineveld, J. J., Atkins, P. W., Marshall, S. L., & Ciarrochi, J. (2019). Does your mindfulness benefit others? A systematic review and meta‐analysis of the link between mindfulness and prosocial behaviour. ''British Journal of Psychology, 110''(1), 101-125.<br />
<br />
Goldberg, S. B., Riordan, K. M., Sun, S., & Davidson, R. J. (2021). The empirical status of mindfulness-based interventions: A systematic review of 44 meta-analyses of randomized controlled trials. ''Perspectives on Psychological Science'', 1745691620968771.<br />
<br />
Goyal, M., Singh, S., Sibinga, E. M., Gould, N. F., Rowland-Seymour, A., Sharma, R., . . . Shihab, H. M. (2014). Meditation programs for psychological stress and well-being: a systematic review and meta-analysis. ''JAMA internal medicine, 174''(3), 357-368.<br />
<br />
Eberth, J., & Sedlmeier, P. (2012). The effects of mindfulness meditation: a meta-analysis. ''Mindfulness, 3''(3), 174-189.<br />
<br />
Leyland, A., Rowse, G., & Emerson, L. M. (2019). Experimental effects of mindfulness inductions on self-regulation: Systematic review and meta-analysis. ''Emotion, 19''(1), 108.<br />
<br />
== Revues de littérature ==<br />
<br />
Black, D. S., & Slavich, G. M. (2016). Mindfulness meditation and the immune system: a systematic review of randomized controlled trials. ''Annals of the New York Academy of Sciences, 1373''(1), 13.<br />
<br />
Choi, E., Gruman, J. A., & Leonard, C. M. (2021). A balanced view of mindfulness at work. ''Organizational Psychology Review'', August 2021. doi:10.1177/20413866211036930<br />
<br />
Geiger, P. J., Boggero, I. A., Brake, C. A., Caldera, C. A., Combs, H. L., Peters, J. R., & Baer, R. A. (2016). Mindfulness-based interventions for older adults: a review of the effects on physical and emotional well-being. ''Mindfulness, 7''(2), 296-307.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., Hart, R., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on well-being and performance in the workplace: an inclusive systematic review of the empirical literature. ''European Journal of Work and Organizational Psychology, 26''(4), 492-513.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education, 61, 132-141.<br />
<br />
== Méthodes d'évaluation des interventions et des pratiques ==<br />
<br />
Baer, R. (2019). Assessment of mindfulness by self-report. ''Current opinion in psychology, 28,'' 42-48.<br />
<br />
Bergomi, C., Tschacher, W., & Kupper, Z. (2013). The assessment of mindfulness with self-report measures: Existing scales and open issues. ''Mindfulness, 4,'' 191–202.<br />
<br />
Choi, E., & Leroy, H. (2015). Methods of mindfulness: How mindfulness is studied in the workplace (?) <br />
<br />
Schmidt, S., Hinterberger, T., Lynch, S., Büssing, A., & Kohls, N. (2013). Assessment of mindfulness: Review on state of the art. ''Mindfulness, 4''(1), 3-17.<br />
<br />
Van Dam, N. T., Earleywine, M., & Borders, A. (2010). Measuring mindfulness? An item response theory analysis of the Mindful Attention Awareness Scale. ''Personality and individual differences, 49''(7), 805-810.Sauer, S., Walach, H.,<br />
<br />
== Les défis de la recherche ==<br />
<br />
Chiesa, A. (2013). The difficulty of defining mindfulness: Current thought and critical issues. ''Mindfulness, 4''(3), 255-268.<br />
<br />
Davidson, R. J., & Dahl, C. J. (2018). Outstanding challenges in scientific research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 62-65.<br />
<br />
Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. ''American Psychologist, 70''(7), 581. <br />
<br />
Grossman, P. (2011). Defining mindfulness by how poorly I think I pay attention during everyday awareness and other intractable problems for psychology's (re) invention of mindfulness: comment on Brown et al.(2011). <br />
<br />
Grossman, P., & Van Dam, N. T. (2011). Mindfulness, by any other name…: trials and tribulations of sati in western psychology and science. ''Contemporary Buddhism, 12''(1), 219-239. <br />
<br />
Sellman, E. M., & Buttarazzi, G. F. (2020). Adding lemon juice to poison – raising critical questions about the oxymoronic nature of mindfulness in education and its future direction. ''British Journal of Educational Studies, 68''(1), 61-78. doi:10.1080/00071005.2019.1581128<br />
<br />
Tang, Y. Y., & Posner, M. I. (2013). Tools of the trade: theory and method in mindfulness neuroscience. ''Social cognitive and affective neuroscience, 8''(1), 118-120.<br />
<br />
Van Dam, N. T., Van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., . . . Gorchov, J. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 36-61.<br />
<br />
== Pleine conscience et apprentissage des adultes ==<br />
<br />
<br />
Crumley, G., & Schutz, H. (2011). Short-duration mindfulness training with adult learners. ''Adult Learning, 22''(2), 37-42. <br />
<br />
Hyland, T. (2010). Mindfulness, adult learning and therapeutic education: integrating the cognitive and affective domains of learning. ''International Journal of Lifelong Education, 2''9(5), 517-532. doi:10.1080/02601370.2010.512792<br />
<br />
Hyland, T. (2014). Mindfulness-based interventions and the affective domain of education. ''Educational Studies, 40''(3), 277-291. doi:10.1080/03055698.2014.889596<br />
<br />
Hyland, T. (2016). The Limits of Mindfulness: Emerging Issues for Education. ''British Journal of Educational Studies, 6''4(1), 97-117. doi:10.1080/00071005.2015.1051946<br />
<br />
McCaw, C. T. (2020). Mindfulness ‘thick’ and ‘thin’— a critical review of the uses of mindfulness in education. ''Oxford Review of Education, 46''(2), 257-278. doi:10.1080/03054985.2019.1667759<br />
<br />
Owen, R. (2020). Using Mindfulness to Promote Transformative Learning in Implicit Racial Bias Training. ''Adult Learning, 32''(3), 125-131. doi:10.1177/1045159520981165<br />
<br />
<br />
== Pleine conscience et développement durable ==<br />
<br />
Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does emotional intelligence influence academic performance? The role of compassion and engagement in education for sustainable development. ''Sustainability, 13''(4), 1721. <br />
<br />
Frank, P., Fischer, D., & Wamsler, C. (2019). Mindfulness, Education, and the Sustainable Development Goals. ''Quality Education, Encyclopedia of the UN Sustainable Development Goals''; Leal Filho, W., Azul, L., Brandli, P., Özuyar, G., Wall, T., Eds, 1-11. <br />
<br />
Gómez-Olmedo, A. M., Valor, C., & Carrero, I. (2020). Mindfulness in education for sustainable development to nurture socioemotional competencies: A systematic review and meta-analysis. ''Environmental Education Research, 26''(11), 1527-1555. <br />
<br />
Thiermann, U. B., & Sheate, W. R. (2020). The way forward in mindfulness and sustainability: a critical review and research agenda. ''Journal of Cognitive Enhancement,'' 1-22.<br />
<br />
== À catégoriser ==<br />
<br />
Beaudoin, J.-M., Recherche biographique en formation des adultes et dé standardisation des parcours de vie : bifurcation, transition et développement de l'agentivité. Actes du congrès de l'Actualité de la recherche en éducation et en formation (AREF), Université de Gevève, sept. 2010.<br />
<br />
Britton, W. B. (2019). Can mindfulness be too much of a good thing? The value of a middle way. ''Current Opinion in Psychology, 28'', 159–165.<br />
<br />
Cheung, S. Y., Huang, E. G., Chang, S., & Wei, L. (2020). Does being mindful make people more creative at work? The role of creative process engagement and perceived leader humility. ''Organizational Behavior and Human Decision Processes, 159'', 39–48.<br />
<br />
Kortagen, F. (2017). Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and teaching: theory and practice. Vol. 23, No 4, 387-405.<br />
<br />
Kortagen, F. et Vasalos, A. (2005). Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: theory and practice. Vol. 11, No 1. 47-71.<br />
<br />
Les voies du récit. Pratiques biographiques en formation, intervention et recherche. Sous la direction de Bernard, M.-C., Tschopp, G. et Slovik, A. (2019) Éditions science et bien commun. 318 pages.<br />
<br />
Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. ''Nature Reviews Neuroscience, 16''(4), 213-225.<br />
<br />
Traité de psychologie de la motivation, ouvrage collectif sous la direction de Carré, P. et Fenouillet, F. (2009). Dunod. 404 pages.</div>Cvennehttps://wiki.teluq.ca/wikitedia/index.php?title=Pleine_conscience_en_%C3%A9ducation&diff=18746Pleine conscience en éducation2021-08-12T16:08:37Z<p>Cvenne : /* À catégoriser */</p>
<hr />
<div>== Général ==<br />
<br />
L’accompagnement du développement personnel et professionnel en éducation, s’accompagner, accompagner, être accompagner, ouvrage collectif, sous la direction de Rondeau, K. et Jutras, F. (2019) Presses de l’Université du Québec. 183 pages.<br />
<br />
L’adulte en formation… pour devenir soi, Espaces, passages, débats et défis, ouvrage collectif sous la direction de Doucet, M. et Thériault. (2019). M. Presses de l’Université du Québec.<br />
<br />
Ostafin, B. D., Robinson, M. D., & Meier, B. P. (2015). ''Handbook of mindfulness and self-regulation'': Springer.<br />
<br />
== Méta-analyses ==<br />
<br />
Bartlett, L., Martin, A., Neil, A. L., Memish, K., Otahal, P., Kilpatrick, M., & Sanderson, K.(2019). A systematic review and meta-analysis of workplace mindfulness training randomized controlled trials. ''Journal of Occupational Health Psychology, 24'', 108–126.<br />
<br />
Boccia, M., Piccardi, L., & Guariglia, P. (2015). The meditative mind: a comprehensive meta-analysis of MRI studies. ''BioMed research international,'' 2015.<br />
<br />
Casedas, L., Pirruccio, V., Vadillo, M. A., & Lupianez,J. (2020). Does mindfulness meditation training enhance executive control? A systematic review and meta-analysis of randomized controlled trials in adults. ''Mindfulness, 11'', 411–424.<br />
<br />
Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. ''Clinical psychology review, 31''(3), 449-464.<br />
Donald, J. N., Sahdra, B. K., Van Zanden, B., Duineveld, J. J., Atkins, P. W., Marshall, S. L., & Ciarrochi, J. (2019). Does your mindfulness benefit others? A systematic review and meta‐analysis of the link between mindfulness and prosocial behaviour. ''British Journal of Psychology, 110''(1), 101-125.<br />
<br />
Goldberg, S. B., Riordan, K. M., Sun, S., & Davidson, R. J. (2021). The empirical status of mindfulness-based interventions: A systematic review of 44 meta-analyses of randomized controlled trials. ''Perspectives on Psychological Science'', 1745691620968771.<br />
<br />
Goyal, M., Singh, S., Sibinga, E. M., Gould, N. F., Rowland-Seymour, A., Sharma, R., . . . Shihab, H. M. (2014). Meditation programs for psychological stress and well-being: a systematic review and meta-analysis. ''JAMA internal medicine, 174''(3), 357-368.<br />
<br />
Eberth, J., & Sedlmeier, P. (2012). The effects of mindfulness meditation: a meta-analysis. ''Mindfulness, 3''(3), 174-189.<br />
<br />
Leyland, A., Rowse, G., & Emerson, L. M. (2019). Experimental effects of mindfulness inductions on self-regulation: Systematic review and meta-analysis. ''Emotion, 19''(1), 108.<br />
<br />
== Revues de littérature ==<br />
<br />
Black, D. S., & Slavich, G. M. (2016). Mindfulness meditation and the immune system: a systematic review of randomized controlled trials. ''Annals of the New York Academy of Sciences, 1373''(1), 13.<br />
<br />
Choi, E., Gruman, J. A., & Leonard, C. M. (2021). A balanced view of mindfulness at work. ''Organizational Psychology Review'', August 2021. doi:10.1177/20413866211036930<br />
<br />
Geiger, P. J., Boggero, I. A., Brake, C. A., Caldera, C. A., Combs, H. L., Peters, J. R., & Baer, R. A. (2016). Mindfulness-based interventions for older adults: a review of the effects on physical and emotional well-being. ''Mindfulness, 7''(2), 296-307.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., Hart, R., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on well-being and performance in the workplace: an inclusive systematic review of the empirical literature. ''European Journal of Work and Organizational Psychology, 26''(4), 492-513.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education, 61, 132-141.<br />
<br />
== Méthodes d'évaluation des interventions et des pratiques ==<br />
<br />
Baer, R. (2019). Assessment of mindfulness by self-report. ''Current opinion in psychology, 28,'' 42-48.<br />
<br />
Bergomi, C., Tschacher, W., & Kupper, Z. (2013). The assessment of mindfulness with self-report measures: Existing scales and open issues. ''Mindfulness, 4,'' 191–202.<br />
<br />
Choi, E., & Leroy, H. (2015). Methods of mindfulness: How mindfulness is studied in the workplace (?) <br />
<br />
Schmidt, S., Hinterberger, T., Lynch, S., Büssing, A., & Kohls, N. (2013). Assessment of mindfulness: Review on state of the art. ''Mindfulness, 4''(1), 3-17.<br />
<br />
Van Dam, N. T., Earleywine, M., & Borders, A. (2010). Measuring mindfulness? An item response theory analysis of the Mindful Attention Awareness Scale. ''Personality and individual differences, 49''(7), 805-810.Sauer, S., Walach, H.,<br />
<br />
== Les défis de la recherche ==<br />
<br />
Chiesa, A. (2013). The difficulty of defining mindfulness: Current thought and critical issues. ''Mindfulness, 4''(3), 255-268.<br />
<br />
Davidson, R. J., & Dahl, C. J. (2018). Outstanding challenges in scientific research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 62-65.<br />
<br />
Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. ''American Psychologist, 70''(7), 581. <br />
<br />
Grossman, P. (2011). Defining mindfulness by how poorly I think I pay attention during everyday awareness and other intractable problems for psychology's (re) invention of mindfulness: comment on Brown et al.(2011). <br />
<br />
Grossman, P., & Van Dam, N. T. (2011). Mindfulness, by any other name…: trials and tribulations of sati in western psychology and science. ''Contemporary Buddhism, 12''(1), 219-239. <br />
<br />
Sellman, E. M., & Buttarazzi, G. F. (2020). Adding lemon juice to poison – raising critical questions about the oxymoronic nature of mindfulness in education and its future direction. ''British Journal of Educational Studies, 68''(1), 61-78. doi:10.1080/00071005.2019.1581128<br />
<br />
Tang, Y. Y., & Posner, M. I. (2013). Tools of the trade: theory and method in mindfulness neuroscience. ''Social cognitive and affective neuroscience, 8''(1), 118-120.<br />
<br />
Van Dam, N. T., Van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., . . . Gorchov, J. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 36-61.<br />
<br />
== Pleine conscience et apprentissage des adultes ==<br />
<br />
<br />
Crumley, G., & Schutz, H. (2011). Short-duration mindfulness training with adult learners. ''Adult Learning, 22''(2), 37-42. <br />
<br />
Hyland, T. (2010). Mindfulness, adult learning and therapeutic education: integrating the cognitive and affective domains of learning. ''International Journal of Lifelong Education, 2''9(5), 517-532. doi:10.1080/02601370.2010.512792<br />
<br />
Hyland, T. (2014). Mindfulness-based interventions and the affective domain of education. ''Educational Studies, 40''(3), 277-291. doi:10.1080/03055698.2014.889596<br />
<br />
Hyland, T. (2016). The Limits of Mindfulness: Emerging Issues for Education. ''British Journal of Educational Studies, 6''4(1), 97-117. doi:10.1080/00071005.2015.1051946<br />
<br />
McCaw, C. T. (2020). Mindfulness ‘thick’ and ‘thin’— a critical review of the uses of mindfulness in education. ''Oxford Review of Education, 46''(2), 257-278. doi:10.1080/03054985.2019.1667759<br />
<br />
Owen, R. (2020). Using Mindfulness to Promote Transformative Learning in Implicit Racial Bias Training. ''Adult Learning, 32''(3), 125-131. doi:10.1177/1045159520981165<br />
<br />
<br />
== Pleine conscience et développement durable ==<br />
<br />
Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does emotional intelligence influence academic performance? The role of compassion and engagement in education for sustainable development. ''Sustainability, 13''(4), 1721. <br />
<br />
Frank, P., Fischer, D., & Wamsler, C. (2019). Mindfulness, Education, and the Sustainable Development Goals. ''Quality Education, Encyclopedia of the UN Sustainable Development Goals''; Leal Filho, W., Azul, L., Brandli, P., Özuyar, G., Wall, T., Eds, 1-11. <br />
<br />
Gómez-Olmedo, A. M., Valor, C., & Carrero, I. (2020). Mindfulness in education for sustainable development to nurture socioemotional competencies: A systematic review and meta-analysis. ''Environmental Education Research, 26''(11), 1527-1555. <br />
<br />
Thiermann, U. B., & Sheate, W. R. (2020). The way forward in mindfulness and sustainability: a critical review and research agenda. ''Journal of Cognitive Enhancement,'' 1-22.<br />
<br />
== À catégoriser ==<br />
<br />
Beaudoin, J.-M., Recherche biographique en formation des adultes et dé standardisation des parcours de vie : bifurcation, transition et développement de l'agentivité. Actes du congrès de l'Actualité de la recherche en éducation et en formation (AREF), Université de Gevève, sept. 2010.<br />
<br />
Britton, W. B. (2019). Can mindfulness be too much of a good thing? The value of a middle way. ''Current Opinion in Psychology, 28'', 159–165.<br />
<br />
Cheung, S. Y., Huang, E. G., Chang, S., & Wei, L. (2020). Does being mindful make people more creative at work? The role of creative process engagement and perceived leader humility. ''Organizational Behavior and Human Decision Processes, 159'', 39–48.<br />
<br />
Kortagen, F. (2017). Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and teaching: theory and practice. Vol. 23, No 4, 387-405.<br />
<br />
Kortagen, F. et Vasalos, A. (2005). Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: theory and practice. Vol. 11, No 1. 47-71.<br />
<br />
Les voies du récit. Pratiques biographiques en formation, intervention et recherche. Sous la direction de Bernard, M.-C., Tschopp, G. et Slovik, A. (2019) Éditions science et bien commun. 318 pages.<br />
<br />
Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. ''Nature Reviews Neuroscience, 16''(4), 213-225.<br />
<br />
Traité de psychologie de la motivation, ouvrage collectif sous la direction de Carré, P. et Fenouillet, F. (2009). Dunod. 404 pages.</div>Cvennehttps://wiki.teluq.ca/wikitedia/index.php?title=Pleine_conscience_en_%C3%A9ducation&diff=18745Pleine conscience en éducation2021-08-12T16:06:29Z<p>Cvenne : /* Général */</p>
<hr />
<div>== Général ==<br />
<br />
L’accompagnement du développement personnel et professionnel en éducation, s’accompagner, accompagner, être accompagner, ouvrage collectif, sous la direction de Rondeau, K. et Jutras, F. (2019) Presses de l’Université du Québec. 183 pages.<br />
<br />
L’adulte en formation… pour devenir soi, Espaces, passages, débats et défis, ouvrage collectif sous la direction de Doucet, M. et Thériault. (2019). M. Presses de l’Université du Québec.<br />
<br />
Ostafin, B. D., Robinson, M. D., & Meier, B. P. (2015). ''Handbook of mindfulness and self-regulation'': Springer.<br />
<br />
== Méta-analyses ==<br />
<br />
Bartlett, L., Martin, A., Neil, A. L., Memish, K., Otahal, P., Kilpatrick, M., & Sanderson, K.(2019). A systematic review and meta-analysis of workplace mindfulness training randomized controlled trials. ''Journal of Occupational Health Psychology, 24'', 108–126.<br />
<br />
Boccia, M., Piccardi, L., & Guariglia, P. (2015). The meditative mind: a comprehensive meta-analysis of MRI studies. ''BioMed research international,'' 2015.<br />
<br />
Casedas, L., Pirruccio, V., Vadillo, M. A., & Lupianez,J. (2020). Does mindfulness meditation training enhance executive control? A systematic review and meta-analysis of randomized controlled trials in adults. ''Mindfulness, 11'', 411–424.<br />
<br />
Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. ''Clinical psychology review, 31''(3), 449-464.<br />
Donald, J. N., Sahdra, B. K., Van Zanden, B., Duineveld, J. J., Atkins, P. W., Marshall, S. L., & Ciarrochi, J. (2019). Does your mindfulness benefit others? A systematic review and meta‐analysis of the link between mindfulness and prosocial behaviour. ''British Journal of Psychology, 110''(1), 101-125.<br />
<br />
Goldberg, S. B., Riordan, K. M., Sun, S., & Davidson, R. J. (2021). The empirical status of mindfulness-based interventions: A systematic review of 44 meta-analyses of randomized controlled trials. ''Perspectives on Psychological Science'', 1745691620968771.<br />
<br />
Goyal, M., Singh, S., Sibinga, E. M., Gould, N. F., Rowland-Seymour, A., Sharma, R., . . . Shihab, H. M. (2014). Meditation programs for psychological stress and well-being: a systematic review and meta-analysis. ''JAMA internal medicine, 174''(3), 357-368.<br />
<br />
Eberth, J., & Sedlmeier, P. (2012). The effects of mindfulness meditation: a meta-analysis. ''Mindfulness, 3''(3), 174-189.<br />
<br />
Leyland, A., Rowse, G., & Emerson, L. M. (2019). Experimental effects of mindfulness inductions on self-regulation: Systematic review and meta-analysis. ''Emotion, 19''(1), 108.<br />
<br />
== Revues de littérature ==<br />
<br />
Black, D. S., & Slavich, G. M. (2016). Mindfulness meditation and the immune system: a systematic review of randomized controlled trials. ''Annals of the New York Academy of Sciences, 1373''(1), 13.<br />
<br />
Choi, E., Gruman, J. A., & Leonard, C. M. (2021). A balanced view of mindfulness at work. ''Organizational Psychology Review'', August 2021. doi:10.1177/20413866211036930<br />
<br />
Geiger, P. J., Boggero, I. A., Brake, C. A., Caldera, C. A., Combs, H. L., Peters, J. R., & Baer, R. A. (2016). Mindfulness-based interventions for older adults: a review of the effects on physical and emotional well-being. ''Mindfulness, 7''(2), 296-307.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., Hart, R., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on well-being and performance in the workplace: an inclusive systematic review of the empirical literature. ''European Journal of Work and Organizational Psychology, 26''(4), 492-513.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education, 61, 132-141.<br />
<br />
== Méthodes d'évaluation des interventions et des pratiques ==<br />
<br />
Baer, R. (2019). Assessment of mindfulness by self-report. ''Current opinion in psychology, 28,'' 42-48.<br />
<br />
Bergomi, C., Tschacher, W., & Kupper, Z. (2013). The assessment of mindfulness with self-report measures: Existing scales and open issues. ''Mindfulness, 4,'' 191–202.<br />
<br />
Choi, E., & Leroy, H. (2015). Methods of mindfulness: How mindfulness is studied in the workplace (?) <br />
<br />
Schmidt, S., Hinterberger, T., Lynch, S., Büssing, A., & Kohls, N. (2013). Assessment of mindfulness: Review on state of the art. ''Mindfulness, 4''(1), 3-17.<br />
<br />
Van Dam, N. T., Earleywine, M., & Borders, A. (2010). Measuring mindfulness? An item response theory analysis of the Mindful Attention Awareness Scale. ''Personality and individual differences, 49''(7), 805-810.Sauer, S., Walach, H.,<br />
<br />
== Les défis de la recherche ==<br />
<br />
Chiesa, A. (2013). The difficulty of defining mindfulness: Current thought and critical issues. ''Mindfulness, 4''(3), 255-268.<br />
<br />
Davidson, R. J., & Dahl, C. J. (2018). Outstanding challenges in scientific research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 62-65.<br />
<br />
Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. ''American Psychologist, 70''(7), 581. <br />
<br />
Grossman, P. (2011). Defining mindfulness by how poorly I think I pay attention during everyday awareness and other intractable problems for psychology's (re) invention of mindfulness: comment on Brown et al.(2011). <br />
<br />
Grossman, P., & Van Dam, N. T. (2011). Mindfulness, by any other name…: trials and tribulations of sati in western psychology and science. ''Contemporary Buddhism, 12''(1), 219-239. <br />
<br />
Sellman, E. M., & Buttarazzi, G. F. (2020). Adding lemon juice to poison – raising critical questions about the oxymoronic nature of mindfulness in education and its future direction. ''British Journal of Educational Studies, 68''(1), 61-78. doi:10.1080/00071005.2019.1581128<br />
<br />
Tang, Y. Y., & Posner, M. I. (2013). Tools of the trade: theory and method in mindfulness neuroscience. ''Social cognitive and affective neuroscience, 8''(1), 118-120.<br />
<br />
Van Dam, N. T., Van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., . . . Gorchov, J. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 36-61.<br />
<br />
== Pleine conscience et apprentissage des adultes ==<br />
<br />
<br />
Crumley, G., & Schutz, H. (2011). Short-duration mindfulness training with adult learners. ''Adult Learning, 22''(2), 37-42. <br />
<br />
Hyland, T. (2010). Mindfulness, adult learning and therapeutic education: integrating the cognitive and affective domains of learning. ''International Journal of Lifelong Education, 2''9(5), 517-532. doi:10.1080/02601370.2010.512792<br />
<br />
Hyland, T. (2014). Mindfulness-based interventions and the affective domain of education. ''Educational Studies, 40''(3), 277-291. doi:10.1080/03055698.2014.889596<br />
<br />
Hyland, T. (2016). The Limits of Mindfulness: Emerging Issues for Education. ''British Journal of Educational Studies, 6''4(1), 97-117. doi:10.1080/00071005.2015.1051946<br />
<br />
McCaw, C. T. (2020). Mindfulness ‘thick’ and ‘thin’— a critical review of the uses of mindfulness in education. ''Oxford Review of Education, 46''(2), 257-278. doi:10.1080/03054985.2019.1667759<br />
<br />
Owen, R. (2020). Using Mindfulness to Promote Transformative Learning in Implicit Racial Bias Training. ''Adult Learning, 32''(3), 125-131. doi:10.1177/1045159520981165<br />
<br />
<br />
== Pleine conscience et développement durable ==<br />
<br />
Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does emotional intelligence influence academic performance? The role of compassion and engagement in education for sustainable development. ''Sustainability, 13''(4), 1721. <br />
<br />
Frank, P., Fischer, D., & Wamsler, C. (2019). Mindfulness, Education, and the Sustainable Development Goals. ''Quality Education, Encyclopedia of the UN Sustainable Development Goals''; Leal Filho, W., Azul, L., Brandli, P., Özuyar, G., Wall, T., Eds, 1-11. <br />
<br />
Gómez-Olmedo, A. M., Valor, C., & Carrero, I. (2020). Mindfulness in education for sustainable development to nurture socioemotional competencies: A systematic review and meta-analysis. ''Environmental Education Research, 26''(11), 1527-1555. <br />
<br />
Thiermann, U. B., & Sheate, W. R. (2020). The way forward in mindfulness and sustainability: a critical review and research agenda. ''Journal of Cognitive Enhancement,'' 1-22.<br />
<br />
== À catégoriser ==<br />
<br />
Beaudoin, J.-M., Recherche biographique en formation des adultes et dé standardisation des parcours de vie : bifurcation, transition et développement de l'agentivité. Actes du congrès de l'Actualité de la recherche en éducation et en formation (AREF), Université de Gevève, sept. 2010.<br />
<br />
Britton, W. B. (2019). Can mindfulness be too much of a good thing? The value of a middle way. ''Current Opinion in Psychology, 28'', 159–165.<br />
<br />
Cheung, S. Y., Huang, E. G., Chang, S., & Wei, L. (2020). Does being mindful make people more creative at work? The role of creative process engagement and perceived leader humility. ''Organizational Behavior and Human Decision Processes, 159'', 39–48.<br />
<br />
Kortagen, F. (2017). Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and teaching: theory and practice. Vol. 23, No 4, 387-405.<br />
<br />
Kortagen, F. et Vasalos, A. (2005). Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: theory and practice. Vol. 11, No 1. 47-71.<br />
<br />
Les voies du récit. Pratiques biographiques en formation, intervention et recherche. Sous la direction de Bernard, M.-C., Tschopp, G. et Slovik, A. Éditions science et bien commun. 318 pages. 2019<br />
<br />
Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. ''Nature Reviews Neuroscience, 16''(4), 213-225.</div>Cvennehttps://wiki.teluq.ca/wikitedia/index.php?title=Pleine_conscience_en_%C3%A9ducation&diff=18744Pleine conscience en éducation2021-08-12T16:01:49Z<p>Cvenne : /* À catégoriser */</p>
<hr />
<div>== Général ==<br />
<br />
Ostafin, B. D., Robinson, M. D., & Meier, B. P. (2015). ''Handbook of mindfulness and self-regulation'': Springer.<br />
<br />
== Méta-analyses ==<br />
<br />
Bartlett, L., Martin, A., Neil, A. L., Memish, K., Otahal, P., Kilpatrick, M., & Sanderson, K.(2019). A systematic review and meta-analysis of workplace mindfulness training randomized controlled trials. ''Journal of Occupational Health Psychology, 24'', 108–126.<br />
<br />
Boccia, M., Piccardi, L., & Guariglia, P. (2015). The meditative mind: a comprehensive meta-analysis of MRI studies. ''BioMed research international,'' 2015.<br />
<br />
Casedas, L., Pirruccio, V., Vadillo, M. A., & Lupianez,J. (2020). Does mindfulness meditation training enhance executive control? A systematic review and meta-analysis of randomized controlled trials in adults. ''Mindfulness, 11'', 411–424.<br />
<br />
Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. ''Clinical psychology review, 31''(3), 449-464.<br />
Donald, J. N., Sahdra, B. K., Van Zanden, B., Duineveld, J. J., Atkins, P. W., Marshall, S. L., & Ciarrochi, J. (2019). Does your mindfulness benefit others? A systematic review and meta‐analysis of the link between mindfulness and prosocial behaviour. ''British Journal of Psychology, 110''(1), 101-125.<br />
<br />
Goldberg, S. B., Riordan, K. M., Sun, S., & Davidson, R. J. (2021). The empirical status of mindfulness-based interventions: A systematic review of 44 meta-analyses of randomized controlled trials. ''Perspectives on Psychological Science'', 1745691620968771.<br />
<br />
Goyal, M., Singh, S., Sibinga, E. M., Gould, N. F., Rowland-Seymour, A., Sharma, R., . . . Shihab, H. M. (2014). Meditation programs for psychological stress and well-being: a systematic review and meta-analysis. ''JAMA internal medicine, 174''(3), 357-368.<br />
<br />
Eberth, J., & Sedlmeier, P. (2012). The effects of mindfulness meditation: a meta-analysis. ''Mindfulness, 3''(3), 174-189.<br />
<br />
Leyland, A., Rowse, G., & Emerson, L. M. (2019). Experimental effects of mindfulness inductions on self-regulation: Systematic review and meta-analysis. ''Emotion, 19''(1), 108.<br />
<br />
== Revues de littérature ==<br />
<br />
Black, D. S., & Slavich, G. M. (2016). Mindfulness meditation and the immune system: a systematic review of randomized controlled trials. ''Annals of the New York Academy of Sciences, 1373''(1), 13.<br />
<br />
Choi, E., Gruman, J. A., & Leonard, C. M. (2021). A balanced view of mindfulness at work. ''Organizational Psychology Review'', August 2021. doi:10.1177/20413866211036930<br />
<br />
Geiger, P. J., Boggero, I. A., Brake, C. A., Caldera, C. A., Combs, H. L., Peters, J. R., & Baer, R. A. (2016). Mindfulness-based interventions for older adults: a review of the effects on physical and emotional well-being. ''Mindfulness, 7''(2), 296-307.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., Hart, R., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on well-being and performance in the workplace: an inclusive systematic review of the empirical literature. ''European Journal of Work and Organizational Psychology, 26''(4), 492-513.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education, 61, 132-141.<br />
<br />
== Méthodes d'évaluation des interventions et des pratiques ==<br />
<br />
Baer, R. (2019). Assessment of mindfulness by self-report. ''Current opinion in psychology, 28,'' 42-48.<br />
<br />
Bergomi, C., Tschacher, W., & Kupper, Z. (2013). The assessment of mindfulness with self-report measures: Existing scales and open issues. ''Mindfulness, 4,'' 191–202.<br />
<br />
Choi, E., & Leroy, H. (2015). Methods of mindfulness: How mindfulness is studied in the workplace (?) <br />
<br />
Schmidt, S., Hinterberger, T., Lynch, S., Büssing, A., & Kohls, N. (2013). Assessment of mindfulness: Review on state of the art. ''Mindfulness, 4''(1), 3-17.<br />
<br />
Van Dam, N. T., Earleywine, M., & Borders, A. (2010). Measuring mindfulness? An item response theory analysis of the Mindful Attention Awareness Scale. ''Personality and individual differences, 49''(7), 805-810.Sauer, S., Walach, H.,<br />
<br />
== Les défis de la recherche ==<br />
<br />
Chiesa, A. (2013). The difficulty of defining mindfulness: Current thought and critical issues. ''Mindfulness, 4''(3), 255-268.<br />
<br />
Davidson, R. J., & Dahl, C. J. (2018). Outstanding challenges in scientific research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 62-65.<br />
<br />
Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. ''American Psychologist, 70''(7), 581. <br />
<br />
Grossman, P. (2011). Defining mindfulness by how poorly I think I pay attention during everyday awareness and other intractable problems for psychology's (re) invention of mindfulness: comment on Brown et al.(2011). <br />
<br />
Grossman, P., & Van Dam, N. T. (2011). Mindfulness, by any other name…: trials and tribulations of sati in western psychology and science. ''Contemporary Buddhism, 12''(1), 219-239. <br />
<br />
Sellman, E. M., & Buttarazzi, G. F. (2020). Adding lemon juice to poison – raising critical questions about the oxymoronic nature of mindfulness in education and its future direction. ''British Journal of Educational Studies, 68''(1), 61-78. doi:10.1080/00071005.2019.1581128<br />
<br />
Tang, Y. Y., & Posner, M. I. (2013). Tools of the trade: theory and method in mindfulness neuroscience. ''Social cognitive and affective neuroscience, 8''(1), 118-120.<br />
<br />
Van Dam, N. T., Van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., . . . Gorchov, J. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 36-61.<br />
<br />
== Pleine conscience et apprentissage des adultes ==<br />
<br />
<br />
Crumley, G., & Schutz, H. (2011). Short-duration mindfulness training with adult learners. ''Adult Learning, 22''(2), 37-42. <br />
<br />
Hyland, T. (2010). Mindfulness, adult learning and therapeutic education: integrating the cognitive and affective domains of learning. ''International Journal of Lifelong Education, 2''9(5), 517-532. doi:10.1080/02601370.2010.512792<br />
<br />
Hyland, T. (2014). Mindfulness-based interventions and the affective domain of education. ''Educational Studies, 40''(3), 277-291. doi:10.1080/03055698.2014.889596<br />
<br />
Hyland, T. (2016). The Limits of Mindfulness: Emerging Issues for Education. ''British Journal of Educational Studies, 6''4(1), 97-117. doi:10.1080/00071005.2015.1051946<br />
<br />
McCaw, C. T. (2020). Mindfulness ‘thick’ and ‘thin’— a critical review of the uses of mindfulness in education. ''Oxford Review of Education, 46''(2), 257-278. doi:10.1080/03054985.2019.1667759<br />
<br />
Owen, R. (2020). Using Mindfulness to Promote Transformative Learning in Implicit Racial Bias Training. ''Adult Learning, 32''(3), 125-131. doi:10.1177/1045159520981165<br />
<br />
<br />
== Pleine conscience et développement durable ==<br />
<br />
Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does emotional intelligence influence academic performance? The role of compassion and engagement in education for sustainable development. ''Sustainability, 13''(4), 1721. <br />
<br />
Frank, P., Fischer, D., & Wamsler, C. (2019). Mindfulness, Education, and the Sustainable Development Goals. ''Quality Education, Encyclopedia of the UN Sustainable Development Goals''; Leal Filho, W., Azul, L., Brandli, P., Özuyar, G., Wall, T., Eds, 1-11. <br />
<br />
Gómez-Olmedo, A. M., Valor, C., & Carrero, I. (2020). Mindfulness in education for sustainable development to nurture socioemotional competencies: A systematic review and meta-analysis. ''Environmental Education Research, 26''(11), 1527-1555. <br />
<br />
Thiermann, U. B., & Sheate, W. R. (2020). The way forward in mindfulness and sustainability: a critical review and research agenda. ''Journal of Cognitive Enhancement,'' 1-22.<br />
<br />
== À catégoriser ==<br />
<br />
Beaudoin, J.-M., Recherche biographique en formation des adultes et dé standardisation des parcours de vie : bifurcation, transition et développement de l'agentivité. Actes du congrès de l'Actualité de la recherche en éducation et en formation (AREF), Université de Gevève, sept. 2010.<br />
<br />
Britton, W. B. (2019). Can mindfulness be too much of a good thing? The value of a middle way. ''Current Opinion in Psychology, 28'', 159–165.<br />
<br />
Cheung, S. Y., Huang, E. G., Chang, S., & Wei, L. (2020). Does being mindful make people more creative at work? The role of creative process engagement and perceived leader humility. ''Organizational Behavior and Human Decision Processes, 159'', 39–48.<br />
<br />
Kortagen, F. (2017). Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and teaching: theory and practice. Vol. 23, No 4, 387-405.<br />
<br />
Kortagen, F. et Vasalos, A. (2005). Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: theory and practice. Vol. 11, No 1. 47-71.<br />
<br />
Les voies du récit. Pratiques biographiques en formation, intervention et recherche. Sous la direction de Bernard, M.-C., Tschopp, G. et Slovik, A. Éditions science et bien commun. 318 pages. 2019<br />
<br />
Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. ''Nature Reviews Neuroscience, 16''(4), 213-225.</div>Cvennehttps://wiki.teluq.ca/wikitedia/index.php?title=Pleine_conscience_en_%C3%A9ducation&diff=18743Pleine conscience en éducation2021-08-10T20:41:12Z<p>Cvenne : /* À catégoriser */</p>
<hr />
<div>== Général ==<br />
<br />
Ostafin, B. D., Robinson, M. D., & Meier, B. P. (2015). ''Handbook of mindfulness and self-regulation'': Springer.<br />
<br />
== Méta-analyses ==<br />
<br />
Bartlett, L., Martin, A., Neil, A. L., Memish, K., Otahal, P., Kilpatrick, M., & Sanderson, K.(2019). A systematic review and meta-analysis of workplace mindfulness training randomized controlled trials. ''Journal of Occupational Health Psychology, 24'', 108–126.<br />
<br />
Boccia, M., Piccardi, L., & Guariglia, P. (2015). The meditative mind: a comprehensive meta-analysis of MRI studies. ''BioMed research international,'' 2015.<br />
<br />
Casedas, L., Pirruccio, V., Vadillo, M. A., & Lupianez,J. (2020). Does mindfulness meditation training enhance executive control? A systematic review and meta-analysis of randomized controlled trials in adults. ''Mindfulness, 11'', 411–424.<br />
<br />
Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. ''Clinical psychology review, 31''(3), 449-464.<br />
Donald, J. N., Sahdra, B. K., Van Zanden, B., Duineveld, J. J., Atkins, P. W., Marshall, S. L., & Ciarrochi, J. (2019). Does your mindfulness benefit others? A systematic review and meta‐analysis of the link between mindfulness and prosocial behaviour. ''British Journal of Psychology, 110''(1), 101-125.<br />
<br />
Goldberg, S. B., Riordan, K. M., Sun, S., & Davidson, R. J. (2021). The empirical status of mindfulness-based interventions: A systematic review of 44 meta-analyses of randomized controlled trials. ''Perspectives on Psychological Science'', 1745691620968771.<br />
<br />
Goyal, M., Singh, S., Sibinga, E. M., Gould, N. F., Rowland-Seymour, A., Sharma, R., . . . Shihab, H. M. (2014). Meditation programs for psychological stress and well-being: a systematic review and meta-analysis. ''JAMA internal medicine, 174''(3), 357-368.<br />
<br />
Eberth, J., & Sedlmeier, P. (2012). The effects of mindfulness meditation: a meta-analysis. ''Mindfulness, 3''(3), 174-189.<br />
<br />
Leyland, A., Rowse, G., & Emerson, L. M. (2019). Experimental effects of mindfulness inductions on self-regulation: Systematic review and meta-analysis. ''Emotion, 19''(1), 108.<br />
<br />
== Revues de littérature ==<br />
<br />
Black, D. S., & Slavich, G. M. (2016). Mindfulness meditation and the immune system: a systematic review of randomized controlled trials. ''Annals of the New York Academy of Sciences, 1373''(1), 13.<br />
<br />
Choi, E., Gruman, J. A., & Leonard, C. M. (2021). A balanced view of mindfulness at work. ''Organizational Psychology Review'', August 2021. doi:10.1177/20413866211036930<br />
<br />
Geiger, P. J., Boggero, I. A., Brake, C. A., Caldera, C. A., Combs, H. L., Peters, J. R., & Baer, R. A. (2016). Mindfulness-based interventions for older adults: a review of the effects on physical and emotional well-being. ''Mindfulness, 7''(2), 296-307.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., Hart, R., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on well-being and performance in the workplace: an inclusive systematic review of the empirical literature. ''European Journal of Work and Organizational Psychology, 26''(4), 492-513.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education, 61, 132-141.<br />
<br />
== Méthodes d'évaluation des interventions et des pratiques ==<br />
<br />
Baer, R. (2019). Assessment of mindfulness by self-report. ''Current opinion in psychology, 28,'' 42-48.<br />
<br />
Bergomi, C., Tschacher, W., & Kupper, Z. (2013). The assessment of mindfulness with self-report measures: Existing scales and open issues. ''Mindfulness, 4,'' 191–202.<br />
<br />
Choi, E., & Leroy, H. (2015). Methods of mindfulness: How mindfulness is studied in the workplace (?) <br />
<br />
Schmidt, S., Hinterberger, T., Lynch, S., Büssing, A., & Kohls, N. (2013). Assessment of mindfulness: Review on state of the art. ''Mindfulness, 4''(1), 3-17.<br />
<br />
Van Dam, N. T., Earleywine, M., & Borders, A. (2010). Measuring mindfulness? An item response theory analysis of the Mindful Attention Awareness Scale. ''Personality and individual differences, 49''(7), 805-810.Sauer, S., Walach, H.,<br />
<br />
== Les défis de la recherche ==<br />
<br />
Chiesa, A. (2013). The difficulty of defining mindfulness: Current thought and critical issues. ''Mindfulness, 4''(3), 255-268.<br />
<br />
Davidson, R. J., & Dahl, C. J. (2018). Outstanding challenges in scientific research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 62-65.<br />
<br />
Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. ''American Psychologist, 70''(7), 581. <br />
<br />
Grossman, P. (2011). Defining mindfulness by how poorly I think I pay attention during everyday awareness and other intractable problems for psychology's (re) invention of mindfulness: comment on Brown et al.(2011). <br />
<br />
Grossman, P., & Van Dam, N. T. (2011). Mindfulness, by any other name…: trials and tribulations of sati in western psychology and science. ''Contemporary Buddhism, 12''(1), 219-239. <br />
<br />
Sellman, E. M., & Buttarazzi, G. F. (2020). Adding lemon juice to poison – raising critical questions about the oxymoronic nature of mindfulness in education and its future direction. ''British Journal of Educational Studies, 68''(1), 61-78. doi:10.1080/00071005.2019.1581128<br />
<br />
Tang, Y. Y., & Posner, M. I. (2013). Tools of the trade: theory and method in mindfulness neuroscience. ''Social cognitive and affective neuroscience, 8''(1), 118-120.<br />
<br />
Van Dam, N. T., Van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., . . . Gorchov, J. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 36-61.<br />
<br />
== Pleine conscience et apprentissage des adultes ==<br />
<br />
<br />
Crumley, G., & Schutz, H. (2011). Short-duration mindfulness training with adult learners. ''Adult Learning, 22''(2), 37-42. <br />
<br />
Hyland, T. (2010). Mindfulness, adult learning and therapeutic education: integrating the cognitive and affective domains of learning. ''International Journal of Lifelong Education, 2''9(5), 517-532. doi:10.1080/02601370.2010.512792<br />
<br />
Hyland, T. (2014). Mindfulness-based interventions and the affective domain of education. ''Educational Studies, 40''(3), 277-291. doi:10.1080/03055698.2014.889596<br />
<br />
Hyland, T. (2016). The Limits of Mindfulness: Emerging Issues for Education. ''British Journal of Educational Studies, 6''4(1), 97-117. doi:10.1080/00071005.2015.1051946<br />
<br />
McCaw, C. T. (2020). Mindfulness ‘thick’ and ‘thin’— a critical review of the uses of mindfulness in education. ''Oxford Review of Education, 46''(2), 257-278. doi:10.1080/03054985.2019.1667759<br />
<br />
Owen, R. (2020). Using Mindfulness to Promote Transformative Learning in Implicit Racial Bias Training. ''Adult Learning, 32''(3), 125-131. doi:10.1177/1045159520981165<br />
<br />
<br />
== Pleine conscience et développement durable ==<br />
<br />
Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does emotional intelligence influence academic performance? The role of compassion and engagement in education for sustainable development. ''Sustainability, 13''(4), 1721. <br />
<br />
Frank, P., Fischer, D., & Wamsler, C. (2019). Mindfulness, Education, and the Sustainable Development Goals. ''Quality Education, Encyclopedia of the UN Sustainable Development Goals''; Leal Filho, W., Azul, L., Brandli, P., Özuyar, G., Wall, T., Eds, 1-11. <br />
<br />
Gómez-Olmedo, A. M., Valor, C., & Carrero, I. (2020). Mindfulness in education for sustainable development to nurture socioemotional competencies: A systematic review and meta-analysis. ''Environmental Education Research, 26''(11), 1527-1555. <br />
<br />
Thiermann, U. B., & Sheate, W. R. (2020). The way forward in mindfulness and sustainability: a critical review and research agenda. ''Journal of Cognitive Enhancement,'' 1-22.<br />
<br />
== À catégoriser ==<br />
<br />
Beaudoin, J.-M., Recherche biographique en formation des adultes et dé standardisation des parcours de vie : bifurcation, transition et développement de l'agentivité. Actes du congrès de l'Actualité de la recherche en éducation et en formation (AREF), Université de Gevève, sept. 2010.<br />
<br />
Britton, W. B. (2019). Can mindfulness be too much of a good thing? The value of a middle way. ''Current Opinion in Psychology, 28'', 159–165.<br />
<br />
Cheung, S. Y., Huang, E. G., Chang, S., & Wei, L. (2020). Does being mindful make people more creative at work? The role of creative process engagement and perceived leader humility. ''Organizational Behavior and Human Decision Processes, 159'', 39–48.<br />
<br />
Kortagen, F. Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and teaching: theory and practice, 2017. Vol. 23, No 4, 387-405.<br />
<br />
Les voies du récit. Pratiques biographiques en formation, intervention et recherche. Sous la direction de Bernard, M.-C., Tschopp, G. et Slovik, A. Éditions science et bien commun. 318 pages. 2019<br />
<br />
Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. ''Nature Reviews Neuroscience, 16''(4), 213-225.</div>Cvennehttps://wiki.teluq.ca/wikitedia/index.php?title=Pleine_conscience_en_%C3%A9ducation&diff=18742Pleine conscience en éducation2021-08-10T20:34:23Z<p>Cvenne : /* À catégoriser */</p>
<hr />
<div>== Général ==<br />
<br />
Ostafin, B. D., Robinson, M. D., & Meier, B. P. (2015). ''Handbook of mindfulness and self-regulation'': Springer.<br />
<br />
== Méta-analyses ==<br />
<br />
Bartlett, L., Martin, A., Neil, A. L., Memish, K., Otahal, P., Kilpatrick, M., & Sanderson, K.(2019). A systematic review and meta-analysis of workplace mindfulness training randomized controlled trials. ''Journal of Occupational Health Psychology, 24'', 108–126.<br />
<br />
Boccia, M., Piccardi, L., & Guariglia, P. (2015). The meditative mind: a comprehensive meta-analysis of MRI studies. ''BioMed research international,'' 2015.<br />
<br />
Casedas, L., Pirruccio, V., Vadillo, M. A., & Lupianez,J. (2020). Does mindfulness meditation training enhance executive control? A systematic review and meta-analysis of randomized controlled trials in adults. ''Mindfulness, 11'', 411–424.<br />
<br />
Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. ''Clinical psychology review, 31''(3), 449-464.<br />
Donald, J. N., Sahdra, B. K., Van Zanden, B., Duineveld, J. J., Atkins, P. W., Marshall, S. L., & Ciarrochi, J. (2019). Does your mindfulness benefit others? A systematic review and meta‐analysis of the link between mindfulness and prosocial behaviour. ''British Journal of Psychology, 110''(1), 101-125.<br />
<br />
Goldberg, S. B., Riordan, K. M., Sun, S., & Davidson, R. J. (2021). The empirical status of mindfulness-based interventions: A systematic review of 44 meta-analyses of randomized controlled trials. ''Perspectives on Psychological Science'', 1745691620968771.<br />
<br />
Goyal, M., Singh, S., Sibinga, E. M., Gould, N. F., Rowland-Seymour, A., Sharma, R., . . . Shihab, H. M. (2014). Meditation programs for psychological stress and well-being: a systematic review and meta-analysis. ''JAMA internal medicine, 174''(3), 357-368.<br />
<br />
Eberth, J., & Sedlmeier, P. (2012). The effects of mindfulness meditation: a meta-analysis. ''Mindfulness, 3''(3), 174-189.<br />
<br />
Leyland, A., Rowse, G., & Emerson, L. M. (2019). Experimental effects of mindfulness inductions on self-regulation: Systematic review and meta-analysis. ''Emotion, 19''(1), 108.<br />
<br />
== Revues de littérature ==<br />
<br />
Black, D. S., & Slavich, G. M. (2016). Mindfulness meditation and the immune system: a systematic review of randomized controlled trials. ''Annals of the New York Academy of Sciences, 1373''(1), 13.<br />
<br />
Choi, E., Gruman, J. A., & Leonard, C. M. (2021). A balanced view of mindfulness at work. ''Organizational Psychology Review'', August 2021. doi:10.1177/20413866211036930<br />
<br />
Geiger, P. J., Boggero, I. A., Brake, C. A., Caldera, C. A., Combs, H. L., Peters, J. R., & Baer, R. A. (2016). Mindfulness-based interventions for older adults: a review of the effects on physical and emotional well-being. ''Mindfulness, 7''(2), 296-307.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., Hart, R., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on well-being and performance in the workplace: an inclusive systematic review of the empirical literature. ''European Journal of Work and Organizational Psychology, 26''(4), 492-513.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education, 61, 132-141.<br />
<br />
== Méthodes d'évaluation des interventions et des pratiques ==<br />
<br />
Baer, R. (2019). Assessment of mindfulness by self-report. ''Current opinion in psychology, 28,'' 42-48.<br />
<br />
Bergomi, C., Tschacher, W., & Kupper, Z. (2013). The assessment of mindfulness with self-report measures: Existing scales and open issues. ''Mindfulness, 4,'' 191–202.<br />
<br />
Choi, E., & Leroy, H. (2015). Methods of mindfulness: How mindfulness is studied in the workplace (?) <br />
<br />
Schmidt, S., Hinterberger, T., Lynch, S., Büssing, A., & Kohls, N. (2013). Assessment of mindfulness: Review on state of the art. ''Mindfulness, 4''(1), 3-17.<br />
<br />
Van Dam, N. T., Earleywine, M., & Borders, A. (2010). Measuring mindfulness? An item response theory analysis of the Mindful Attention Awareness Scale. ''Personality and individual differences, 49''(7), 805-810.Sauer, S., Walach, H.,<br />
<br />
== Les défis de la recherche ==<br />
<br />
Chiesa, A. (2013). The difficulty of defining mindfulness: Current thought and critical issues. ''Mindfulness, 4''(3), 255-268.<br />
<br />
Davidson, R. J., & Dahl, C. J. (2018). Outstanding challenges in scientific research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 62-65.<br />
<br />
Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. ''American Psychologist, 70''(7), 581. <br />
<br />
Grossman, P. (2011). Defining mindfulness by how poorly I think I pay attention during everyday awareness and other intractable problems for psychology's (re) invention of mindfulness: comment on Brown et al.(2011). <br />
<br />
Grossman, P., & Van Dam, N. T. (2011). Mindfulness, by any other name…: trials and tribulations of sati in western psychology and science. ''Contemporary Buddhism, 12''(1), 219-239. <br />
<br />
Sellman, E. M., & Buttarazzi, G. F. (2020). Adding lemon juice to poison – raising critical questions about the oxymoronic nature of mindfulness in education and its future direction. ''British Journal of Educational Studies, 68''(1), 61-78. doi:10.1080/00071005.2019.1581128<br />
<br />
Tang, Y. Y., & Posner, M. I. (2013). Tools of the trade: theory and method in mindfulness neuroscience. ''Social cognitive and affective neuroscience, 8''(1), 118-120.<br />
<br />
Van Dam, N. T., Van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., . . . Gorchov, J. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 36-61.<br />
<br />
== Pleine conscience et apprentissage des adultes ==<br />
<br />
<br />
Crumley, G., & Schutz, H. (2011). Short-duration mindfulness training with adult learners. ''Adult Learning, 22''(2), 37-42. <br />
<br />
Hyland, T. (2010). Mindfulness, adult learning and therapeutic education: integrating the cognitive and affective domains of learning. ''International Journal of Lifelong Education, 2''9(5), 517-532. doi:10.1080/02601370.2010.512792<br />
<br />
Hyland, T. (2014). Mindfulness-based interventions and the affective domain of education. ''Educational Studies, 40''(3), 277-291. doi:10.1080/03055698.2014.889596<br />
<br />
Hyland, T. (2016). The Limits of Mindfulness: Emerging Issues for Education. ''British Journal of Educational Studies, 6''4(1), 97-117. doi:10.1080/00071005.2015.1051946<br />
<br />
McCaw, C. T. (2020). Mindfulness ‘thick’ and ‘thin’— a critical review of the uses of mindfulness in education. ''Oxford Review of Education, 46''(2), 257-278. doi:10.1080/03054985.2019.1667759<br />
<br />
Owen, R. (2020). Using Mindfulness to Promote Transformative Learning in Implicit Racial Bias Training. ''Adult Learning, 32''(3), 125-131. doi:10.1177/1045159520981165<br />
<br />
<br />
== Pleine conscience et développement durable ==<br />
<br />
Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does emotional intelligence influence academic performance? The role of compassion and engagement in education for sustainable development. ''Sustainability, 13''(4), 1721. <br />
<br />
Frank, P., Fischer, D., & Wamsler, C. (2019). Mindfulness, Education, and the Sustainable Development Goals. ''Quality Education, Encyclopedia of the UN Sustainable Development Goals''; Leal Filho, W., Azul, L., Brandli, P., Özuyar, G., Wall, T., Eds, 1-11. <br />
<br />
Gómez-Olmedo, A. M., Valor, C., & Carrero, I. (2020). Mindfulness in education for sustainable development to nurture socioemotional competencies: A systematic review and meta-analysis. ''Environmental Education Research, 26''(11), 1527-1555. <br />
<br />
Thiermann, U. B., & Sheate, W. R. (2020). The way forward in mindfulness and sustainability: a critical review and research agenda. ''Journal of Cognitive Enhancement,'' 1-22.<br />
<br />
== À catégoriser ==<br />
<br />
Beaudoin, J.-M., Recherche biographique en formation des adultes et dé standardisation des parcours de vie : bifurcation, transition et développement de l'agentivité. Actes du congrès de l'Actualité de la recherche en éducation et en formation (AREF), Université de Gevève, sept. 2010.<br />
<br />
Britton, W. B. (2019). Can mindfulness be too much of a good thing? The value of a middle way. ''Current Opinion in Psychology, 28'', 159–165.<br />
<br />
Cheung, S. Y., Huang, E. G., Chang, S., & Wei, L. (2020). Does being mindful make people more creative at work? The role of creative process engagement and perceived leader humility. ''Organizational Behavior and Human Decision Processes, 159'', 39–48.<br />
<br />
Kortagen, F. Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and teaching: theory and practice, 2017. Vol. 23, No 4, 387-405.<br />
<br />
Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. ''Nature Reviews Neuroscience, 16''(4), 213-225.</div>Cvennehttps://wiki.teluq.ca/wikitedia/index.php?title=Pleine_conscience_en_%C3%A9ducation&diff=18740Pleine conscience en éducation2021-08-10T20:31:53Z<p>Cvenne : </p>
<hr />
<div>== Général ==<br />
<br />
Ostafin, B. D., Robinson, M. D., & Meier, B. P. (2015). ''Handbook of mindfulness and self-regulation'': Springer.<br />
<br />
== Méta-analyses ==<br />
<br />
Bartlett, L., Martin, A., Neil, A. L., Memish, K., Otahal, P., Kilpatrick, M., & Sanderson, K.(2019). A systematic review and meta-analysis of workplace mindfulness training randomized controlled trials. ''Journal of Occupational Health Psychology, 24'', 108–126.<br />
<br />
Boccia, M., Piccardi, L., & Guariglia, P. (2015). The meditative mind: a comprehensive meta-analysis of MRI studies. ''BioMed research international,'' 2015.<br />
<br />
Casedas, L., Pirruccio, V., Vadillo, M. A., & Lupianez,J. (2020). Does mindfulness meditation training enhance executive control? A systematic review and meta-analysis of randomized controlled trials in adults. ''Mindfulness, 11'', 411–424.<br />
<br />
Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. ''Clinical psychology review, 31''(3), 449-464.<br />
Donald, J. N., Sahdra, B. K., Van Zanden, B., Duineveld, J. J., Atkins, P. W., Marshall, S. L., & Ciarrochi, J. (2019). Does your mindfulness benefit others? A systematic review and meta‐analysis of the link between mindfulness and prosocial behaviour. ''British Journal of Psychology, 110''(1), 101-125.<br />
<br />
Goldberg, S. B., Riordan, K. M., Sun, S., & Davidson, R. J. (2021). The empirical status of mindfulness-based interventions: A systematic review of 44 meta-analyses of randomized controlled trials. ''Perspectives on Psychological Science'', 1745691620968771.<br />
<br />
Goyal, M., Singh, S., Sibinga, E. M., Gould, N. F., Rowland-Seymour, A., Sharma, R., . . . Shihab, H. M. (2014). Meditation programs for psychological stress and well-being: a systematic review and meta-analysis. ''JAMA internal medicine, 174''(3), 357-368.<br />
<br />
Eberth, J., & Sedlmeier, P. (2012). The effects of mindfulness meditation: a meta-analysis. ''Mindfulness, 3''(3), 174-189.<br />
<br />
Leyland, A., Rowse, G., & Emerson, L. M. (2019). Experimental effects of mindfulness inductions on self-regulation: Systematic review and meta-analysis. ''Emotion, 19''(1), 108.<br />
<br />
== Revues de littérature ==<br />
<br />
Black, D. S., & Slavich, G. M. (2016). Mindfulness meditation and the immune system: a systematic review of randomized controlled trials. ''Annals of the New York Academy of Sciences, 1373''(1), 13.<br />
<br />
Choi, E., Gruman, J. A., & Leonard, C. M. (2021). A balanced view of mindfulness at work. ''Organizational Psychology Review'', August 2021. doi:10.1177/20413866211036930<br />
<br />
Geiger, P. J., Boggero, I. A., Brake, C. A., Caldera, C. A., Combs, H. L., Peters, J. R., & Baer, R. A. (2016). Mindfulness-based interventions for older adults: a review of the effects on physical and emotional well-being. ''Mindfulness, 7''(2), 296-307.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., Hart, R., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on well-being and performance in the workplace: an inclusive systematic review of the empirical literature. ''European Journal of Work and Organizational Psychology, 26''(4), 492-513.<br />
<br />
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education, 61, 132-141.<br />
<br />
== Méthodes d'évaluation des interventions et des pratiques ==<br />
<br />
Baer, R. (2019). Assessment of mindfulness by self-report. ''Current opinion in psychology, 28,'' 42-48.<br />
<br />
Bergomi, C., Tschacher, W., & Kupper, Z. (2013). The assessment of mindfulness with self-report measures: Existing scales and open issues. ''Mindfulness, 4,'' 191–202.<br />
<br />
Choi, E., & Leroy, H. (2015). Methods of mindfulness: How mindfulness is studied in the workplace (?) <br />
<br />
Schmidt, S., Hinterberger, T., Lynch, S., Büssing, A., & Kohls, N. (2013). Assessment of mindfulness: Review on state of the art. ''Mindfulness, 4''(1), 3-17.<br />
<br />
Van Dam, N. T., Earleywine, M., & Borders, A. (2010). Measuring mindfulness? An item response theory analysis of the Mindful Attention Awareness Scale. ''Personality and individual differences, 49''(7), 805-810.Sauer, S., Walach, H.,<br />
<br />
== Les défis de la recherche ==<br />
<br />
Chiesa, A. (2013). The difficulty of defining mindfulness: Current thought and critical issues. ''Mindfulness, 4''(3), 255-268.<br />
<br />
Davidson, R. J., & Dahl, C. J. (2018). Outstanding challenges in scientific research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 62-65.<br />
<br />
Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. ''American Psychologist, 70''(7), 581. <br />
<br />
Grossman, P. (2011). Defining mindfulness by how poorly I think I pay attention during everyday awareness and other intractable problems for psychology's (re) invention of mindfulness: comment on Brown et al.(2011). <br />
<br />
Grossman, P., & Van Dam, N. T. (2011). Mindfulness, by any other name…: trials and tribulations of sati in western psychology and science. ''Contemporary Buddhism, 12''(1), 219-239. <br />
<br />
Sellman, E. M., & Buttarazzi, G. F. (2020). Adding lemon juice to poison – raising critical questions about the oxymoronic nature of mindfulness in education and its future direction. ''British Journal of Educational Studies, 68''(1), 61-78. doi:10.1080/00071005.2019.1581128<br />
<br />
Tang, Y. Y., & Posner, M. I. (2013). Tools of the trade: theory and method in mindfulness neuroscience. ''Social cognitive and affective neuroscience, 8''(1), 118-120.<br />
<br />
Van Dam, N. T., Van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., . . . Gorchov, J. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 36-61.<br />
<br />
== Pleine conscience et apprentissage des adultes ==<br />
<br />
<br />
Crumley, G., & Schutz, H. (2011). Short-duration mindfulness training with adult learners. ''Adult Learning, 22''(2), 37-42. <br />
<br />
Hyland, T. (2010). Mindfulness, adult learning and therapeutic education: integrating the cognitive and affective domains of learning. ''International Journal of Lifelong Education, 2''9(5), 517-532. doi:10.1080/02601370.2010.512792<br />
<br />
Hyland, T. (2014). Mindfulness-based interventions and the affective domain of education. ''Educational Studies, 40''(3), 277-291. doi:10.1080/03055698.2014.889596<br />
<br />
Hyland, T. (2016). The Limits of Mindfulness: Emerging Issues for Education. ''British Journal of Educational Studies, 6''4(1), 97-117. doi:10.1080/00071005.2015.1051946<br />
<br />
McCaw, C. T. (2020). Mindfulness ‘thick’ and ‘thin’— a critical review of the uses of mindfulness in education. ''Oxford Review of Education, 46''(2), 257-278. doi:10.1080/03054985.2019.1667759<br />
<br />
Owen, R. (2020). Using Mindfulness to Promote Transformative Learning in Implicit Racial Bias Training. ''Adult Learning, 32''(3), 125-131. doi:10.1177/1045159520981165<br />
<br />
<br />
== Pleine conscience et développement durable ==<br />
<br />
Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does emotional intelligence influence academic performance? The role of compassion and engagement in education for sustainable development. ''Sustainability, 13''(4), 1721. <br />
<br />
Frank, P., Fischer, D., & Wamsler, C. (2019). Mindfulness, Education, and the Sustainable Development Goals. ''Quality Education, Encyclopedia of the UN Sustainable Development Goals''; Leal Filho, W., Azul, L., Brandli, P., Özuyar, G., Wall, T., Eds, 1-11. <br />
<br />
Gómez-Olmedo, A. M., Valor, C., & Carrero, I. (2020). Mindfulness in education for sustainable development to nurture socioemotional competencies: A systematic review and meta-analysis. ''Environmental Education Research, 26''(11), 1527-1555. <br />
<br />
Thiermann, U. B., & Sheate, W. R. (2020). The way forward in mindfulness and sustainability: a critical review and research agenda. ''Journal of Cognitive Enhancement,'' 1-22.<br />
<br />
== À catégoriser ==<br />
<br />
Beaudoin, J.-M., Recherche biographique en formation des adultes et dé standardisation des parcours de vie : bifurcation, transition et développement de l'agentivité. Actes du congrès de l'Actualité de la recherche en éducation et en formation (AREF), Université de Gevève, sept. 2010.<br />
<br />
Britton, W. B. (2019). Can mindfulness be too much of a good thing? The value of a middle way. ''Current Opinion in Psychology, 28'', 159–165.<br />
<br />
Cheung, S. Y., Huang, E. G., Chang, S., & Wei, L. (2020). Does being mindful make people more creative at work? The role of creative process engagement and perceived leader humility. ''Organizational Behavior and Human Decision Processes, 159'', 39–48.<br />
<br />
Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. ''Nature Reviews Neuroscience, 16''(4), 213-225.</div>Cvenne