Contemplative practices in human services education
Jacqueline M. Griswold
New Directions for Community Colleges September 1, 2010 DOI: 10.1002/cc.416 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Theoretical or philosophical paper Peer reviewed |
|---|---|
| Topics | Meditation |
| Citations | 5 |
| Key points | Argues that contemplative practices can be effectively used in human services education to help students integrate self-care, supporting their personal and professional development. |
Abstract
Abstract This chapter describes ways in which contemplative practices are used in a human services education program to help students integrate self‐care into their lives.
Comparable studies
Other theoretical and historical papers on meditation, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| Mindfulness: A proposed operational definition. | 2004 | Theoretical or philosophical paper | |
| Mechanisms of mindfulness | 2005 | Theoretical or philosophical paper | |
| How Does Mindfulness Meditation Work? Proposing Mechanisms of Action From a Conceptual and Neural Perspective | 2011 | Theoretical or philosophical paper | |
| Mindfulness-based cognitive therapy for depression | 2006 | Theoretical or philosophical paper | |
| Self-awareness, self-regulation, and self-transcendence (S-ART): a framework for understanding the neurobiological mechanisms of mindfulness | 2012 | Theoretical or philosophical paper |