Mindfulness in Education Research Highlights
Mindfulness in Education Research Highlights
Mindfulness in Education Research Highlights
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development
of
emotion
regulation
skills
through
the
practice
of
mindfulness.
The
total
class
of
120
seniors
from
a
private
girls'
school
participated
as
part
of
their
health
curriculum.
Relative
to
controls,
participants
reported
decreased
negative
affect
and
increased
feelings
of
calmness,
relaxation,
and
self-‐
acceptance.
Improvements
in
emotion
regulation
and
decreases
in
tiredness
and
aches
and
pains
were
significant
in
the
treatment
group
at
the
conclusion
of
the
program.
Carei,
T.
R.,
Fyfe-‐Johnson,
A.
L.,
Breuner,
C.
C.,
&
Brown,
M.
A.
(2010).
Randomized
controlled
clinical
trial
of
yoga
in
the
treatment
of
eating
disorders.
Journal
of
Adolescent
Health,
46,
346–351.
This
was
a
pilot
project
designed
to
assess
the
effect
of
individualized
yoga
treatment
on
eating
disorder
outcomes
among
adolescents
receiving
outpatient
care
for
diagnosed
eating
disorders.
50
girls
and
4
boys,
aged
11–21
years,
were
randomized
to
an
8
week
trial
of
standard
care
versus
individualized
yoga
plus
standard
care.
The
yoga
group
demonstrated
greater
decreases
in
eating
disordered
symptoms.
Both
groups
maintained
current
BMI
levels
and
decreased
in
anxiety
and
depression
over
time.
Davidson,
R.
J.,
Dunne,
J.,
Eccles,
J.
S.,
Engle,
A.,
Greenberg,
M.,
Jennings,
P.,
.
.
.
Vago,
D.
(2012).
Contemplative
practices
and
mental
training:
Prospects
for
American
education.
Child
Development
Perspectives,
6(2),
146-‐153.
This
article
draws
on
research
in
neuroscience,
cognitive
science,
developmental
psychology,
and
education,
as
well
as
scholarship
from
contemplative
traditions
concerning
the
cultivation
of
positive
development,
to
highlight
a
set
of
mental
skills
and
socioemotional
dispositions
that
are
central
to
the
aims
of
education
in
the
21st
century.
These
include
self-‐regulatory
skills
associated
with
emotion
and
attention,
self-‐representations,
and
prosocial
dispositions
such
as
empathy
and
compassion.
It
should
be
possible
to
strengthen
these
positive
qualities
and
dispositions
through
systematic
contemplative
practices,
which
induce
plastic
changes
in
brain
function
and
structure,
supporting
prosocial
behavior
and
academic
success
in
young
people.
Felver,
J.
C.,
Frank,
J.
L.,
&
McEachern,
A.
D.
(2014).
Effectiveness,
acceptability,
and
feasibility
of
the
Soles
of
the
Feet
mindfulness-‐based
intervention
with
elementary
school
students.
Mindfulness,
5(5),
589-‐597.
This
article
details
a
pilot
study
of
a
brief
mindfulness-‐based
intervention,
Soles
of
the
Feet
(SOF),
for
public
elementary
school
students.
Three
non-‐disabled
students
with
high
rates
of
off-‐task
behavior
during
general
education
periods
were
selected
and
taught
the
SOF
intervention,
consisting
of
five
20–30-‐min
sessions.
Results
obtained
via
direct
observation
of
student
behavior
in
the
classroom
suggest
that
SOF
may
be
an
effective
intervention
to
reduce
off-‐task
behavior
and
increase
academically
engaged
behavior
for
behaviorally
challenging
students.
Questionnaires
administered
to
these
students
and
their
teachers
suggest
that
SOF
is
socially
valid,
feasible,
and
acceptable
intervention
for
use
in
public
schools.
Flook,
L.,
Goldberg,
S.
B.,
Pinger,
L.,
&
Davidson,
R.
J.
(2015).
Promoting
prosocial
behavior
and
self-‐
regulatory
skills
in
preschool
children
through
a
mindfulness-‐based
kindness
curriculum.
Developmental
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Psychology,
51(1),
44-‐51.
Using
a
randomized
controlled
design,
the
present
study
investigated
the
effects
of
a
12-‐week
mindfulness-‐based
Kindness
Curriculum
(KC)
in
a
sample
of
68
preschool
children.
The
KC
intervention
group
showed
greater
improvements
in
social
competence
and
earned
higher
report
card
grades
in
domains
of
learning,
health,
and
social-‐emotional
development,
whereas
the
control
group
exhibited
more
selfish
behavior
over
time.
Interpretation
of
effect
sizes
overall
indicate
small
to
medium
effects
favoring
the
KC
group
on
measures
of
cognitive
flexibility
and
delay
of
gratification.
Baseline
functioning
was
found
to
moderate
treatment
effects,
with
KC
children
initially
lower
in
social
competence
and
executive
functioning
demonstrating
larger
gains
in
social
competence
relative
to
the
control
group.
Flook,
L.,
Smalley,
S.
L.,
Kitil,
M.
J.,
Galla,
B.
M.,
Kaiser-‐Greenland,
S.,
Locke,
J.,…Kasari,
C.
(2010).
Effects
of
mindful
awareness
practices
on
executive
functions
in
elementary
school
children.
Journal
of
Applied
School
Psychology,
26(1),
70-‐95.
A
school-‐based
program
of
mindful
awareness
practices
(MAPs)
was
evaluated
in
a
randomized
control
study
of
64
second-‐
and
third-‐grade
children
ages
7–9
years.
The
program
was
delivered
for
30
minutes,
twice
per
week,
for
8
weeks.
Children
in
the
MAPs
group
who
were
less
well
regulated
showed
greater
improvement
in
executive
function
(EF)
compared
with
controls.
Specifically,
those
children
starting
out
with
poor
EF
who
went
through
the
MAPs
training
showed
gains
in
behavioral
regulation,
metacognition,
and
overall
global
executive
control.
Galantino,
M.
L.,
Galbavy,
R.,
&
Quinn,
L.
(2008).
Therapeutic
effects
of
yoga
for
children:
A
systematic
review
of
the
literature.
Pediatric
Physical
Therapy,
20,
66–80.
This
study
is
a
systematic
review
of
the
literature
on
the
effect
of
yoga
(as
an
exercise
intervention
for
children)
on
quality
of
life
and
physical
outcome
measures
in
the
pediatric
population.
The
evidence
shows
physiological
benefits
of
yoga
for
the
pediatric
population
that
may
benefit
children
through
the
rehabilitation
process,
but
larger
clinical
trials,
including
specific
measures
of
quality
of
life,
are
necessary
to
provide
definitive
evidence.
Greenberg,
M.
T.,
&
Harris,
A.
R.
(2012).
Nurturing
mindfulness
in
children
and
youth:
Current
state
of
research.
Child
Development
Perspectives,
6(2),
161-‐166.
This
article
reviews
the
current
state
of
research
on
contemplative
practices
with
children
and
youth.
It
reviews
contemplative
practices
used
both
in
treatment
settings
and
in
prevention
or
health
promotion
contexts,
including
school-‐based
programs.
Interventions
that
nurture
mindfulness
in
children
and
youth
may
be
a
feasible
and
effective
method
of
building
resilience
in
universal
populations
and
in
the
treatment
of
disorders
in
clinical
populations.
This
review
suggests
that
meditation
and
yoga
may
be
associated
with
beneficial
outcomes
for
children
and
youth,
but
the
generally
limited
quality
of
research
tempers
the
allowable
conclusions.
University of California • 2 4 2 5 A t h e r t o n S t r e e t # 6 0 7 0 • B e r k e l e y , C A 9 4 7 2 0
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Gregoski,
M.
J.,
Barnes,
V.
A.,
Tingen,
M.
S.,
Harshfield,
G.
A.,
&
Treiber,
F.
A.
(2010).
Breathing
awareness
meditation
and
LifeSkills
Training
Programs
influence
upon
ambulatory
blood
pressure
and
sodium
excretion
among
African
American
adolescents.
Journal
of
Adolescent
Health,
48,
59–64.
To
evaluate
the
effects
of
breathing
awareness
meditation
(BAM),
Botvin
LifeSkills
Training
(LST),
and
health
education
control
(HEC),
166
African
American
adolescent
participants
with
moderately
high
blood
pressure
(and
thus
an
increased
risk
for
development
of
cardiovascular
disease)
were
randomized
by
school
to
either
BAM
(n
=
53),
LST
(n
=
69),
or
HEC
(n
=
44).
In-‐school
intervention
sessions
were
administered
for
3
months
by
health
education
teachers.
The
BAM
treatment
exhibited
the
greatest
overall
decreases
in
blood
pressure
and
heart
rate.
Harrison,
L.
J.,
Manocha,
R.,
&
Rubia,
K.
(2004).
Sahaja
yoga
meditation
as
a
family
treatment
programme
for
children
with
attention
deficit-‐hyperactivity
disorder.
Clinical
Child
Psychology
and
Psychiatry,
9,
479–
497.
This
study
investigated
meditation
as
a
family
treatment
method
for
children
with
ADHD,
using
the
techniques
of
Sahaja
Yoga
Meditation
(SYM).
Parents
and
children
participated
in
a
6-‐week
program
of
twice-‐weekly
clinic
sessions
and
regular
meditation
at
home.
Results
showed
improvements
in
children’s
ADHD
behavior,
self-‐esteem,
and
relationship
quality.
Children
described
benefits
at
home
(better
sleep
patterns,
less
anxiety)
and
at
school
(more
able
to
concentrate,
less
conflict).
Parents
reported
feeling
happier,
less
stressed
and
more
able
to
manage
their
child’s
behavior.
Jensen,
P.,
&
Kenny,
D.
(2004).
The
effects
of
yoga
on
the
attention
and
behavior
of
boys
with
Attention-‐
Deficit
⁄∕
Hyperactivity
Disorder
(ADHD).
Journal
of
Attention
Disorders,
7,
205–216.
Boys
diagnosed
with
ADHD
by
specialist
pediatricians
and
stabilized
on
medication
were
randomly
assigned
to
a
20-‐session
yoga
group
(n
=
11)
or
a
control
group
(cooperative
activities;
n
=
8).
Significant
improvements
from
pre-‐test
to
post-‐test
were
found
for
the
yoga,
but
not
for
the
control
group
on
five
subscales
of
a
parent
rating
scale,
along
with
some
other
positive
effects.
Although
these
data
do
not
provide
strong
support
for
the
use
of
yoga
for
ADHD,
partly
because
the
study
was
under-‐powered,
they
do
suggest
that
yoga
may
have
merit
as
a
complementary
treatment
for
boys
with
ADHD
already
stabilized
on
medication,
particularly
for
its
evening
effect
when
medication
effects
are
absent.
Lawlor,
M.
S.,
Schonert-‐Reichl,
K.
A.,
Gadermann,
A.
M.,
&
Zumbo,
B.
D.
(2012).
A
Validation
Study
of
the
Mindful
Attention
Awareness
Scale
Adapted
for
Children.
Mindfulness,
1-‐12.
A
total
of
286
fourth
to
seventh
grade
children
completed
the
Mindful
Attention
Awareness
Scale—
Children
(MAAS-‐C),
a
modified
version
of
a
measure
designed
to
assess
mindfulness
in
adults.
Results
indicated
that
mindfulness,
as
assessed
via
the
MAAS-‐C,
was
related
in
expected
directions
to
indicators
of
well-‐being
across
the
domains
of
traits
and
attributes,
emotional
disturbance,
emotional
wellbeing,
and
eudaimonic
well-‐being.
These
findings
were
in
accord
with
those
of
previous
research
with
the
MAAS
in
adult
populations.
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Mendelson,
T.,
Greenberg,
M.
T.,
Dariotis,
J.
K.,
Gould,
L.
F.,
Rhoades,
B.
L.,
&
Leaf,
P.
J.
(2010).
Feasibility
and
preliminary
outcomes
of
a
school-‐based
mindfulness
intervention
for
urban
youth.
Journal
of
Abnormal
Child
Psychology,
38(7),
985-‐994.
Mindfulness-‐based
approaches
may
improve
adjustment
among
chronically
stressed
and
disadvantaged
youth
by
enhancing
self-‐regulatory
capacities.
This
paper
reports
findings
from
a
pilot
randomized
controlled
trial
assessing
the
feasibility,
acceptability,
and
preliminary
outcomes
of
a
school-‐based
mindfulness
and
yoga
intervention.
Four
urban
public
schools
were
randomized
to
an
intervention
or
wait-‐
list
control
condition
(n = 97
fourth
and
fifth
graders,
60.8%
female).
Findings
suggest
the
intervention
was
attractive
to
students,
teachers,
and
school
administrators
and
that
it
had
a
positive
impact
on
problematic
responses
to
stress
including
rumination,
intrusive
thoughts,
and
emotional
arousal.
Napoli,
M.,
Krech,
P.
R.,
&
Holley,
L.
C.
(2005).
Mindfulness
training
for
elementary
school
students:
The
attention
academy.
Journal
of
Applied
School
Psychology,
21(1),
99-‐125.
This
article
presents
results
of
a
formative
evaluation
of
whether
participation
in
a
mindfulness
training
program
affected
first,
second,
and
third
grade
students'
outcomes
on
measures
of
attention.
The
training
was
designed
and
intended
to
help
students
learn
to
focus
and
pay
attention.
The
24-‐week
training
employed
a
series
of
exercises
including
breathwork,
bodyscan,
movement,
and
sensorimotor
awareness
activities.
Results
from
three
attentional
measures
administered
to
the
students
show
significant
differences
between
those
who
did
and
did
not
participate
in
mindfulness
practice
training.
Oberle,
E.,
Schonert-‐Reichl,
K.
A.,
Lawlor,
M.
S.,
&
Thomson,
K.
C.
(2012).
Mindfulness
and
inhibitory
control
in
early
adolescence.
Journal
of
Early
Adolescence,
32(4),
565-‐588.
99
fourth-‐
and
fifth-‐grade
students
completed
a
measure
of
mindful
attention
awareness
(self-‐reported
dispositional
mindfulness)
and
a
computerized
executive
function
(EF)
task
assessing
inhibitory
control.
Controlling
for
gender,
grade,
and
cortisol
levels,
higher
scores
on
the
mindfulness
attention
awareness
measure
significantly
predicted
greater
accuracy
(%
correct
responses)
on
the
inhibitory
control
task.
This
research
identifies
mindfulness—a
skill
that
can
be
fostered
and
trained
in
intervention
programs
to
promote
health
and
well-‐being—as
significantly
related
to
inhibitory
processes
in
early
adolescence.
Raes,
F.,
Griffith,
J.
W.,
Van
der
Gucht,
K.,
&
Williams,
J.
M.
G.
(2014).
School-‐based
prevention
and
reduction
of
depression
in
adolescents:
A
cluster-‐randomized
controlled
trial
of
a
mindfulness
group
program.
Mindfulness,
5(5),
477-‐486.
The
objective
of
this
study
was
to
conduct
the
first
randomized
controlled
trial
of
the
efficacy
of
a
group
mindfulness
program
aimed
at
reducing
and
preventing
depression
in
an
adolescent
school-‐based
population.
For
each
of
12
pairs
of
parallel
classes
with
students
(age
range
13–20)
from
five
schools
(N = 408),
one
class
was
randomly
assigned
to
the
mindfulness
condition
and
one
class
to
the
control
condition.
Both
groups
completed
depression
assessments
prior
to
and
immediately
following
the
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intervention
and
6
months
after
the
intervention.
The
mindfulness
intervention
showed
significantly
greater
reductions
(and
greater
clinically
significant
change)
in
depression
compared
with
the
control
group
at
the
6-‐month
follow-‐up.
The
findings
suggest
that
school-‐based
mindfulness
programs
can
help
to
reduce
and
prevent
depression
in
adolescents.
Razza,
R.
A.,
Bergen-‐Cico,
D.,
&
Raymond,
K.
(2013).
Enhancing
preschoolers’
self-‐regulation
via
mindful
yoga.
Journal
of
Child
and
Family
Studies,
1062-‐1024.
This
study
evaluated
the
effectiveness
of
a
mindfulness-‐based
yoga
intervention
in
promoting
self-‐
regulation
among
preschool
children
(3–5
years
old).
Twenty-‐nine
children
(16
intervention
and
13
control)
participated
in
the
yearlong
study.
The
mindful
yoga
intervention
was
implemented
regularly
by
the
classroom
teacher
for
the
treatment
group.
Results
from
direct
assessments
indicated
significant
effects
of
the
intervention
across
three
indices
of
self-‐regulation.
There
was
also
some
evidence
that
the
children
who
were
most
at
risk
of
self-‐regulation
dysfunction
benefited
the
most
from
the
intervention.
Schonert-‐Reichl,
K.
A.,
&
Lawlor,
M.
S.
(2010).
The
effects
of
a
mindfulness-‐based
education
program
on
pre-‐
and
early
adolescents’
well-‐being
and
social
and
emotional
competence.
Mindfulness,
1(3),
137-‐151.
This
study
evaluated
the
effectiveness
of
the
Mindfulness
Education
(ME)
program,
which
focuses
on
facilitating
the
development
of
social
and
emotional
competence
and
positive
emotions
and
has
as
its
cornerstone
daily
lessons
in
which
students
engage
in
mindful
attention
training.
Participants
were
246
students
in
the
4th
to
7th
grades.
Results
revealed
that
students
who
participated
in
the
ME
program,
compared
to
those
who
did
not,
showed
significant
increases
in
optimism
from
pretest
to
posttest.
Similarly,
improvements
on
dimensions
of
teacher-‐rated
classroom
social
competent
behaviors
were
found
favoring
ME
program
students.
Program
effects
also
were
found
for
self-‐concept,
although
the
ME
program
demonstrated
more
positive
benefits
for
preadolescents
than
for
early
adolescents.
Schonert-‐Reichl,
K.
A.,
Oberle,
E.,
Lawlor,
M.
S.,
Abbott,
D.,
Thomson,
K.,
Oberlander,
T.
F.,
&
Diamond,
A.
(2015).
Enhancing
cognitive
and
social–emotional
development
through
a
simple-‐to-‐administer
mindfulness-‐based
school
program
for
elementary
school
children:
A
randomized
controlled
trial.
Developmental
Psychology,
51(1),
52-‐66.
This
study
was
designed
to
test
a
social
and
emotional
learning
(SEL)
program,
designed
for
elementary
school
students,
involving
mindfulness
and
caring
for
others.
4
classes
of
combined
4th
and
5th
graders
(N
=
99)
were
randomly
assigned
to
receive
the
SEL
with
mindfulness
program
versus
a
regular
social
responsibility
program.
Relative
to
children
in
the
control
program,
children
who
received
the
SEL
program
with
mindfulness
(a)
improved
more
in
their
cognitive
control
and
stress
physiology;
(b)
reported
greater
empathy,
perspective-‐taking,
emotional
control,
optimism,
school
self-‐concept,
and
mindfulness,
(c)
showed
greater
decreases
in
self-‐reported
symptoms
of
depression
and
peer-‐rated
aggression,
(d)
were
rated
by
peers
as
more
prosocial,
and
(e)
increased
in
peer
acceptance
(or
sociometric
popularity).
Semple,
R.
J.,
Lee,
J.,
Rosa,
D.,
&
Miller,
L.
F.
(2010).
A
randomized
trial
of
mindfulness-‐based
cognitive
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therapy
for
children:
Promoting
mindful
attention
to
enhance
social-‐emotional
resiliency
in
children.
Journal
of
Child
and
Family
Studies,
19(2),
218-‐229.
Program
development
of
mindfulness-‐based
cognitive
therapy
for
children
(MBCT-‐C)
is
described
along
with
results
of
the
initial
randomized
controlled
trial.
Participants
were
boys
and
girls
aged
9–13
(N
=
25),
mostly
ethnic
minorities
from
low-‐income,
inner-‐city
households.
Participants
who
completed
the
program
showed
fewer
attention
problems
than
wait-‐listed
controls
and
those
improvements
were
maintained
at
three
months
following
the
intervention.
A
strong
relationship
was
found
between
attention
problems
and
behavior
problems.
Significant
reductions
in
anxiety
symptoms
and
behavior
problems
were
found
for
those
children
who
reported
clinically
elevated
levels
of
anxiety
at
pretest.
Semple,
R.
J.,
Reid,
E.
F.
G.,
&
Miller,
L.
(2005).
Treating
anxiety
with
mindfulness:
An
open
trial
of
mindfulness
training
for
anxious
children.
Journal
of
Cognitive
Psychotherapy,
19,
379–392.
This
study
is
an
open
clinical
trial
that
examined
the
feasibility
and
acceptability
of
a
mindfulness
training
program
for
anxious
children.
Since
impaired
attention
is
a
core
symptom
of
anxiety,
enhancing
self-‐
management
of
attention
should
effect
reductions
in
anxiety.
A
6-‐week
trial
was
conducted
with
five
anxious
children
aged
7
to
8
years
old.
The
results
of
this
study
suggest
that
mindfulness
can
be
taught
to
children
and
holds
promise
as
an
intervention
for
anxiety
symptoms.
Tang,
Y.,
Yang,
L.,
Leve,
L.
D.,
&
Harold,
G.
T.
(2012).
Improving
executive
function
and
its
neurobiological
mechanisms
through
a
mindfulness-‐based
intervention:
Advances
within
the
field
of
developmental
neuroscience.
Child
Development
Perspectives,
6(4),
361-‐366.
Mindfulness-‐based
interventions
that
focus
on
increasing
awareness
of
one’s
thoughts,
emotions,
and
actions
have
been
shown
to
improve
specific
aspects
of
executive
function
(EF),
including
attention,
cognitive
control,
and
emotion
regulation.
This
article
reviews
research
relevant
to
one
specific
mindfulness-‐based
intervention,
integrative
body-‐mind
training
(IBMT).
Randomized
controlled
trials
of
IBMT
indicate
improvements
in
specific
EF
components,
and
uniquely
highlight
the
role
two
brain-‐based
mechanisms
that
underlie
IBMT-‐related
improvements.
Short-‐term
IBMT
may
improve
specific
dimensions
of
EF
and
thus
prevent
a
cascade
of
risk
behaviors
for
children
and
adolescents.
Thompson
M.,
Gauntlett-‐Gilbert
J.
(2008).
Mindfulness
with
children
and
adolescents:
Effective
clinical
application.
Clinical
Child
Psychology
and
Psychiatry,
13,
395-‐407.
This
article
aims
to
provide
an
overview
of
mindfulness
to
professionals
who
are
working
in
child
or
adolescent
settings.
Initially,
it
provides
some
orientation
to
and
definitions
from
the
field,
before
summarizing
the
current
evidence
for
the
utility
of
the
approach.
The
article
recommends
specific
clinical
modifications
for
mindfulness
with
children
and
adolescents,
as
well
as
reviewing
how
to
monitor
and
enhance
the
development
of
this
skill.
Finally,
it
highlights
important
differences
among
mindfulness,
relaxation
and
other
meditative
techniques.
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Van
der
Oord,
S.,
Bogels,
S.
M.,
&
Peijnenburg,
D.
(2012).
The
effectiveness
of
mindfulness
training
for
children
with
ADHD
and
mindful
parenting
for
their
parents.
Journal
of
Child
and
Family
Studies,
21(1),
139-‐
147.
This
study
evaluated
the
effectiveness
of
an
8-‐week
mindfulness
training
for
children
aged
8–12
with
ADHD
and
parallel
mindful
parenting
training
for
their
parents.
There
was
a
significant
reduction
of
parent-‐rated
ADHD
behavior
of
themselves
and
their
child
from
pre-‐to
posttest
and
from
pre-‐
to
follow-‐up
test.
Further,
there
was
a
significant
increase
of
mindful
awareness
from
pre-‐to
posttest
and
a
significant
reduction
of
parental
stress
and
overreactivity
from
pre-‐to
follow-‐up
test.
Teacher-‐ratings
showed
non-‐significant
effects,
however.
Zelazo,
P.
D.,
&
Lyons,
K.
E.
(2012).
The
potential
benefits
of
mindfulness
training
in
early
childhood:
A
developmental
social
cognitive
neuroscience
perspective.
Child
Development
Perspectives,
6(2),
154-‐160.
Early
childhood
is
marked
by
substantial
development
in
the
self-‐regulatory
skills
supporting
school
readiness
and
socioemotional
competence.
Mindfulness
training—using
age-‐appropriate
activities
to
exercise
children’s
reflection
on
their
moment-‐
to-‐moment
experiences—may
support
the
development
of
self-‐regulation
by
targeting
top-‐down
processes
while
lessening
bottom-‐up
influences
(such
as
anxiety,
stress,
curiosity)
to
create
conditions
conducive
to
reflection,
both
during
problem
solving
and
in
more
playful,
exploratory
ways.
Zenner,
C.,
Herrnleben-‐Kurz,
S.,
&
Walach,
H.
(2014).
Mindfulness-‐based
interventions
in
schools
–
A
systematic
review
and
meta-‐analysis.
Frontiers
in
Psychology,
5,
603.
This
article
systematically
reviews
the
evidence
regarding
the
effects
of
school-‐based
mindfulness
interventions
on
psychological
outcomes.
Twenty-‐four
studies
were
identified,
of
which
13
were
published.
In
total,
1348
students
were
instructed
in
mindfulness,
with
876
serving
as
controls,
ranging
from
grade
1
to
12.
All
in
all,
mindfulness-‐based
interventions
in
children
and
youths
hold
promise,
particularly
in
relation
to
improving
cognitive
performance
and
resilience
to
stress.
However,
the
field
is
nascent;
there
is
great
heterogeneity,
many
studies
are
underpowered,
and
measuring
effects
of
mindfulness
in
this
setting
is
challenging.
Zoogman,
S.,
Goldberg,
S.
B.,
Hoyt,
W.
T.,
&
Miller,
L.
(2014).
Mindfulness
interventions
with
youth:
A
meta-‐analysis.
Mindfulness,
6(2),
290-‐302.
This
study
marks
the
first
published
meta-‐analysis
of
the
burgeoning
literature
on
mindfulness
meditation
with
youth
(conducted
between
2004
and
2011)
and
identifies
specific
outcomes
and
sub-‐populations
for
whom
mindfulness
may
be
particularly
helpful.
Mindfulness
interventions
with
youth
overall
were
found
to
be
helpful
(compared
to
control
conditions)
and
not
to
carry
harm.
A
significantly
larger
effect
size
was
found
for
psychological
symptoms
compared
to
other
dependent
variable
types
and
for
studies
drawn
from
clinical
samples
compared
to
non-‐clinical
samples.
Overall,
mindfulness
appears
to
be
a
promising
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intervention
modality
for
youth.
Future
research
might
focus
on
youth
in
clinical
settings
and
target
symptoms
of
psychopathology.
MINDFULNESS
&
TEACHERS
Flook,
L.,
Goldberg,
S.
B.,
Pinger,
L.,
Bonus,
K.,
&
Davidson,
R.
J.
(2013).
Mindfulness
for
teachers:
A
pilot
study
to
assess
effects
on
stress,
burnout,
and
teaching
efficacy.
Mind,
Brian,
and
Education,
7(3),
182-‐195.
This
study
reports
results
from
a
randomized
controlled
pilot
trial
of
a
modified
Mindfulness-‐Based
Stress
Reduction
course
(mMBSR)
adapted
specifically
for
teachers.
Results
suggest
that
the
course
may
be
a
promising
intervention,
with
participants
showing
significant
reductions
in
psychological
symptoms
and
burnout,
improvements
in
observer-‐rated
classroom
organization
and
performance
on
a
computer
task
of
affective
attentional
bias,
and
increases
in
self-‐compassion.
In
contrast,
control
group
participants
showed
declines
in
cortisol
functioning
over
time
and
increases
in
burnout.
Changes
in
mindfulness
were
correlated
in
the
expected
direction
with
changes
across
several
outcomes
(psychological
symptoms,
burnout,
and
sustained
attention)
in
the
intervention
group.
Frank,
J.
L.,
Reibel,
D.,
Broderick,
P.,
Cantrell,
T.,
&
Metz,
S.
(2015).
The
effectiveness
of
mindfulness-‐based
stress
reduction
on
educator
stress
and
well-‐being:
Results
from
a
pilot
study.
Mindfulness,
6(2),
208-‐216.
This
study
assessed
the
effectiveness
of
an
adapted
mindfulness-‐based
stress
reduction
(MBSR)
program
on
educator
stress
and
well-‐being.
The
study
included
36
high
school
educators
who
participated
in
either
an
8-‐week
adapted
MBSR
program
or
a
waitlist
control
group.
Results
suggested
that
educators
who
participated
in
MBSR
reported
significant
gains
in
self-‐regulation,
self-‐compassion,
and
mindfulness
related
skills
(observation,
nonjudgment,
and
nonreacting).
Significant
improvements
in
multiple
dimensions
of
sleep
quality
were
found
as
well.
These
findings
provide
promising
evidence
of
the
effectiveness
of
MBSR
as
a
strategy
to
promote
educator’s
personal
and
professional
well-‐being.
Jennings,
P.
A.,
Frank,
J.
L.,
Snowberg,
K.
E.,
Coccia,
M.
A.,
&
Greenberg,
M.
T.
(2013).
Improving
classroom
learning
environments
by
cultivating
awareness
and
resilience
in
education
(CARE):
Results
of
a
randomized
controlled
trial.
School
Psychology
Quarterly.
Advance
online
publication.
doi:
10.1037/spq0000035
Cultivating
Awareness
and
Resilience
in
Education
(CARE
for
Teachers)
is
a
mindfulness-‐based
professional
development
program
designed
to
reduce
stress
and
improve
teachers’
performance
and
classroom
learning
environments.
A
randomized
controlled
trial
examined
program
efficacy
and
acceptability
among
a
sample
of
50
teachers
randomly
assigned
to
CARE
or
waitlist
control
condition.
Participation
in
the
CARE
program
resulted
in
significant
improvements
in
teacher
well-‐
being,
efficacy,
burnout/time-‐related
stress,
and
mindfulness
compared
with
controls.
Evaluation
data
showed
that
teachers
viewed
CARE
as
a
feasible,
acceptable,
and
effective
method
for
reducing
stress
and
improving
performance.
Jennings,
P.
A.,
Snowberg,
K.
E.,
Coccia,
M.
A.,
&
Greenberg,
M.
T.
(2011).
Improving
classroom
learning
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environments
by
Cultivating
Awareness
and
Resilience
in
Education
(CARE):
Results
of
two
pilot
studies.
Journal
of
Classroom
Interactions,
46,
27-‐48.
Two
pilot
studies
examined
program
feasibility
and
attractiveness
and
preliminary
evidence
of
efficacy
of
the
CARE
professional
development
program.
Study
1
involved
educators
from
a
high-‐poverty
urban
setting
(n
=
31).
Study
2
involved
student
teachers
and
10
of
their
mentors
working
in
a
suburban/semi-‐rural
setting
(n
=
43)
(treatment
and
control
groups).
While
urban
educators
showed
significant
pre-‐post
improvements
in
mindfulness
and
time
urgency,
the
other
sample
did
not,
suggesting
that
CARE
may
be
more
efficacious
in
supporting
teachers
working
in
high-‐risk
settings.
Roeser,
R.
W.,
Schonert-‐Reichl,
K.
A.,
Jha,
A.,
Cullen,
M.,
Wallace,
L.,
Wilensky,
R.,
Oberle,
E.,
Thomson,
K.,
Taylor,
C.,
&
Harrison,
J.
(2013,
April
29).
Mindfulness
Training
and
Reductions
in
Teacher
Stress
and
Burnout:
Results
From
Two
Randomized,
Waitlist-‐Control
Field
Trials.
Journal
of
Educational
Psychology.
Advance
online
publication.
doi:
10.1037/a0032093
The
effects
of
randomization
to
mindfulness
training
(MT)
or
to
a
waitlist-‐control
condition
on
psychological
and
physiological
indicators
of
teachers’
occupational
stress
and
burnout
were
examined
in
2
field
trials.
The
sample
included
113
elementary
and
secondary
school
teachers
(89%
female)
from
Canada
and
the
United
States.
Teachers
randomized
to
MT
showed
greater
mindfulness,
focused
attention
and
working
memory
capacity,
and
occupational
self-‐compassion,
as
well
as
lower
levels
of
occupational
stress
and
burnout
at
post-‐program
and
follow-‐up,
than
did
those
in
the
control
condition.
Group
differences
in
mindfulness
and
self-‐
compassion
at
post-‐program
mediated
reductions
in
stress
and
burnout
as
well
as
symptoms
of
anxiety
and
depression
at
follow-‐up.
Roeser,
R.W.,
Skinner,
E.,
Beers,
J.,
&
Jennings,
P.A.
(2012).
Mindfulness
training
and
teachers’
professional
development:
An
emerging
area
of
research
and
practice.
Child
Development
Perspectives,
6,
167-‐173.
This
article
focuses
on
how
mindfulness
training
(MT)
programs
for
teachers,
by
cultivating
mindfulness
and
its
application
to
stress
management
and
the
social-‐emotional
demands
of
teaching,
represent
emerging
forms
of
teacher
professional
development
(PD)
aimed
at
improving
teaching
in
public
schools.
MT
is
hypothesized
to
promote
teachers'
“habits
of
mind,”
and
thereby
their
occupational
health,
well-‐
being,
and
capacities
to
create
and
sustain
both
supportive
relationships
with
students
and
classroom
climates
conducive
to
student
engagement
and
learning.
This
article
discusses
emerging
MT
programs
for
teachers
and
a
logic
model
outlining
potential
MT
program
effects
in
educational
settings.
Singh,
N.
N.,
Lancioni,
G.
E.,
Winton,
A.
S.,
Karazsia,
B.
T.,
&
Singh,
J.
(2013).
Mindfulness
training
for
teachers
changes
the
behavior
of
their
preschool
students.
Research
in
Human
Development,
10(3),
211-‐
233.
This
study
measured
the
effects
of
preschool
teachers
attending
an
8-‐week
mindfulness
course
on
the
behavior
of
the
students
in
their
classroom.
Results
showed
that
decreases
in
the
students’
challenging
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behaviors
and
increases
in
their
compliance
with
teacher
requests
began
during
mindfulness
training
for
the
teachers
and
continued
to
change
following
the
training.
While
the
students
did
not
show
a
change
in
positive
social
interactions
with
peers,
they
did
show
a
decrease
in
negative
social
interactions
and
an
increase
in
isolate
play.
Results
indicated
that
mindfulness
training
for
teachers
was
effective
in
changing
teacher-‐student
interactions
in
desirable
ways.
Wells,
C.
M.
(2013).
Principals
Responding
to
Constant
Pressure:
Finding
a
Source
of
Stress
Management.
NASSP
Bulletin,
0192636513504453.
This
conceptual
article
presents
a
review
of
the
research
concerning
the
stress
level
of
principals
over
the
past
three
decades,
with
emphasis
on
the
occupational
stress
that
principals
encounter
because
of
heightened
accountability
and
expectations
for
student
achievement.
Mindfulness
meditation,
as
a
stress
management
intervention,
provides
the
theoretical
background
for
this
article;
the
scientific
evidence
concerning
benefits
of
mindfulness
meditations
are
reviewed.
Finally,
the
author
presents
suggestions
for
the
prevention
and
reduction
of
stress
for
principals.
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