Supporting the Culturally Relative Self-Actualization Processes of Diverse Groups of Youth

What is it about?

Mindfulness meditation practices have shown to reduce stress, physical ailments, and increase overall well-being of youth. Mindfulness also supports the social and emotional intellectual development of children that may not have curricular opportunities due to inequalities or discrimination. This paper argues that mindfulness based interventions are integral for building a multicultural humanistic psychological paradigm, which can help diverse communities of youth achieve opportunities for culturally relative self-actualization.

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Why is it important?

Scholarly empirical research, in addition to educational and psychological organizations, have recommended that education systems around the world take a proactive approach to helping youth prevent or cope with emotional disturbances, such as anxiety and depression. Research literature has revealed that negative forms of stress that lead to mental disturbances, also lead to physical ailments and diseases. To answer the call for preventatives or interventions for well-being, this paper argues that U.S. public schools and after-school programs adopt the practice of mindfulness as part of curricular and pedagogical standards.

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