Mindfulness Based Interventions for Youth

Zack, Sanno E.; Saekow, Jenine; Kelly, Megan M.; Radke, Anneliese

doi:10.1007/s10942-014-0179-2

Cited by 41 publications

(19 citation statements)

References 55 publications

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“…Finally, there does not yet exist an agreed upon standard within the positive psychology field as to what intervention outcomes should be monitored or how outcomes should be measured. Across research studies investigating positive psychology interventions different psychological and academic factors are being assessed, differing definitions of contructs are being applied and varied measurement tools are being used to evaluate interventions (Fabiano et al ., ; Zack et al ., ).…”

Section: Positive Psychology Interventions In Schoolsmentioning

confidence: 97%

Positive psychology school‐based interventions: A reflection on current success and future directions

Chodkiewicz

Boyle

2016

Review of Education

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An increased focus on youth development has led to an understanding of the importance of the wellbeing, resilience and mental health of children and young people. As a result there is a growing body of research, especially over the last two decades, which increasingly recognises the complexities of learning and development across the years spent at school. Alongside this trend is the rise of positive psychology, which is changing our conceptions of youth, education and development. Support for a new era of student‐centric teaching practices dedicated to enhancing student wellbeing has come not only from researchers and psychologists, but also from school and education authorities, who are showing an increased appetite for integrating positive psychology‐based programs into the learning curriculum. While researchers are beginning to express cautious optimism about the effectiveness of such interventions, there is a large disparity between the initiatives being researched and what is being taught in classrooms. A set of key constraints relating to limited resources, an overcrowded curriculum, accessibility of information, teacher factors and quality training all play a role in shaping the effectiveness with which an intervention is implemented. This article reflects on the recent development of positive psychology school‐based programs and offers insights into how these initiatives can be enhanced to reach a wider range of young people and translated more effectively into classroom practice.

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Section: Positive Psychology Interventions In Schoolsmentioning

confidence: 97%

Positive psychology school‐based interventions: A reflection on current success and future directions

Chodkiewicz

Boyle

2016

Review of Education

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“…Together, these lead to a process of "re-perceiving," which is accompanied by shifts in perspective, and subsequently enhanced self-regulation, flexibility in behaviors, and exposure (Shapiro, Carlson, Astin, & Freedman, 2006). Research in both adults and youth shows that mindfulness reduces symptoms of depression and anxiety, and improves cognitive and social outcomes (Borquist-Conlon, Maynard, Brendel, & Farina, 2017;Creswell, 2017;Zack, Saekow, Kelly, & Radke, 2014;Zenner, Herrnleben-Kurz, & Walach, 2014). Mindfulness may also promote extinction learning by reducing experiential avoidance, increasing awareness of internal states and attention to conditioned stimuli (Treanor, 2011), and uncoupling associative learning (Brewer & Garrison, 2014).…”

Section: Mindfulness-based Approachesmentioning

confidence: 99%

Is There an Ace Up Our Sleeve? A Review of Interventions and Strategies for Addressing Behavioral and Neurobiological Effects of Adverse Childhood Experiences in Youth

2020

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Exposure to early life adversity (ELA) is a major public health crisis posing as a significant risk of immediate and sustained mental and physical health consequences. While a remarkable body of knowledge has been amassed showing psychological, cognitive, social, developmental, and neurobiological consequences of ELA exposure, little has been done to improve the longterm mental and physical health outcomes for youth exposed to ELA. Furthermore, neurobiological processes underlying poor outcomes in this population have been largely left out of prevention and intervention target efforts. In this review, we first describe ELA-related alterations across psychological and neurobiological systems in children and adolescents. Next, we describe existing evidence-based interventions targeting ELA-related outcomes. We then turn to experimental studies examining individual differences in mechanistic functioning consequent to ELA exposure, and strategies that target these mechanisms and modulate disrupted functioning. Finally, we highlight areas of future research that may be promising in engaging behavioral and neurobiological targets through novel preventive interventions or augmentation of existing interventions, thereby reducing negative mental and physical health outcomes later in life.

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“…Some have proposed that mindfulness training may benefit young people in a similar fashion to adults [ 24 ] but debate exists around the exact age at which mindfulness can be introduced most productively [ 25 ]. Certain distinct features of mindfulness training may make it particularly appropriate for use with children such as physical movement, concrete instructions and the use of short time periods [ 26 ]. Some authors have suggested that the use of analogy and metaphor in mindfulness programmes make it suitable for children aged eight and younger due to their affinity to metaphorical thinking [ 27 ].…”

Section: Introductionmentioning

confidence: 99%

Mindfulness in primary school children as a route to enhanced life satisfaction, positive outlook and effective emotion regulation

et al. 2020

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Background Mindfulness programmes as a potential avenue of enhancing pupil wellbeing are beginning to show great promise. However, research concerning the effectiveness of mindfulness training for primary aged school children (7–11 years of age) has been neglected. Methods Building on methodological limitations of prior research, this study employed an active controlled design to assess the longer term wellbeing and emotion regulation outcomes after a 6 week mindfulness programme ( Living Mindfully Programme, UK ), for a group of school children aged between 9 and 10. The programme was delivered by class teachers as part of their normal curriculum entitlement. One hundred and eight children took part from across three schools in North East of England. Participants formed a treatment group ( n = 64), active control ( n = 19) and wait list control ( n = 25). Self-report measures of wellbeing, mindfulness and emotion regulation were collected at pre and post training as well as at 3 months follow up. Results Reliable findings, judged by medium to large effect sizes across both post intervention, follow-up and between both controls, demonstrated enhancement in a number of domains. Immediately after training and follow up, when compared with the wait list control, children who received mindfulness training showed significant improvements in mindfulness ( d = .76 and .77), Positive Outlook ( d = .55 and .64) and Life Satisfaction ( d = .65 and 0.72). Even when compared to an active control, the effects remained although diminished reflecting the positive impact of the active control condition. Furthermore, a significant positive relationship was found between changes in mindfulness and changes in cognitive reappraisal. Conclusions Taken together, this study provides preliminary evidence that the Living Mindfully Primary Programme is feasibly delivered by school staff, enjoyed by the children and may significantly improve particular components of wellbeing. Importantly, higher levels of mindfulness as a result of training may be related to effective emotional regulatory and cognitive reappraisal strategies.

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Mindfulness Based Interventions for Youth

Cited by 41 publications

References 55 publications

Positive psychology school‐based interventions: A reflection on current success and future directions

Positive psychology school‐based interventions: A reflection on current success and future directions

Is There an Ace Up Our Sleeve? A Review of Interventions and Strategies for Addressing Behavioral and Neurobiological Effects of Adverse Childhood Experiences in Youth

Mindfulness in primary school children as a route to enhanced life satisfaction, positive outlook and effective emotion regulation

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