Mindfulness-Based Intervention in School Psychology

Cultivating Mindfulness in Schools to Promote Well-Being

“…Furthermore, some primary studies within the meta-analyses found that MBIs may be more effective for females and that they worked equally well across youth with varying clinical diagnoses, and with and without educational disabilities. We, therefore, echo the calls made elsewhere, recommending that further rigorous research is warranted in order to understand potential moderators that might inform precise use of MBI in schools (Renshaw, 2020;Renshaw & Cook, 2017;Renshaw et al, 2017).…”

“…Brown et al (2007) have defined mindfulness along the same lines as "receptive attention to and awareness of present events and experience" (p. 212). To consolidate the essence of these similar definitions, a few different distillations of the core components of mindfulness have been offered in other works (e.g., Renshaw, 2012;Renshaw & Cook, 2017;Renshaw et al, 2017). Yet, this chapter prefers the consensus definition from a renowned group of mindfulness scholars (Bishop et al, 2004), who describe the construct as "the self-regulation of attention so that it is maintained on immediate experience," which is accompanied by "a particular orientation towards one experience in the present moment" (p. 232).…”

“…Although the research to date is promising, much is still unknown; thus, much work remains to be done. Readers interested in discussion of future directions for mindfulness and MBI in schools are encouraged to consult other works on this topic, which offer directions toward this end (e.g., Klingbeil & Renshaw, 2018;Klinbgeil et al, 2017;Renshaw, 2020;Renshaw & Cook, 2017;Renshaw et al, 2017). To round out this chapter, we highlight key considerations for using mindfulness and MBI in schools.…”

Cultivating Mindfulness in Schools to Promote Well-Being

“…(2018) indicated that the evidence for using MBI with this population is underdeveloped, which CULTIVATING MINDFULNESS 22 might limit the baseline frequency with which practitioners recommended it. That said, there is evidence to suggest that MBI are acceptable for underrepresented and marginalized populations, reporting higher program completion rates than other evidence-based treatments, along with high rates of continued use even after study termination (Dutton et al, 2013;Roth & Robbins, 2004). MBI may also reduce risk for health disparities among underserved populations, by empowering individuals with effective social-emotional competencies that address these disparities (Woods-Giscombe & Black, 2010).…”

The Benefits of Mindfulness for Promoting Resilience Among At-Risk Adolescents: Results From the Inner Strength Teen Program

“…More specifically, mindfulness-based practices help individuals observe their internal feelings, thoughts, and physiology, and the external environment with curiosity and nonreactivity, thereby promoting reflective engagement and limiting self-criticism (Greenberg & Harris, 2012;Perry-Parish et al, 2016). The importance of these exercises for student well-being and success has 2 ECNU Review of Education received increased attention within the field of education and several reports of mindfulness-based intervention within education highlight the benefits for both cognitive functioning and socioemotional competence (Maynard et al, 2017;Renshaw et al, 2017). Moreover, mindfulness-based practice is now considered an effective strategy for enhancing key social emotional learning (SEL) competencies proposed by the Collaborative for Academic, Social, and Emotional Learning (CASEL), including self-management, self-awareness, social awareness, relationship skills, and responsible decision-making (Broderick & Jennings, 2012;CASEL, 2015;Lawlor, 2016).…”