Measuring Mindfulness in Youth: Review of Current Assessments, Challenges, and Future Directions

Goodman, Matthew S.; Madni, Laila A.; Semple, Randye J.

doi:10.1007/s12671-017-0719-9

Cited by 78 publications

(50 citation statements)

References 53 publications

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“…Mindfulness training is now delivered to numerous adolescents in schools, afterschool programs, and clinics across the U.S. and beyond. Despite enthusiasm for mindfulness training, advances in the assessment of mindfulness in adolescents have lagged somewhat (Goodman, Madni, & Semple, 2017; Pallozzi, Wertheim, Paxton, & Ong, 2017). The development of reliable and valid assessments of mindfulness in adolescents is important for at least three reasons.…”

mentioning

confidence: 99%

Evaluating a short-form Five Facet Mindfulness Questionnaire in adolescents: Evidence for a four-factor structure and invariance by time, age, and gender

Abujaradeh

Colaianne

Roeser

et al. 2019

International Journal of Behavioral Development

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Little is known about whether a widely used mindfulness measure in adults—the Five Facet Mindfulness Questionnaire (FFMQ)—is also reliable and valid in adolescents. The current study evaluated the psychometric properties of a 20-item short-form FFMQ in a sample of 599 high school students ( M age = 16.3 years; 49% female) living in the U.S. Students completed the FFMQ and a battery of self-report questionnaires assessing aspects of psychological well-being and social skills 3 times over the course of one academic year. Confirmatory factor analysis indicated that a modified four-factor hierarchical model (excluding the Observe subscale and 1 item from the Describe subscale) best fit the data. This four-factor, hierarchical FFMQ demonstrated evidence of measurement invariance across time, gender, and grade level. Reliabilities for the FFMQ total score and its subscales ranged from .61 to .88. The FFMQ total score, and its subscales (excluding Observe), demonstrated evidence of convergent (e.g., with self-compassion) and discriminant (e.g., with social perspective taking skills) validity. Finally, the FFMQ total score and Act with Awareness, Nonjudgment, and Nonreactivity subscales demonstrated evidence of incremental predictive validity for cross-time changes in psychological well-being outcomes (e.g., perceived stress). Overall, results provide preliminary support for the reliability and validity of a short-form FFMQ for use in high-school-age adolescents.

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mentioning

confidence: 99%

Evaluating a short-form Five Facet Mindfulness Questionnaire in adolescents: Evidence for a four-factor structure and invariance by time, age, and gender

Abujaradeh

Colaianne

Roeser

et al. 2019

International Journal of Behavioral Development

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show abstract

“…Mindfulness is a multifaceted construct and the assessment of mindfulness for youth is currently based primarily on self‐report questionnaires (Goodman, Madni, & Semple, ). It seems likely that mindfulness practice alters the structure and functioning of children's developing bodies and brains in ways as yet unknown.…”

Section: Discussionmentioning

confidence: 99%

Review: Yoga and mindfulness for youth with autism spectrum disorder: review of the current evidence

Semple

2018

Child Adoles Ment Health

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Background Yoga and mindfulness‐based programs are becoming increasingly popular as a supplemental intervention for children and adolescents with autism spectrum disorders (ASD). Increasing numbers of children, parents, and schools are participating in programs around the country with an enthusiasm that far exceeds the research support for their efficacy. Therapies that are safe but not effective may not cause immediate harm. Nevertheless, the misappropriation of limited time and financial resources may result in missed opportunities. The need for clearly defined, evidence‐based therapies for youth with ASD is essential. Method Electronic databases were searched for peer‐reviewed intervention research studies using the key words autistic or autism in combination with yoga, mindfulness, or meditation. Eight studies met inclusion criteria. Results The findings are described in this critical review of eight empirical research studies that implemented yoga and mindfulness‐based interventions for children with ASD. Although few studies reported improvements in core symptoms of ASD, preliminary findings suggest that yoga and mindfulness‐based interventions are feasible and may improve a variety of prosocial behaviors, including communication and imitative behaviors; increased tolerance of sitting and of adult proximity; self‐control; quality of life; and social responsiveness, social communication, social cognition, preoccupations, and social motivation. Reductions in aggressive behaviors, irritability, lethargy, social withdrawal, and noncompliance were also reported. Conclusions Based on the available literature, the empirical evidence to support the efficacy of yoga and mindfulness‐based interventions for children and adolescents with ASD is inconclusive. The current body of research has significant limitations, including small sample sizes, no fidelity measures, and no control groups. Each of the eight studies, however, reported some positive effects on social, emotional, or behavioral metrics. These early results are promising and sufficient to warrant support for further research.

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“…Only by monitoring both types of outcomes will practitioners be able to infer that changes in student behavior (or the lack thereof) are likely a function (or not) of the acquisition of mindfulness skills. Reviews of available measures for assessing youths' mindfulness can be found in Eklund et al (2017) and Goodman et al (2017). Initial efforts are also underway to develop mindfulness measures that are specific to the school context (e.g., Frank et al 2016;Renshaw 2017), but further studies supporting the use of these instruments are necessary before they can be considered empirically validated for progress monitoring purposes.…”

Section: The Role Of Mbi In School Psychologymentioning

confidence: 99%

Mindfulness-Based Intervention in School Psychology

Renshaw

Fischer

Klingbeil

2017

Contemp School Psychol

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Measuring Mindfulness in Youth: Review of Current Assessments, Challenges, and Future Directions

Cited by 78 publications

References 53 publications

Evaluating a short-form Five Facet Mindfulness Questionnaire in adolescents: Evidence for a four-factor structure and invariance by time, age, and gender

Evaluating a short-form Five Facet Mindfulness Questionnaire in adolescents: Evidence for a four-factor structure and invariance by time, age, and gender

Review: Yoga and mindfulness for youth with autism spectrum disorder: review of the current evidence

Mindfulness-Based Intervention in School Psychology

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