Bedrossian, Louise. “Employ Mindfulness to Improve Services, Support Students”. Disability Compliance for Higher Education, vol.21, no. 4, pp. 4-6. Nov. 2015. Bedrossian examines mindfulness as a strategy for student success and professional achievement. She recognizes the role of mindfulness in reducing anxiety and depression, as well as enhancing health, social relations, and work performance. Mindfulness, which the author describes as the cultivation of increased awareness of feelings, thoughts, and actions in the present moment, reduces rumination and emotional volatility. It also improves memory, focus, and cognitive flexibility. Bedrossian incorporates various studies that demonstrate the benefits of mindfulness and concludes by recommending the mindfulness culture for both students and service providers. The writer’s insights are highly valid because, as a retired director of the Disability Resource Center at Clayton State University, she has experience in strategies for student success especially the disabled ones. She also refers to credible academic sources to advance her article.
Burnett, Richard. “Mindfulness in Schools”. TEDx Talks. 14 Feb, 2013. Talking about mindfulness in schools at TEDxWhitechapel, Burnett emphasizes that “our mental health and happiness are profoundly affected by where and how we place our attention”. Attention, which is the sense of awareness, is the central focus of mindfulness. Burnett gives the audience a three minute exercise that involves concentrating on specific things including the hands to illustrate the power of attention. The speaker notes that it is significantly beneficial to spend time in the sense mood because it controls anxiety and depression. He concludes by emphasizing how mindfulness would boost student’s health and wellbeing, thus, improved performance. Burnett’s insights are valid and highly regarded because he is a trained teacher whose views are from experience. Also, he has contributed towards the development of notable projects like Mindfulness in Schools and the 9-Week mindfulness course.
Furber, Gareth. “Mindfulness for Academic Success”. Flinders University. 7 Feb. 2018. In the Student Health and Wellbeing blog, Gareth reviews the success of a program called “Mindfulness for Academic Success” established by two institutional counselors. The innovative program, which consists of five 60-minute sessions, is taught for five weeks and it focuses on the role of mindfulness in reducing stress and anxiety, improving attention, communicating effectively, and stopping procrastination. These benefits contribute towards efficient learning, which is the goal of every student and teacher. Gareth also includes five testimonies from students who enrolled for the course, demonstrating positive feedback. Presenting feedback from the participants of the program makes Garenth’s article authentic and a good reference source for the present topic. However, since the article is written with an aim of promoting the mentioned mindfulness program, there is a possibility of manipulating the testimonies in the advantage of the program.
Hofman, Jan. “How Meditation Might Boost your Test Scores”. The New York Times. 3 April 2013. Hofman begins his article by citing the application of mindfulness in the management of stress and depression, as well as chronic pain. He then proceeds to review the findings of a study by researchers at the University of California, Santa Barbra. The study, which featured a group of undergraduates, showed that mindfulness training enhanced academic performance. Hofman’s review is absent of ambiguities and clearly reports the study findings and their interpretations, making his work easy to understand. The research being reviewed also keenly observed scientific methodologies, therefore, generating accurate results that can be generalizable.
McCloskey, E. Laura. “Mindfulness as an Intervention for Improving Academic Success among Students with Executive Functioning Disorders”. Procedia – Social and Behavioral Sciences, vol. 174, pp. 221-226. 2015. McCloskey looks at the benefits of mindfulness among students with executive functioning difficulties. Executive functioning disorders involve the mind’s inability to “organize, prioritize, and manage details” that boost daily functioning. The author reviews works of different scholars who demonstrated how mindfulness helps students with executive functioning disorders to excel in high-stress academic settings. The article features an extensive background analysis of the subject and a vigor literature review to indicate the existing knowledge of the topic. The paper is excellently organized with subtopics which are followed by deep content and support from previous research. This illustrates the writer’s mastery of writing reviews and the importance of using appropriate sources to further academic topics. Therefore, this is a valid source for the present topic.
Waters, Lea. “How Meditation could be Beneficial in schools”. Independent. 30 June 2015. Waters reports about the findings of a meta-review of 15 studies from Canada, India, Australia, UK, Taiwan, and US. The studies, which featured total of 1800 students, also revealed a positive correlation between meditation and academic skills, with students reporting stronger self-identity, higher optimism, and greater acceptance. Waters further examines the topic by looking at how mindfulness is taught, and the perceptions of the detractors about the subject. The author’s work reflects vigor research due to the depth of the details provided. The information provided is also from approved sources, making the article relevant and authentic. This information is essential in the development of the present topic.
Bedrossian, Louise. “Employ Mindfulness to Improve Services, Support Students”. Disability Compliance for Higher Education, vol.21, no. 4, pp. 4-6. Nov. 2015. (Source sent by client).
Burnett, Richard. “Mindfulness in Schools”. TEDx Talks. 14 Feb. 2014. https://www.youtube.com/watch?v=6mlk6xD_xAQ. 13 March 2019.
Furber, Gareth. “Mindfulness for Academic Success”. Flinders University. 7 Feb. 2018. https://blogs.flinders.edu.au/student-health-and-well-being/2018/02/07/mindfulness-academic-success/. 13 March 2019.
Hofman, Jan. “How Meditation Might Boost your Test Scores”. The New York Times. 3 April 2013. https://well.blogs.nytimes.com/2013/04/03/how-meditation-might-boost-your-test-scores/. 13 March 2019.
McCloskey, E. Laura. “Mindfulness as an Intervention for Improving Academic Success among Students with Executive Functioning Disorders”. Procedia – Social and Behavioral Sciences, vol. 174, pp. 221-226. 2015. (Source sent by client)
Waters, Lea. “How Meditation could be Beneficial in schools”. Independent. 30 June 2015. https://www.independent.co.uk/life-style/health-and-families/features/how-meditation-could-be-beneficial-in-schools-10355650.html. 13 March 2019.