Mechanisms of Change Underlying Mindfulness-Based Practice Among Adolescents

Zhang, Ying; Razza, Rachel A.; Wang, Qiu; Bergen‐Cico, Dessa; Liu, Qingyang

doi:10.1007/s12671-022-01881-z

Cited by 3 publications

(2 citation statements)

References 75 publications

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“…In turn, these abilities led to improved mood and the ability to make choices about feelings, which encouraged emotion regulation, and improved coping and relationships. Similarly, in exploring the mechanisms of change in adolescents who participated in a school-based MBI, Zhang et al (2022) reported that self-regulation enables the development and practice of self-compassion within a mindfulness practice.…”

Section: Resultsmentioning

confidence: 99%

“…There is emphasis on improving attention and empathy, as well as building emotion regulation and self-awareness (D'Alessandro et al, 2022). MBIs with young people show a wide range of promising benefits ranging from emotion regulation (Schussler et al, 2021; Zhang et al, 2022), enhancing executive functioning (Lu et al, 2021), lowering feelings of anxiety (Borquist-Conlon et al, 2019; Moyes et al, 2022), and improving social competence, emotional resilience (Culang et al, 2021), mood, and relationships (Dai et al, 2022; Van Vliet et al, 2017).…”

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Exploring the Benefits of an Arts-Based Mindfulness Group Intervention for Youth Experiencing Challenges in Schooling

Coholic,

Eys,

Shaw

et al. 2023

SAGE Open

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Research exploring the benefits of Mindfulness-Based Interventions (MBIs) with youth is emerging and promising for the improvement of resiliencies. We developed an arts-based mindfulness intervention to make learning mindfulness accessible for children who had experienced trauma. Arts-based methods are engaging, enjoyable, and developmentally relevant. Previously, we found benefits of participating in this MBI for children aged 8 to 12 years. Herein we discuss research in which we explored the benefits of this MBI for adolescents who were experiencing challenges with schooling; 146 youth completed the program. Our research question asked whether the MBI was beneficial and/or effective for these youth and, if so, what were these benefits and how did these benefits assist youth to cope? Benefits were explored via reflexive thematic analysis (TA) of pre/post-intervention, and follow-up individual interviews with youth. Effectiveness was assessed by analyzing pre- and post-intervention scores on youth self-report inventories measuring mindfulness and resilience, as well as responses from caregiver assessments of behavior/coping. To assess if there were changes in responses across timeperiods, a series of repeated measures ANOVA were employed. Quantitative findings were mixed in that the youths’ self-report scores measuring resilience showed limited improvement while mindfulness showed no significant change. However, parents’ perceptions regarding their child’s behaviors indicated significant improvements in social competence and both internalizing/externalizing behaviors. Similarly, the thematic analysis suggested improvements in youths’ self-awareness, self-judgment, thinking, mood, ability to make choices, social skills, coping, and emotion regulation. The results are promising and warrant further investigation of arts-based approaches to facilitating mindfulness with youth.

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Section: Resultsmentioning

confidence: 99%

mentioning

confidence: 99%

Exploring the Benefits of an Arts-Based Mindfulness Group Intervention for Youth Experiencing Challenges in Schooling

Coholic,

Eys,

Shaw

et al. 2023

SAGE Open

View full text Add to dashboard Cite

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Mindfulness Measures for Children and Adolescents: a Systematic Review

Bender

Lawson

Palacios

2022

Contemp School Psychol

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Cultivating Calm, Curiosity, and Care Among Adolescents

Edelstein,

Razza

2023

Supporting Children and Youth Through Spiritual Education

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In this chapter, the authors examine the potential of mindfulness-based programming in schools as a support for student well-being, success, and meaning-making. The authors evaluate the attributes of the Inner Strength Education teen mindfulness program, a classroom-based 12-lesson program for adolescents. They look at the impact of teaching mindfulness, compassion building, peer dialogue, and systems thinking, and identify how these modalities can successfully bring purpose and meaning-making into an urban public school environment with positive impact on student mental and emotional health.

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Mechanisms of Change Underlying Mindfulness-Based Practice Among Adolescents

Cited by 3 publications

References 75 publications

Exploring the Benefits of an Arts-Based Mindfulness Group Intervention for Youth Experiencing Challenges in Schooling

Exploring the Benefits of an Arts-Based Mindfulness Group Intervention for Youth Experiencing Challenges in Schooling

Mindfulness Measures for Children and Adolescents: a Systematic Review

Cultivating Calm, Curiosity, and Care Among Adolescents

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