Abstract
The forthcoming is by no means a condemnation of mindfulness practices, nor another woeful admonition of the dangers involved in integrating Eastern practices into the Western world. The questions of this essay are those of combinations and blends; when mindfulness meets elementary school youth in America, what are the forces, interests, and subjective processes coordinated in this mixture? This piece will offer a critical perspective on the implementation of mind-fulness-based interventions with youth. Mindfulness-based interventions (MBIs) and their implementations are currently the focus of movements nationwide (see The Hawn Foundation MindUp [Hawn Foundation, 2011] or Inner Resilience Program [Lantieri and Goleman, 2008]) that appeal to the effectiveness of such interventions for handling a number of different problems perceived to be experienced by youth attending public schools (Zoogman et al., 2014).
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© 2016 Emaline Friedman
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Friedman, E. (2016). Problematizing Mindfulness with the Creative Production of Self. In: Skott-Myhre, H., Pacini-Ketchabaw, V., Skott-Myhre, K.S.G. (eds) Youth Work, Early Education, and Psychology. Critical Cultural Studies of Childhood. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137480040_13
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DOI: https://doi.org/10.1057/9781137480040_13
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