A Qualitative Exploration of Primary School Students’ Experience and Utilisation of Mindfulness

Bannirchelvam, Bavani; Bell, Karen L.; Costello, Shane

doi:10.1007/s40688-017-0141-2

Cited by 20 publications

(18 citation statements)

References 38 publications

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“…Challenges and acceptability issues (e.g., misconceptions concerning mindfulness) were not targeted as part of the current systematic review but in any event, such issues would not have constituted a common theme as they were identified in only three of the seven eligible studies (i.e., Bannirchelvam et al 2017;Dariotis et al 2017;McGeechan et al 2019). thinking (including letting go of thoughts), (iv) practice, and (vi) directing.…”

Section: Synthesismentioning

confidence: 99%

“…However, according to Bannirchelvam et al (2017), in addition to understanding and evaluating the evidence amassed through the aforementioned quantitative studies of mindfulness that have been conducted 'on' young people, it is essential to appraise and synthesise the evidence of qualitative mindfulness studies that have been conducted 'with' young people. Despite this, a systematic review of such qualitative studies has not been conducted to date, and the literature thus lacks a high-level perspective of the impact of mindfulness on young people's mental health according to their own first-hand accounts.…”

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confidence: 99%

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Health School-based Mindfulness Interventions for Improving Mental Health: A Systematic Review and Thematic Synthesis of Qualitative Studies

2019

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Objectives School-based mindfulness interventions have recently shown promise for treating and preventing mental health issues in young people. However, the literature lacks a high-level perspective of the impact of mindfulness on young people's mental health according to their own first-hand accounts. Therefore, the objective of this study was to conduct the first systematic review and thematic synthesis to rigorously evaluate the qualitative evidence pertaining to students' experiences of school-based MBIs. Methods The following electronic databases were searched for qualitative school-based mindfulness intervention papers published up until the end of March 2019: PubMed, Web of Science, Scopus, ProQuest, and Google Scholar. An assessment of study quality was undertaken using the Critical Appraisal Skills Programme qualitative checklist. Results The initial literature search returned 4102 papers and seven studies met all of the inclusion criteria. The thematic synthesis identified four major themes of (i) using attentional processes to regulate emotions and cognitions, (ii) stress reduction, (iii) improved coping and social skills, and (iv) calming and/or relaxation. Conclusions Findings show that school-based MBIs are experienced by students as having a range of benefits to mental health, including in both preventative and treatment contexts. However, efforts should be made to improve methodological quality, including taking steps to minimise recall bias and provide a greater degree of transparency regarding how students are selected to attend qualitative interviews or focus groups.

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Section: Synthesismentioning

confidence: 99%

mentioning

confidence: 99%

Health School-based Mindfulness Interventions for Improving Mental Health: A Systematic Review and Thematic Synthesis of Qualitative Studies

2019

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“…Indeed, the second higher order theme identified by the participants would tend to suggest that, given the relaxation strategies introduced by the TRIPLE R program, it could be very effective in addressing anxiety for these children. There is emerging evidence that the program improves mindfulness skills (Dove and Costello 2017) and improves emotion regulation (Bannirchelvam et al 2017). The combination of emerging evidence for program efficacy and acceptability has wider implications for mindfulness interventions in school settings.…”

Section: Discussionmentioning

confidence: 99%

“…Previous evaluations of the TRIPLE R program with upper primary aged children found evidence for increased mindfulness skills (Dove and Costello 2017) and improved emotional regulation (Bannirchelvam et al 2017). For more information about the program see Dove and Costello (2017).…”

Section: Program Interventionmentioning

confidence: 99%

The Child’s Voice in Determining Program Acceptability for a School-Based Mindfulness Intervention

2017

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School-based mindfulness interventions have been shown to be effective in reducing mental health symptoms. However, comparatively little research has investigated the acceptability of these programs from the perspective of the children. Program acceptability underpins engagement, and more engaging programs are also more efficacious (Cowan & Sheridan, 2003;Mautone et al., 2009) yet there is little literature which has considered the acceptability of school-based mindfulness programs. To address this gap, semi-structured interviews were conducted with upper primary aged children (N = 30) who had participated in a six week mindfulness program in four Australian primary schools. Thematic analysis of interviews revealed children found the program to be acceptable. Children reported that they enjoyed doing the mindfulness program, would recommend it to others, and learned about relaxing as well as felt relaxed while doing the program. Children also highlighted the use of culturally appropriate teaching materials and possible stigmatisation as threats to the acceptability of the program. The results of the study support the acceptability of mindfulness programs in school settings, grounded in the unique perspective of the child.

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“…This special issue contributes to the scholarly discourse toward this end by presenting applications of MBI that are relevant to the practice of school psychology at each of these three levels of service delivery. The first two articles, by Bannirchelvam et al (2017) and Kielty et al (2017), report on universal-level evaluations of MBI with elementary classrooms. Although there is already an extensive research base of outcome studies for MBI at this level, these studies contribute to the existing literature by offering qualitative investigations of the social validity of MBI-with findings suggesting that both students and teachers had favorable perceptions of the content and exercises included in mindfulness-training curricula.…”

Section: This Special Issuementioning

confidence: 99%

Mindfulness-Based Intervention in School Psychology

Renshaw

Fischer

Klingbeil

2017

Contemp School Psychol

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A Qualitative Exploration of Primary School Students’ Experience and Utilisation of Mindfulness

Cited by 20 publications

References 38 publications

Health School-based Mindfulness Interventions for Improving Mental Health: A Systematic Review and Thematic Synthesis of Qualitative Studies

Health School-based Mindfulness Interventions for Improving Mental Health: A Systematic Review and Thematic Synthesis of Qualitative Studies

The Child’s Voice in Determining Program Acceptability for a School-Based Mindfulness Intervention

Mindfulness-Based Intervention in School Psychology

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