Enhancing Preschoolers’ Self-Regulation Via Mindful Yoga

Razza, Rachel A.; Bergen‐Cico, Dessa; Raymond, Kimberly

doi:10.1007/s10826-013-9847-6

Cited by 128 publications

(134 citation statements)

References 77 publications

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“…Moreover, this study demonstrates the feasibility of integrating school-based population-level mindful yoga into existing curricular structures and supports the ecological validity of such approaches for sustainability. The findings from this study reinforce research on mindfulness-based approaches, including mindful yoga, that conclude that such programs promote self-regulation among adults (Jha et al 2007), adolescents (Mendelson et al 2010), and young children (Flook et al 2010;Razza et al 2013), and are both feasible and promising (Burke 2009;Conboy et al 2013;Harnett and Dawe 2012;Telles et al 2013). As has noted in the Mindful Schools Project, mindfulness for young people is relatively easy to implement across a range of contexts, is enjoyed by students and teachers, and does no harm (Weare 2013).…”

Section: Limitations and Conclusionsupporting

confidence: 75%

“…Moreover, as previously mentioned, many mindfulness-based interventions were delivered as discrete, pull-out programs, and thus we know little about how these practices can be incorporated in a typical classroom context. Mindful yoga incorporates elements of mindfulness-based stress reduction (MBSR) through the use of Hatha Yoga movement (i.e., postures, breath control, and mediation) (Galantino et al 2008;Tran et al 2001), meta-cognition (thinking about thinking) and breathing techniques to reduce stress while increasing attention, psychological, and physical flexibility (Razza et al 2013;Kabat-Zinn 2003;White 2012).…”

Section: Introductionmentioning

confidence: 99%

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Fostering Self-Regulation Through Curriculum Infusion of Mindful Yoga: A Pilot Study of Efficacy and Feasibility

2015

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This study examined feasibility and efficacy of curriculum infusion of mindful yoga to foster self-regulation in support of academic performance and health promotion among emerging adolescents. Mindful yoga practices were integrated into 6th grade English Language Arts curricula (n = 72 students) while another cohort of students (n = 70) served as the active control group. To assess the impact of infused mindful yoga practices, selfregulation was measured using the Adolescent SelfRegulatory Inventory. Data were collected at three timepoints across the year. Students who engaged in mindful yoga demonstrated significant increases in both global and long-term self-regulation compared to the control cohort; however there were no significant changes in short-term self-regulation. Implications for integrating mindful practices into middle school curriculum are discussed with recommendations for future research.

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Section: Limitations and Conclusionsupporting

confidence: 75%

Section: Introductionmentioning

confidence: 99%

Fostering Self-Regulation Through Curriculum Infusion of Mindful Yoga: A Pilot Study of Efficacy and Feasibility

2015

Self Cite

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“…For instance, younger preschoolers were found to benefit in terms of their level of conduct problems from the Incredible Years parenting intervention to a greater degree than older preschoolers (Gardner, Hutchings, Bywater, & Whitaker, 2010). Similarly, children with lower initial EF skills levels have demonstrated greater developmental gains than those with higher initial EF skills (Razza, Bergen-Cico, & Raymond, 2013; Tominey & McClelland, 2011). For example, children with lower initial EF skills demonstrated greater gains in social competence and cognitive skills from the Head Start REDI intervention compared to those with higher initial EF skills (Bierman et al, 2008).…”

Section: Moderating Role Of Child Age and Initial Ef Skill Levelmentioning

confidence: 99%

Effects of a responsiveness–focused intervention in family child care homes on children’s executive function

Merz

Landry

Johnson

et al. 2016

Early Childhood Research Quarterly

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Caregiver responsiveness has been theorized and found to support children’s early executive function (EF) development. This study examined the effects of an intervention that targeted family child care provider responsiveness on children’s EF. Family child care providers were randomly assigned to one of two intervention groups or a control group. An intervention group that received a responsiveness-focused online professional development course and another intervention group that received this online course plus weekly mentoring were collapsed into one group because they did not differ on any of the outcome variables. Children (N = 141) ranged in age from 2.5 to 5 years (mean age = 3.58 years; 52% female). At pretest and posttest, children completed delay inhibition tasks (gift delay-wrap, gift delay-bow) and conflict EF tasks (bear/dragon, dimensional change card sort), and parents reported on the children’s level of attention problems. Although there were no main effects of the intervention on children’s EF, there were significant interactions between intervention status and child age for delay inhibition and attention problems. The youngest children improved in delay inhibition and attention problems if they were in the intervention rather than the control group, whereas older children did not. These results suggest that improving family child care provider responsive behaviors may facilitate the development of certain EF skills in young preschool-age children.

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“…Despite these limitations, preliminary research suggests that school-based mind–body interventions may have beneficial effects on several risk factors for adolescent substance use identified in Fig. 1, including improvements in self-regulation (Bergen-Cico et al 2015; Daly et al 2015; Razza et al 2015), mood (Felver et al 2015; Noggle et al 2012), and anxiety (Frank et al 2014; Parker et al 2014). …”

Section: Introductionmentioning

confidence: 99%

Evaluation of Yoga for Preventing Adolescent Substance Use Risk Factors in a Middle School Setting: A Preliminary Group-Randomized Controlled Trial

Butzer

LoRusso

Shin

et al. 2016

J Youth Adolescence

102

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Adolescence is a key developmental period for preventing substance use initiation, however prevention programs solely providing educational information about the dangers of substance use rarely change adolescent substance use behaviors. Recent research suggests that mind–body practices such as yoga may have beneficial effects on several substance use risk factors, and that these practices may serve as promising interventions for preventing adolescent substance use. The primary aim of the present study was to test the efficacy of yoga for reducing substance use risk factors during early adolescence. Seventh-grade students in a public school were randomly assigned by classroom to receive either a 32-session yoga intervention (n = 117) in place of their regular physical education classes or to continue with physical-education-as-usual (n = 94). Participants (63.2 % female; 53.6 % White) completed pre- and post-intervention questionnaires assessing emotional self-regulation, perceived stress, mood impairment, impulsivity, substance use willingness, and actual substance use. Participants also completed questionnaires at 6-months and 1-year post-intervention. Results revealed that participants in the control condition were significantly more willing to try smoking cigarettes immediately post-intervention than participants in the yoga condition. Immediate pre- to post-intervention differences did not emerge for the remaining outcomes. However, long-term follow-up analyses revealed a pattern of delayed effects in which females in the yoga condition, and males in the control condition, demonstrated improvements in emotional self-control. The findings suggest that school-based yoga may have beneficial effects with regard to preventing males' and females' willingness to smoke cigarettes, as well as improving emotional self-control in females. However additional research is required, particularly with regard to the potential long-term effects of mind–body interventions in school settings. The present study contributes to the literature on adolescence by examining school-based yoga as a novel prevention program for substance use risk factors.

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Enhancing Preschoolers’ Self-Regulation Via Mindful Yoga

Cited by 128 publications

References 77 publications

Fostering Self-Regulation Through Curriculum Infusion of Mindful Yoga: A Pilot Study of Efficacy and Feasibility

Fostering Self-Regulation Through Curriculum Infusion of Mindful Yoga: A Pilot Study of Efficacy and Feasibility

Effects of a responsiveness–focused intervention in family child care homes on children’s executive function

Evaluation of Yoga for Preventing Adolescent Substance Use Risk Factors in a Middle School Setting: A Preliminary Group-Randomized Controlled Trial

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