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Got a new––and fairly critical––chapter on *#mindfulness-based interventions* coming soon in a book on mind–body health in schools.

For all ya'll who are interested ... here's the #PREPRINT! Hope this helps contribute to better research and practice.

psyarxiv.com/wc2pt/
To motivate folks to actually read this chapter, I'll share some "big points" buried in its pages.

Big point #1/n (pp. 4–5): There's a difference between *process* & *primary* outcomes for MBI, and evidence of both is needed to differentiate *purported* vs. *verified* MBI.
Big point #2/n (pp. 7–8): There's no scientific reason (yet) to prefer any one trade-marked MBI to any other in schools. This decision is likely based on pragmatics, not evidence.

(*Interpretive note: PMA = present moment awareness; RWA = responding with acceptance.)
Read 6 tweets
1/ I spent the past couple months trying to understand how and why #edtech companies are trying to measure, monitor, and mold students' feelings, mindsets, and ways of thinking. You know what that means...thread incoming.
2/ First, let's look at some of the companies & researchers doing this work.

edweek.org/ew/articles/20…
3/ Like @AlgebraNationFL. A team of academics, funded by an $8.9m @IESResearch grant, have used the online platform to anonymously collect the clicks and keystrokes of 200,000 Fla. students. The goal: teach the software to pinpoint when kids feel happy, bored, or engaged.
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