Effectiveness of a Mindfulness-Based Program on School Children's Self-Reported Well-Being: A Pilot Study Comparing Effects With An Emotional Literacy Program

Devcich, Daniel A.; Rix, Grant; Bernay, Ross; Graham, Esther

doi:10.1080/15377903.2017.1316333

Cited by 34 publications

(30 citation statements)

References 47 publications

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“…The majority of participants (96.7%) reported that they perceived the adapted STAC program to be both acceptable and relevant to high school students. These results are consistent with research suggesting school‐based programs can be successfully tailored to be socially valid for a new population (Castro‐Olivo & Merrell, ; Devcich, Rix, Bernay, & Graham, ). These findings are meaningful as establishing program acceptability and relevance is an important step in validating an adapted program (Farrell, Mehari, Mays, et al, ) and perceived program relevance is associated with subsequent use of skills (Farrell, Mehari, Kramer‐Kuhn, et al, ).…”

Section: Resultssupporting

confidence: 88%

A pilot evaluation of the social validity of a bullying bystander program adapted for high school students

Doumas

Midgett

Watts

2019

Psychology in the Schools

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Although school‐based programs are effective at decreasing bullying, the majority of studies have been conducted with elementary and middle school students. We conducted a pilot study using a randomized controlled design investigating the social validity of a brief, bullying bystander program adapted to be age‐appropriate for high school students (N = 65). Results indicated that high school students in the intervention group perceived the program to be acceptable and relevant and reported greater increases in knowledge ( η p 2 = 0.27) and confidence to intervene ( η p 2 = 0.27) in bullying situations compared to students in the control group. Despite being trained in the use of four intervention strategies, students reported using two of the strategies infrequently. Additionally, we found a significant difference between the intervention and control group for only one strategy (Φ = −0.44). This study provides partial support for the social validity of the adapted program. Implications for implementing the program at the high school level are discussed.

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Section: Resultssupporting

confidence: 88%

A pilot evaluation of the social validity of a bullying bystander program adapted for high school students

Doumas

Midgett

Watts

2019

Psychology in the Schools

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“…The participants thought that mindfulness can be practiced in early childhood settings, school, and home environments. A few studies have found that mindfulness practices can be applicable and integrated into early childhood classroom settings successfully and with positive effects on children (Devcich, Rix, Bernay, & Graham, 2017). Similar to the literature, the participants in the current study thought that mindfulness would positively impact 3-6-year-old children's social-emotional development, well-being and various skills such as self-regulation or gaining pro-social behavior (Flook, Goldberg, Pinger, & Davidson, 2015).…”

Section: Discussionsupporting

confidence: 74%

Mindfulness: Views of Turkish Pre- Service Early Childhood Teachers

Tonga

Erden

2020

International E-Journal of Educational Studies

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The present study investigates the views of 21 pre-service early childhood teachers regarding mindfulness and its practice in early childhood settings. The participants were senior students attending early childhood education programs in Ankara, Turkey. Data were gathered through semi-structured interviews. The students expressed positive views on mindfulness, for instance, that the early childhood teacher being more able to focus on current activities, more aware of themselves, and in control of negative emotions. Reservations included the practice requiring a long process, the risk of teachers becoming non-judgmental, or insufficiently aware of events in the past or the future. Overall, the participants agreed that mindfulness can be readily applied in education and is useful for reaching teachable moments. They also felt that mindfulness practices in the classroom would have a positive impact on children in terms of their future lives, their cognitive development and social-emotional development. Teachers and parents would also benefit personally and professionally, and their family relations would improve. All of the participants in the study indicated that they would like to practice mindfulness in the classroom. However, many had hesitations which were related to implementation and teachers' efficacy.

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“…The mindfulness intervention was revised from an educational program called “Pause, Breathe and Smile” [ 78 ]. Each mindfulness phase took 90–110 min and consisted of discussion and regular brief guided meditation exercises.…”

Section: Methodsmentioning

confidence: 99%

Interpretability of Spatiotemporal Dynamics of the Brain Processes Followed by Mindfulness Intervention in a Brain-Inspired Spiking Neural Network Architecture

Doborjeh

Crook-Rumsey

et al. 2020

Sensors

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Mindfulness training is associated with improvements in psychological wellbeing and cognition, yet the specific underlying neurophysiological mechanisms underpinning these changes are uncertain. This study uses a novel brain-inspired artificial neural network to investigate the effect of mindfulness training on electroencephalographic function. Participants completed a 4-tone auditory oddball task (that included targets and physically similar distractors) at three assessment time points. In Group A (n = 10), these tasks were given immediately prior to 6-week mindfulness training, immediately after training and at a 3-week follow-up; in Group B (n = 10), these were during an intervention waitlist period (3 weeks prior to training), pre-mindfulness training and post-mindfulness training. Using a spiking neural network (SNN) model, we evaluated concurrent neural patterns generated across space and time from features of electroencephalographic data capturing the neural dynamics associated with the event-related potential (ERP). This technique capitalises on the temporal dynamics of the shifts in polarity throughout the ERP and spatially across electrodes. Findings support anteriorisation of connection weights in response to distractors relative to target stimuli. Right frontal connection weights to distractors were associated with trait mindfulness (positively) and depression (inversely). Moreover, mindfulness training was associated with an increase in connection weights to targets (bilateral frontal, left frontocentral, and temporal regions only) and distractors. SNN models were superior to other machine learning methods in the classification of brain states as a function of mindfulness training. Findings suggest SNN models can provide useful information that differentiates brain states based on distinct task demands and stimuli, as well as changes in brain states as a function of psychological intervention.

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Effectiveness of a Mindfulness-Based Program on School Children's Self-Reported Well-Being: A Pilot Study Comparing Effects With An Emotional Literacy Program

Cited by 34 publications

References 47 publications

A pilot evaluation of the social validity of a bullying bystander program adapted for high school students

A pilot evaluation of the social validity of a bullying bystander program adapted for high school students

Mindfulness: Views of Turkish Pre- Service Early Childhood Teachers

Interpretability of Spatiotemporal Dynamics of the Brain Processes Followed by Mindfulness Intervention in a Brain-Inspired Spiking Neural Network Architecture

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