Mindfulness-based interventions for children and adolescents: A scoping review protocol

Abstract

Background and purpose: Although mindfulness-based interventions (MBIs) are becoming increasingly popular, the application of MBIs with children and adolescents is still in its infancy. Mapping the existing literature is necessary to help guide pediatric mindfulness interventions. Our purpose is to synthesize the evidence of reported MBIs for children and adolescents with and without physical, mental, and cognitive disorders. Accordingly, we aim to identify trends and gaps in the literature, so that we can provide direction to researchers who seek to advance the evidence base for using MBIs in pediatric populations. Methods: Our search strategy will be conducted following Arksey and O’Malley’s methodological framework. It will include a comprehensive search of published studies in 7 databases, the grey literature, conference proceedings, and citations of selected articles. Two independent reviewers will evaluate all abstracts and full articles that: i) have a pediatric sample (children 2-18 years), ii) use MBIs to promote development or to remediate underlying disorders, and iii) are written in English or French. We will identify the definitions and concepts from MBIs, categorize accepted studies according to etiology and rehabilitation type, describe intervention methodology, and report outcomes of selected studies. Discussion: Our review will provide a comprehensive overview of the pediatric mindfulness intervention literature to date, involving a range of mental, cognitive and physical outcomes for healthy children and adolescents and for those with a variety of disorders in clinical and institutional settings. We will disseminate results to mindfulness practitioners and provide guidance to future pediatric researchers in their development and application of mindfulness interventions, thereby contributing to the scientific understanding of mindfulness for the ultimate betterment of child and adolescent well-being and life-long functioning. Systematic review registration: PROSPERO does not accept scoping review protocols.

Development of Emotion Regulation by Integrating Mindfulness Praxis in Early Childhood Education

“…It includes different breathing techniques, imagination, and a range of methods to relax the body and mind (Viglas, 2015). The main elements used during mindfulness exercises are mindful body, breathing techniques, mindful movement, mindful looking and listening, mindful eating, mindful emotions, mindful heart, which involves kind thoughts, generosity, and thankfulness (Perrier et al, 2020). All the elements are included in abundance of exercises which can be also used and adapted for children.…”

Can mindfulness-based interventions delivered by primary care providers in the office setting improve negative symptoms in adolescents with anxiety?

“…When brief MBIs are introduced within clinical primary care settings, adolescents have been shown to not only have improved psychological function but as well improve in other cognitive areas such as improved attention and academic scoring, thereby paving the way for a successful future as an adult (Crowley et al, 2018;Perrier et al, 2020). While considering the busy pace of a PCP practice, researchers have found that even brief fifteen-minute guided mindful meditation sessions introduced within care settings have allowed the meditators to reduce the amount of negative or repetitive thinking patterns, key symptoms of an anxiety diagnosis (Edenfield & Saeed, 2012;Marusak et al, 2018).…”