Adverse Events in Mindfulness-Based Interventions for ADHD

Mitchell, John T.; Bates, Alex J.; Zylowska, Lidia

doi:10.1521/adhd.2018.26.2.15

Cited by 7 publications

(3 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Further, lower (developmental) age was mentioned in the context of less effect for children; another MBI program may be better suited for younger children (Lo et al., 2020). Few studies on MBI for ADHD have evaluated adverse effects and relied on patient-initiated comments (Mitchell et al., 2018). We actively inquired and also found no serious adverse events like psychosis, mania, depersonalization, anxiety, panic, traumatic memory reexperiencing, and other forms of clinical deterioration (Van Dam et al., 2018).…”

Section: Discussionmentioning

confidence: 99%

“…Future studies could consider interviewing at different points in time following MBI, allowing detection of the kind of perceived effects that increase or only emerge after a longer period of time (Bowen et al, 2014). Further, specifically interviewing participants that discontinue the intervention could help to increase our understanding of possible adverse effects (Mitchell et al, 2018). [Jacobson & Truax, 1991]) on top of mean-based analyses…”

Section: Strengths and Limitationsmentioning

confidence: 99%

See 1 more Smart Citation

Mindfulness for Children With ADHD and Mindful Parenting (MindChamp): A Qualitative Study on Feasibility and Effects

et al. 2020

View full text Add to dashboard Cite

Objective: We describe qualitative results on facilitators and barriers to participating in a family mindfulness-based intervention (MBI) for youth with ADHD and their parents and perceived effects on child and parent. Method: Sixty-nine families started the 8-week protocolized group-based MBI called “MYmind.” After the MBI, individual semi-structured interviews were conducted with a purposive sample of parents ( n = 20), children ( n = 17, ages 9–16 years), and mindfulness teachers ( n = 3). Interviews were analyzed using Grounded Theory. Results: Facilitators and barriers regarding contextual factors (e.g., time investment), MBI characteristics (e.g., parallel parent–child training), and participant characteristics (e.g., ADHD-symptoms) are described. Perceived effects were heterogeneous: no/adverse effects, awareness/insight, acceptance, emotion regulation/reactivity, cognitive functioning, calmness/relaxation, relational changes, generalization. Conclusion: MYmind can lead to a variety of transferable positively perceived effects beyond child ADHD-symptom decrease. Recommendations on MYmind participant inclusion, program characteristics, mindfulness teachers, and evaluating treatment efficacy are provided.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Strengths and Limitationsmentioning

confidence: 99%

Mindfulness for Children With ADHD and Mindful Parenting (MindChamp): A Qualitative Study on Feasibility and Effects

et al. 2020

View full text Add to dashboard Cite

show abstract

“…While the literature of mindfulness for neurodiverse individuals is growing, very few studies have documented adverse events. From a report of adverse events in MBIs for attentiondeficit/hyperactivity disorder (ADHD), commonly reported unpleasant experiences with MBIs include feeling overwhelmed, difficulties managing inner restlessness and loss of focus during meditation (see Mitchell et al, 2018). These experiences were sometimes reported as reasons for dropping from the intervention.…”

Section: Research Limitations and Potential For Adversitymentioning

confidence: 99%

Mindfulness in education: Critical debates and pragmatic considerations

Lee,

McCaw,

Van Dam

2024

British Educational Res J

View full text Add to dashboard Cite

Mindfulness has all but become a mainstay in modern education. Yet despite the incredible enthusiasm and increased application in schools, there remains significant divergence between advocates and critics. Advocates assert that mindfulness practice promotes individual and societal health and well‐being. Meanwhile, critics question the intention and the social and political implications of promoting these ancient practices in schools, arguing that the Buddhist ethics underlying mindfulness remain incompatible with the neoliberal ideology and instrumentalism of contemporary schooling. As mindfulness has been commodified, instrumentalised and used as a therapeutic tool for acute coping, its broader potential for human growth and development may be undermined. Furthermore, scholars caution that the fledging nature of mindfulness research leaves critical questions unanswered, especially the potential for adverse effects. The work herein examines these critiques, presenting three critical considerations for mindfulness in education, and articulates practical recommendations for educational leaders, policy makers and stakeholders. We aim to empower educators and others to make judgements about the promotion and integration of mindfulness into educational settings, considering context‐specific factors such as developmental needs and capacities, as well as recommendations to support effective and ethical practice of mindfulness in education.

show abstract

Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder

Gray¹

2019

Educational Trauma

View full text Add to dashboard Cite

Adverse Events in Mindfulness-Based Interventions for ADHD

Cited by 7 publications

References 20 publications

Mindfulness for Children With ADHD and Mindful Parenting (MindChamp): A Qualitative Study on Feasibility and Effects

Mindfulness for Children With ADHD and Mindful Parenting (MindChamp): A Qualitative Study on Feasibility and Effects

Mindfulness in education: Critical debates and pragmatic considerations

Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder

Contact Info

Product

Resources

About