Recent research has linked mindfulness to adults' false memory formation. This study investigated the effects of mindfulness on adolescents' event memory and suggestibility by using an "extensive" 8-week mindfulness program, an active control group, and a participatory to-be-remembered event. Students aged 13 to 14 were randomly assigned to a mindfulness or active control condition (socioemotional learning). After the seventh week, students participated in a target event and were immediately interviewed during which misleading information was presented. A week later, those in the mindfulness condition incorrectly reported more false information compared with those in the control group. Mindful practice did not affect memory encoding but had a negative effect during retention and retrieval. These findings suggest that adolescents who are exposed to mindfulness exercises may be susceptible to memory intrusions. Professionals should therefore be especially careful to avoid using suggestive and leading questions during investigative interviews with mindful adolescents.
In recent years, mindfulness-based practices in grade schools have been associated with students’ improved cognitive skills and general classroom behavior. In the majority of studies, however, only teacher and parent feedback are elicited, omitting a considerably significant voice – that of the students. Our study aims to fill this gap by exploring student opinions and perceptions regarding the implementation of a classroom-based mindfulness program. Elementary school students (N = 51) took part in teacher-facilitated mindfulness activities which were incorporated into their daily classroom routines. Over the course of the 8-week intervention period, students participated in focus groups about their perceptions of the program. Through qualitative content analysis, two major findings emerged from the focus group data: student opinions about the mindfulness program varied substantially and the mindfulness activities were not always liked and enjoyed. Critically, if students do not enjoy classroom-based mindfulness programs, they may be less motivated to engage in mindful activities and in turn may not experience the benefits that mindfulness has to offer. To maximize student engagement with mindfulness while addressing their concerns, the following recommendations are made: A balance between the entertaining and educational aspects of the program, flexible program delivery, and encouraging students to pursue mindful living outside of the classroom. This research is important to educational and clinical practitioners as student insight will benefit the development and modification of classroom-based mindfulness programs to ensure that students are better able to engage with and benefit from these programs.
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