A Systematic Review of Mindfulness-Based Interventions for Youth in School Settings

Felver, Joshua C.; Hoyos, Cintly E. Celis-de; Tezanos, Katherine M.; Singh, Nirbhay N.

doi:10.1007/s12671-015-0389-4

Cited by 326 publications

(232 citation statements)

References 40 publications

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“…Mindfulness interventions, which include yoga and meditation, have been found to increase youth resilience and self-regulation of stress, emotions, and behavior. [64][65][66][67] The federal government took an important step toward reinforcing trauma-informed approaches in schools through the Every Student Succeeds Act (ESSA), signed by President Barack Obama in December 2015. 68 This bipartisan measure reauthorized the United States' national education law.…”

Section: Evidence-based Interventionsmentioning

confidence: 99%

Adverse Childhood Experiences and Resilience: Addressing the Unique Needs of Adolescents

Soleimanpour

Geierstanger

Brindis

2017

Academic Pediatrics

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Adolescents exposed to adverse childhood experiences (ACEs) have unique developmental needs that must be addressed by the health, education, and social welfare systems that serve them. Nationwide, over half of adolescents have reportedly been exposed to ACEs. This exposure can have detrimental effects, including increased risk for learning and behavioral issues and suicidal ideation. In response, clinical and community systems need to carefully plan and coordinate services to support adolescents who have been exposed to ACEs, with a particular focus on special populations. We discuss how adolescents' needs can be met, including considering confidentiality concerns and emerging independence; tailoring and testing screening tools for specific use with adolescents; identifying effective multipronged and cross-system trauma-informed interventions; and advocating for improved policies.KEYWORDS: adolescent health policy; adolescents; adverse childhood experiences; resilience; trauma ACADEMIC PEDIATRICS 2017;17:S108-S114 ADVERSE CHILDHOOD EXPERIENCES (ACEs) are increasingly a focus of both research and interventions nationwide, given emerging evidence of their high prevalence and lifelong health impacts. To date, much of the ACEs literature has focused on children and adults. Greater attention should be paid to the distinct developmental needs of adolescents and how the systems that serve them can more adequately respond.Distinct from both childhood and adulthood, adolescence is a unique developmental stage of rapid growth during which physiologic, cognitive, social, and emotional changes occur simultaneously. During this time (ages 11 to 21 years), adolescents experience physical and sexual maturation, develop more abstract and long-term thinking, and engage in risk-taking behaviors as they establish their independence. Adolescents who have experienced ACEs may be less able to successfully navigate this transformational stage as a result of the damaging effects of traumatic experiences on their emotional and cognitive development and/or lack of or limited positive supports.A large body of research has demonstrated that investments in early childhood can yield significant social and economic returns in adulthood and that this developmental stage should be prioritized for investments, particularly for disadvantaged youth. 1,2 However, this research also supports the notion that to maximize returns, there is a concurrent need to invest resources to address the needs of adolescents, particularly for those who may not have received needed supports in early childhood and/or who continue to experience ACEs into adolescence.Thus, adolescence represents a key window of opportunity to ameliorate the short-and longer-term impacts of trauma and positively alter the life course trajectory. High rates of trauma exposure have led to a pressing need to identify youth who have been exposed; recognize the varied ways in which youth respond to these experiences; identify effective strategies to provide traumainformed care; and d...

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Section: Evidence-based Interventionsmentioning

confidence: 99%

Adverse Childhood Experiences and Resilience: Addressing the Unique Needs of Adolescents

Soleimanpour

Geierstanger

Brindis

2017

Academic Pediatrics

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“…The application of mindfulness-based interventions (MBI) in school settings has excellent potential for improving educational and psychosocial outcomes for today's youth because MBI is a feasible and acceptable modality of intervention to apply in school settings (Felver, Celis-de Hoyos, Tezanos, & Singh, 2016). Under this premise, there are several works focused on demonstrating the significant and practical tice in different environments (Baugher & Bach, 2015).…”

Section: Review Of Literaturementioning

confidence: 99%

An assessment of mindfulness intervention as a regular subject in Ecuadorian higher education

Prado

Anastacio

2018

International Journal of Adolescence and Youth

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The current project hypothesized that mindfulness practice should improve the academic performance of undergraduate students. However, no significant relationships were found between mindfulness practices neither with FFMQ nor MAAS scores. Two distinct groups of university students were evaluated by the Five Facet Mindfulness Questionnaire (FFMQ) and the Mindful Attention Awareness Scale (MAAS). The descriptive analysis of our groups showed positive changes in academic outcomes thanks to the mindfulness practice. In the first trial, adverse changes in FFMQ, MAAS and academic averages findings were observed. Meanwhile, positive differences in FFMQ, MAAS and academic averages outcomes were found in the second trial. Results from the current study suggest that either mindfulness stage is not affected by mindfulness practices on the first scenario and, the second sample represent an ideal experience of mindfulness group. The FFMQ and MAAS may need adaptation for specific groups like engineering or science students.

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“…Las MBI aplicadas en el contexto escolar se desarrollan con el objetivo de dotar a los más jóvenes de habilidades para gestionar el estrés y mejorar sus habilidades socio-emocionales, cognitivas y comportamentales (Felver et al, 2016). En un meta-análisis reciente se muestra que son eficaces para el incremento en las habilidades de atención, la promoción de la autorregulación ante situaciones estresantes, el incremento de la resiliencia y la disminución de los comportamientos agresivos (Zenner, Herrnleben-Kurz y Walach, 2014).…”

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Efectos de la atención plena en el ámbito educativo: una revisión sistemática

Vázquez¹,

González-Mesa²

2017

Rev. Psicol. Educ

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A Systematic Review of Mindfulness-Based Interventions for Youth in School Settings

Cited by 326 publications

References 40 publications

Adverse Childhood Experiences and Resilience: Addressing the Unique Needs of Adolescents

Adverse Childhood Experiences and Resilience: Addressing the Unique Needs of Adolescents

An assessment of mindfulness intervention as a regular subject in Ecuadorian higher education

Efectos de la atención plena en el ámbito educativo: una revisión sistemática

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