“…In the current study, findings drawn from both the qualitative and the quantitative data indicate the importance of the content and persistence of the intervention. As with findings reported by Poehlmann‐Tynan et al (), students participating in our study were most actively engaged in experiential activities that included movement, songs, or stories and role playing, as opposed to activities using largely abstract concepts or didactic instruction. These types of activities are consistent with the recommendations and outcomes customary of counseling practices with young children (Bratton, Ray, Rhine, & Jones, ), thus implying the relevance of the intervention considered here and the usefulness of trained professional counselors as prevention‐focused service providers in early child care facilities.…”
Section: Discussionsupporting
confidence: 82%
“…Inspired by results found in a number of MBI studies directed at young children (e.g., Mendelson et al, ; Poehlmann‐Tynan et al, ), we tested the efficacy of an 8‐week, counselor‐led SEL and MBI intervention delivered to 3‐ and 4‐year‐old students from an economically disadvantaged area. Results from the quantitative analyses illustrate significant treatment effects for the students participating in the intervention group in self‐regulatory outcomes, such as task orientation (i.e., a child's engagement, self‐reliance, and behavior control; Downer et al, ) and orientation to experience (i.e., one's curiosity, openness, and acceptance of the experience of the present moment; Bishop et al, ).…”
Section: Discussionmentioning
confidence: 99%
“…In a second MBI early childhood intervention study, Poehlmann‐Tynan et al () examined an ethnically diverse (72% non‐White), economically challenged (100% meeting the federal definition of poverty) group of 29 children ages 3–5 years. Participating children were from five classrooms; two classrooms were randomly selected to receive the MBI over a 12‐week period.…”
Section: Outcomes Of Sel and Mbi Practices For Young Childrenmentioning
The authors analyzed findings from a counselor‐delivered social and emotional learning and mindfulness‐based intervention with twenty‐three 3‐ and 4‐year‐olds from economically disadvantaged backgrounds. Using a multilevel modeling approach to illustrate students' growth across multiple behavioral observations in a randomized controlled design, the authors found that the treatment group exhibited more self‐regulatory‐related behaviors on days when the intervention occurred. Qualitative analyses revealed that the students adopted kindness language consistent with the intervention. Implications for practice are suggested.
“…In the current study, findings drawn from both the qualitative and the quantitative data indicate the importance of the content and persistence of the intervention. As with findings reported by Poehlmann‐Tynan et al (), students participating in our study were most actively engaged in experiential activities that included movement, songs, or stories and role playing, as opposed to activities using largely abstract concepts or didactic instruction. These types of activities are consistent with the recommendations and outcomes customary of counseling practices with young children (Bratton, Ray, Rhine, & Jones, ), thus implying the relevance of the intervention considered here and the usefulness of trained professional counselors as prevention‐focused service providers in early child care facilities.…”
Section: Discussionsupporting
confidence: 82%
“…Inspired by results found in a number of MBI studies directed at young children (e.g., Mendelson et al, ; Poehlmann‐Tynan et al, ), we tested the efficacy of an 8‐week, counselor‐led SEL and MBI intervention delivered to 3‐ and 4‐year‐old students from an economically disadvantaged area. Results from the quantitative analyses illustrate significant treatment effects for the students participating in the intervention group in self‐regulatory outcomes, such as task orientation (i.e., a child's engagement, self‐reliance, and behavior control; Downer et al, ) and orientation to experience (i.e., one's curiosity, openness, and acceptance of the experience of the present moment; Bishop et al, ).…”
Section: Discussionmentioning
confidence: 99%
“…In a second MBI early childhood intervention study, Poehlmann‐Tynan et al () examined an ethnically diverse (72% non‐White), economically challenged (100% meeting the federal definition of poverty) group of 29 children ages 3–5 years. Participating children were from five classrooms; two classrooms were randomly selected to receive the MBI over a 12‐week period.…”
Section: Outcomes Of Sel and Mbi Practices For Young Childrenmentioning
The authors analyzed findings from a counselor‐delivered social and emotional learning and mindfulness‐based intervention with twenty‐three 3‐ and 4‐year‐olds from economically disadvantaged backgrounds. Using a multilevel modeling approach to illustrate students' growth across multiple behavioral observations in a randomized controlled design, the authors found that the treatment group exhibited more self‐regulatory‐related behaviors on days when the intervention occurred. Qualitative analyses revealed that the students adopted kindness language consistent with the intervention. Implications for practice are suggested.
“…Studies of children ranging in age from 4–12 years old
provide evidence supporting the effectiveness of both computerized and
behavioral training tasks that improve working memory, cognitive flexibility,
self-control, and behavioral inhibition (for a review see Diamond & Lee, 2011). Recent randomized control
trial evidence also supports the effectiveness of a mindfulness intervention
specifically for improving self-regulation among economically disadvantaged
preschoolers (Poehlmann et al, 2016). The current observational study provides further empirical and foundational
support for the design and testing of such interventions.…”
Callous unemotional (CU) behaviors are linked to aggression, behavior
problems, and difficulties in peer relationships in children and adolescents.
However, few studies have examined whether early childhood CU
behaviors predict aggression or peer-rejection during
late-childhood or potential moderation of this relationship
by executive function. The current study examined whether the interaction of CU
behaviors and executive function in early childhood predicted different forms of
aggression in late-childhood, including proactive, reactive, and relational
aggression, as well as how much children were liked by their peers. Data from
cross-informant reports and multiple observational tasks were collected from a
high-risk sample (N=240; female=118) at ages 3
and 10 years old. Parent reports of CU behaviors at age 3 predicted teacher
reports of reactive, proactive, and relational aggression, as well as lower
peer-liking at age 10. Moderation analysis showed that specifically at high
levels of CU behaviors and low levels of observed executive function, children
were reported by teachers as showing greater reactive and proactive aggression,
and were less-liked by peers. Findings demonstrate that early childhood CU
behaviors and executive function have unique main and interactive effects on
both later aggression and lower peer-liking even when taking into account
stability in behavior problems over time. By elucidating how CU behaviors and
deficits in executive function potentiate each other during early childhood, we
can better characterize the emergence of severe and persistent behavior and
interpersonal difficulties across development.
“…Poehlmann-Tynan et al (2016) explored the feasibility and the effects of an intervention with preschoolers from low socio-economic status backgrounds, and found that it is not only possible to implement mindfulness-based curricula with this population but that such experiences may benefit student attentional and self-regulatory skills. Bakosh et al (2016) conducted their intervention study in an elementary school setting and found that 10 min of daily practice using pre-recorded instructions appeared to improve student academic achievement.…”
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