Characteristics of Mindfulness-Based Interventions in Schools: a Systematic Review in School Psychology Journals

Objective Post-migration stress and trauma impact the way Latino/a immigrants in the USA experience everyday life. Mindfulness-based interventions (MBIs) reduce stress and strengthen mental health by improving the response to stressors and promoting physical and psychological well-being; however, they have not been tested extensively with Latino/a immigrants in the USA, particularly MBIs implemented online. Thus, more information is needed about the feasibility of online MBIs adapted for Latino/a immigrants. Method This study focuses on the feasibility of an online MBI for Latina mothers and community staff members working with them ( n = 41). Qualitative (three focus groups) data were collected to assess feasibility, appropriateness, acceptability, and quantitative (questionnaires) data asking about self-reported changes on stress, mindfulness, mind–body connection, subjective well-being, and perceived physical and mental health after the program. Results Participants in the three groups indicated the program was appropriate, feasible, and acceptable for Latina immigrant mothers and the staff serving them. Mothers’ and Promotoras ’ (community health workers) mean scores for subjective well-being and perceived physical and mental health increased significantly from baseline to post-test. No significant changes were observed in surveys completed by the staff, even though focus group participants reported meaningful improvement. Conclusion Overall, the feasibility study was well received and relevant for the organization and the population they serve. The study’s findings provide guidance to others who are implementing online mindfulness practices with Latina immigrants and the staff that work with them. Preregistration This study is not preregistered. Supplementary Information The online version contains supplementary material available at 10.1007/s12671-023-02123-6.

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Feasibility of Implementing a Mindfulness-Based Online Program for Latina Immigrants and the Staff that Work with Them

Bohorquez

Parra

Saperstein

et al. 2023

Mindfulness

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Investigation of the Factor Structure and Differential Item Functioning of the Child and Adolescent Mindfulness Measure (CAMM): Analysis of Data from a School-Based Cluster Randomised Controlled Trial

Sanders,

Gains,

Baer

et al. 2023

Mindfulness

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Objectives This study used data from a randomised controlled trial of a school-based mindfulness programme in the UK to investigate the structure and performance of the 10-item Child and Adolescent Mindfulness Measure (CAMM). Method The study included 7924 children and adolescents aged 11 to 14 years. Participants provided CAMM data at pre-intervention, 7 months (post-intervention) and 1 year. Exploratory factor analysis (EFA) of pre-intervention data was undertaken. Multiple indicators multiple causes (MIMIC) models were fitted to pre-intervention responses to investigate differential item functioning across groups defined by gender, year group and ethnicity. Response shift resulting from receiving the mindfulness programme was investigated by fitting MIMIC models to compare item functioning between the intervention and control arms. Results EFA results indicated that the 2-factor model was a good fit. Eight items were associated with the first factor, while the remaining two items, which specifically addressed avoiding unwanted thoughts and feelings, were associated with the second factor. MIMIC model findings indicated that girls scored lower (ostensibly less mindful) on 4 items than boys that had the same latent level of mindfulness; as a result of receiving the mindfulness programme, participants scored lower on one item (“At school, I walk from class to class without noticing what I’m doing”) after holding latent level of mindfulness constant. Conclusions Findings indicate that the CAMM has a 2-factor structure in the UK in late childhood and early adolescence. While we did observe some differences in how individual items performed across groups, these differences were small compared to the overall variability in the CAMM scores. Preregistration Current controlled trials ISRCTN86619085.

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Characteristics of Mindfulness-Based Interventions in Schools: a Systematic Review in School Psychology Journals

Cited by 2 publications

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Feasibility of Implementing a Mindfulness-Based Online Program for Latina Immigrants and the Staff that Work with Them

Feasibility of Implementing a Mindfulness-Based Online Program for Latina Immigrants and the Staff that Work with Them

Investigation of the Factor Structure and Differential Item Functioning of the Child and Adolescent Mindfulness Measure (CAMM): Analysis of Data from a School-Based Cluster Randomised Controlled Trial

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