Pleine conscience en éducation

Général

Kabat-Zinn, J. (2006). Coming to Our Senses: Healing Ourselves and the World Through Mindfulness. Hyperion.

Kabat-Zinn, J. (1997). Everyday Blessings: The Inner Work of Mindful Parenting, with Myla Kabat-Zinn. Hyperion.

Kabat-Zinn, J. (1990 et 2013). Full Catastrophe Living. New York: Bantam Books Trade Paperbacks. 650 pages.

Kabat-Zinn, J. (2009). Letting Everything Become Your Teacher: 100 Lessons in Mindfulness. Dell Publishing Company.

Kabat-Zinn, J. (2012). Mindfulness for Beginners: reclaiming the present moment - and your life. Sounds True Inc.

Kabat-Zinn, J. (1994). Mindfulness Meditation for Everyday Life. Piatkus.

Kabat-Zinn, J. (2008). The Mind's Own Physician: A Scientific Dialogue with the Dalai Lama on the Healing Power of Meditation. Piatkus Books.

Kabat-Zinn, J. (1997). The Power of Meditation and Prayer, with Sogyal Rinpoche, Larry Dossey, Michael Toms. Hay House.

Kabat-Zinn, J. (1994). Wherever You Go, There You Are: Mindfulness Meditation in Everyday Life. Hyperion Books.

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.

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.

Ostafin, B. D., Robinson, M. D., & Meier, B. P. (2015). Handbook of mindfulness and self-regulation: Springer.

Pleine conscience et relation d'aide. (2018) Sous la direction de Devault, A. et Pérodeau, G. Presses de l'Université Laval. 273 pages.

Méta-analyses

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.

Boccia, M., Piccardi, L., & Guariglia, P. (2015). The meditative mind: a comprehensive meta-analysis of MRI studies. BioMed research international, 2015.

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.

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. 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.

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.

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.

Eberth, J., & Sedlmeier, P. (2012). The effects of mindfulness meditation: a meta-analysis. Mindfulness, 3(3), 174-189.

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.

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.

Revues de littérature

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.

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

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.

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.

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.

Méthodes d'évaluation des interventions et des pratiques

Baer, R. (2019). Assessment of mindfulness by self-report. Current opinion in psychology, 28, 42-48.

Bergomi, C., Tschacher, W., & Kupper, Z. (2013). The assessment of mindfulness with self-report measures: Existing scales and open issues. Mindfulness, 4, 191–202.

Choi, E., & Leroy, H. (2015). Methods of mindfulness: How mindfulness is studied in the workplace (?)

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.

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.,

Les défis de la recherche

Chiesa, A. (2013). The difficulty of defining mindfulness: Current thought and critical issues. Mindfulness, 4(3), 255-268.

Davidson, R. J., & Dahl, C. J. (2018). Outstanding challenges in scientific research on mindfulness and meditation. Perspectives on Psychological Science, 13(1), 62-65.

Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. American Psychologist, 70(7), 581.

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).

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.

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

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.

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.

Éthique et pleine conscience (fondations et pratiques)

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.

Article d'intérêt particulier : Sullivan, M. Postsecular Charisma: Thich Nhat Hanh and the Ethics of Mindfulness, 339-354.

Perspective critique

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 https://www.researchgate.net/publication/349966908_Mindfulness-it's_not_what_you_think_Toward_critical_reconciliation_with_progressive_self-development_practices

Hendlin, S. J. (2018). Three Cognitive Distortions of Being Present-Centered. Society for the Advancement of Psychotherapy. https://societyforpsychotherapy.org/author/stevenhendlin/

Cieslik, M. (Ed.) (2021). Researching Happiness: Qualitative, Biographical and Critical Perspectives. Bristol, UK- Bristol University Press. Voir en particulier : - Hill, N. (2021). Happiness as an Effective Practice: Self, Suffering and Biography, p. 47 et ss. - Tross, D. (2021). Personal Happiness, Social Unhappiness: Understanding the Complexity of Individual Happiness Accounts, p. 69 et ss.

Pleine conscience et apprentissage des adultes

Crumley, G., & Schutz, H. (2011). Short-duration mindfulness training with adult learners. Adult Learning, 22(2), 37-42.

Galvani, P. (2020). Autoformation et connaissance de soi. Chronique Sociale. Lyon.

Hyland, T. (2010). Mindfulness, adult learning and therapeutic education: integrating the cognitive and affective domains of learning. International Journal of Lifelong Education, 29(5), 517-532. doi:10.1080/02601370.2010.512792

Hyland, T. (2014). Mindfulness-based interventions and the affective domain of education. Educational Studies, 40(3), 277-291. doi:10.1080/03055698.2014.889596

Hyland, T. (2016). The Limits of Mindfulness: Emerging Issues for Education. British Journal of Educational Studies, 64(1), 97-117. doi:10.1080/00071005.2015.1051946

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

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.

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

Owen, R. (2020). Using Mindfulness to Promote Transformative Learning in Implicit Racial Bias Training. Adult Learning, 32(3), 125-131. doi:10.1177/1045159520981165

Tobin, K. (2018). Mindfulness in education, Learning: Research and Practice, 4(1), 1-9, DOI: 10.1080/23735082.2018.1433623

Pleine conscience, milieu de travail et performance

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.

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.

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.

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. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4545050/pdf/jove-101-52359.pdf

Sanyal, C. et Rigg, C. (2020) Integrating Mindfulness Into Leadership Development. Journal of Management Education. pp. 1-22.

Pleine conscience, différentes pratiques et traitement

Bradley, R. et collaborateurs (2005). A Multidimensional Meta-Analysis of Psychotherapy for PTSD. Published Online:1 Feb 2005. https://doi.org/10.1176/appi.ajp.162.2.214

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. DOI: https://doi.org/10.1017/S0954579405050443

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.

Cramer, H., Anheyer, D., Saha, F. J. et Dobos, G. (2018). Yoga for posttraumatic stress disorder – a systematic review and meta-analysis. BMC Psychiatry. https://doi.org/10.1186/s12888-018-1650-x https://bmcpsychiatry.biomedcentral.com/track/pdf/10.1186/s12888-018-1650-x.pdf

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. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6134749/?report=printable

Jindari, F., Turner, N. et Khalsa, S. B. (2015). A Yoga Intervention for Posttraumatic Stress: A Preliminary Randomized Control Trial. Article ID 351746. https://downloads.hindawi.com/journals/ecam/2015/351746.pdf https://doi.org/10.1155/2015/351746

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.

Khalsa, S. B., (2020). Yoga Alliance - présentation PowerPoint et conférence en ligne: https://www.yogaalliance.org/Portals/0/events%20and%20workshops/handouts%20and%20slides/Yoga%20and%20Trauma%207-6-20.pdf https://www.yogaalliance.org/Get_Involved/COVID-19_Resources/Archived_COVID-19_Workshops_and_Events/CE_Workshop_Scientific_Research_on_Yoga_and_Trauma

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.

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.

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. https://link.springer.com/content/pdf/10.1007/s10465-020-09335-6.pdf

Stone, M. (2018, revised edition). The Inner Tradition of Yoga. Shambhala Boulder. 244 pages.

Telles, S., Kumar Sharma, S. et collaborateurs. (2019). The impact of yoga on teachers’ self-rated emotions. BMC Research Notes. https://bmcresnotes.biomedcentral.com/track/pdf/10.1186/s13104-019-4737-7.pdf

Weintraub, A. (2004). Yoga for Depression. Broadway Books. 285 pages.

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.

Pleine conscience et pratiques biographiques (récits de vie)

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.

Falk, J. (2018, juillet). Mindfulness and life stories. American Psychological Association. https://www.apadivisions.org/division-32/news-events/mindfulness-narrative

Bernard, M.-C., Tschopp, G. et Slovik, A. (Éds). (2019). Les voies du récit. Pratiques biographiques en formation, intervention et recherche. Livre électronique disponible aux Éditions Science et bien commun.

Pleine conscience et développement durable

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.

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.

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.

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.

À catégoriser

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.

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.

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.

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.

Norman, E. Metacognition and Mindfulness: the Role of Fringe Consciousness. Mindfulness, 2017, pp. 95-100.

Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. Nature Reviews Neuroscience, 16(4), 213-225.

Traité de psychologie de la motivation, ouvrage collectif sous la direction de Carré, P. et Fenouillet, F. (2009). Dunod. 404 pages.