A Brief Mindfulness Practice Increases Self-Reported Calmness in Young Children: a Pilot Study

Nadler, Ruby T.; Cordy, Michelle; Stengel, Jessica; Segal, Zindel V.; Hayden, Elizabeth P.

doi:10.1007/s12671-017-0685-2

Cited by 20 publications

(15 citation statements)

References 54 publications

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“…The inclusion of a specific module focused on Mindfulness is one of the most innovative features of the PEFEN program. Despite the fact that scientific evidence suggests an improvement in executive functioning when this technique is used in childhood (Nadler, Cordy, Stengel, Segal & Hayden, 2017), specific modules of Mindfulness are not found in other programs applied to both typical child population and populations with clinical problems other than prematurity.…”

Section: Discussionmentioning

confidence: 99%

Improvement of executive functions after the application of a neuropsychological intervention program (PEFEN) in pre-term children

García-Bermúdez

Cruz-Quintana

Pérez-Garcı́a

et al. 2019

Children and Youth Services Review

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Prematurity is one of the most prevalent health problems in developed countries. It is associated with important clinical and educational consequences, problems in activities of daily life, as well as alterations in different domains of executive functions (EF).The objective of the present study was to evaluate the effectiveness of a stimulation program for the EF (PEFEN Program) in a group of premature children and compare the effects with a control group, who worked with routine curricular skills. The participants were children aged 4 and 5 years, born preterm between 32 and 37 weeks of gestation with a weight between 1500-2499 grams, without severe chronic pathology, or disability equal to or greater than 33% (mental, sensorial and/or motor).The participants were evaluated individually using the BENCI, CUMANIN, and BRIEF-P neuropsychological tests, before and after both interventions. The results showed that the preterm-children who received the PEFEN program significantly improved in the domains of verbal understanding, phonic fluency, verbal fluency, working memory, visual memory, verbal memory, rhythm, and attention, in comparison with the control group. It is recommended to implement programs such as PEFEN to improve the development of EF in the school environment and prevent the deficit in populations at risk.

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Section: Discussionmentioning

confidence: 99%

Improvement of executive functions after the application of a neuropsychological intervention program (PEFEN) in pre-term children

García-Bermúdez

Cruz-Quintana

Pérez-Garcı́a

et al. 2019

Children and Youth Services Review

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“…A group of 7‐ to 9‐year‐old children were randomly assigned to either a brief mindfulness practice or a quiet play comparison group. The mindfulness group reported an increase in calmness (Nadler et al, 2017). Brockman et al (2017) reported an improvement in the emotional well‐being of 187 adolescents who were utilizing mindfulness techniques as a strategy to regulate emotions.…”

Section: Mindfulnessmentioning

confidence: 99%

Somatic interventions to improve self‐regulation in children and adolescents

Neal

2021

Child Adoles Psych Nursing

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Topic Children and adolescents who are exposed to stress and trauma often experience, as a result, an inability to regulate their emotions. Self‐regulation is necessary to accurately respond to situations and ensure success in the academic setting. Self‐regulation skills have been identified as improving resiliency and mitigating the effects of trauma on children and adolescents. Purpose The purpose of this review of the literature is to synthesize the available research on somatic interventions to improve self‐regulation in the child and adolescent population. Sources used A scoping review of literature utilizing the Arksey and O'Malley framework was conducted by a university health science librarian from 2006 to 2018 using PubMed, Scopus, CINAHL, ERIC, and Web of Science to identify studies that examined somatic self‐regulation skills in children and adolescents. Search terms included were mindfulness, yoga, deep breathing exercises, and self‐regulation. The PRISMA methodology was utilized to synthesize the available research on somatic interventions to improve self‐regulation in the child and adolescent population. Conclusion Somatic interventions have been shown to improve self‐regulation in the child and adolescent population. Future research is needed to identify dose‐specific interventions and opportunities to improve self‐regulation for children and adolescents.

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“…For a detailed description of the instrument, see Bynion and Feldner (2017). For some recent researches using it see Geethanjali, Adalarasu, Hemapraba, Pravin Kumar, and Rajasekeran (2017), Murdoch, Partin, Vang, andKehle-Forbes (2019), andNadler, Cordy, Stengel, Segal, andHayden (2017). Finally, for better understanding of the results, the scores regarding pleasure and arousal were reversed so that higher scores will mean higher pleasure and arousal.…”

Section: Affectmentioning

confidence: 99%

An evaluative message fosters mathematics performance in male students but decreases intrinsic motivation in female students

Moè

Putwain

2020

Educational Psychology

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A Brief Mindfulness Practice Increases Self-Reported Calmness in Young Children: a Pilot Study

Cited by 20 publications

References 54 publications

Improvement of executive functions after the application of a neuropsychological intervention program (PEFEN) in pre-term children

Improvement of executive functions after the application of a neuropsychological intervention program (PEFEN) in pre-term children

Somatic interventions to improve self‐regulation in children and adolescents

An evaluative message fosters mathematics performance in male students but decreases intrinsic motivation in female students

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