Feasibility, acceptability and preliminary impact of mindfulness-based yoga among Hispanic/Latinx adolescents

Clarke, Rachel; Morris, Staci Leon; Wagner, Eric F.; Spadola, Christine; Bursac, Zoran; Fava, Nicole M.; Hospital, Michelle M.

doi:10.1016/j.explore.2021.03.002

Cited by 9 publications

(9 citation statements)

References 31 publications

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“…Of the 31 included studies, 25 reported data relating to implementation ( Online Resource 4 ) (Anand & Sharma, 2011 ; Atkinson & Wade, 2015 ; Bauer et al, 2020 ; Bergen-Cico et al, 2015 ; Britton et al, 2014 ; Broderick & Frank, 2014 ; Butzer et al, 2017 ; Chancey, 2018 ; Clarke et al, 2021 ; Frank et al, 2021 ; Huppert & Johnson, 2010 ; Johnson & Wade, 2019 ; Johnson et al, 2016 , 2017 ; Khalsa et al, 2012 ; Kuyken et al, 2013 ; Lam & Seiden, 2020 ; Lawson, 2019 ; Lombas et al, 2019 ; Metz et al, 2013 ; Mrazek et al, 2019 ; Rice et al, 2015 ; Salmoirago-Blotcher et al, 2018 ; Sibinga et al, 2016 ; Worthen & Luiselli, 2019 ). Here, we frame descriptive information regarding implementation using the Durlak and DuPre ( 2008 ) framework, described above.…”

Section: Resultsmentioning

confidence: 99%

“…Twenty-two of the included 31 studies reported an indicator of participant responsiveness (Anand & Sharma, 2011 ; Atkinson & Wade, 2015 ; Bauer et al, 2020 ; Bergen-Cico et al, 2015 ; Britton et al, 2014 ; Broderick & Frank, 2014 ; Butzer et al, 2017 ; Chancey, 2018 ; Clarke et al, 2021 ; Frank et al, 2021 ; Huppert & Johnson, 2010 ; Johnson & Wade, 2019 ; Johnson et al, 2016 , 2017 ; Khalsa et al, 2012 ; Kuyken et al, 2013 ; Lam & Seiden, 2020 ; Lawson, 2019 ; Lombas et al, 2019 ; Metz et al, 2013 ; Salmoirago-Blotcher et al, 2018 ; Worthen & Luiselli, 2019 ). Authors conceptualised responsiveness differently (e.g.…”

Section: Resultsmentioning

confidence: 99%

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Universal Mindfulness Training in Schools for Adolescents: a Scoping Review and Conceptual Model of Moderators, Mediators, and Implementation Factors

et al. 2022

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There is evidence that universal school-based mindfulness training (SBMT) can have positive effects for young people. However, it is unknown who benefits most from such training, how training exerts effects, and how implementation impacts effects. This study aimed to provide an overview of the evidence on the mediators, moderators, and implementation factors of SBMT, and propose a conceptual model that can be used both to summarize the evidence and provide a framework for future research. A scoping review was performed, and six databases and grey literature were searched. Inclusion and exclusion criteria were applied to select relevant material. Quantitative and qualitative information was extracted from eligible articles and reported in accordance with PRISMA-ScR guidelines. The search produced 5479 articles, of which 31 were eligible and included in the review. Eleven studies assessed moderators of SBMT on pupil outcomes, with mixed findings for all variables tested. Five studies examined the mediating effect of specific variables on pupil outcomes, with evidence that increases in mindfulness skills and decreases in cognitive reactivity and self-criticism post-intervention are related to better pupil outcomes at follow-up. Twenty-five studies assessed implementation factors. We discuss key methodological shortcomings of included studies and integrate our findings with existing implementation frameworks to propose a conceptual model. Widespread interest in universal SBMT has led to increased research over recent years, exploring who SBMT works for and how it might work, but the current evidence is limited. We make recommendations for future research and provide a conceptual model to guide theory-led developments.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Universal Mindfulness Training in Schools for Adolescents: a Scoping Review and Conceptual Model of Moderators, Mediators, and Implementation Factors

et al. 2022

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“…Notably, all of the participants in the intervention studies were adults (18 years old and above). Although youth were underrepresented in this systematic review, prior studies show promising impacts of mindfulness for Latinx youth (Clarke et al, 2022; Young et al, 2018). Future research is needed with Latinx youth, taking into consideration adverse childhood experiences, including experiences with discrimination (Lockwood & Cuevas, 2022; Maguire-Jack et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Trauma and mindfulness approaches for Latinx communities in the United States: A systematic review.

Sarmiento Hernández,

Kia-Keating

2024

Professional Psychology: Research and Practice

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Latinx communities in the United States face a unique combination of acculturative, systemic, racial, and other traumatic stresses, including adverse childhood experiences, necessitating the close examination of interventions that may act as a buffer, as well as those that promote health and well-being. Mindfulness-based interventions (MBIs) have demonstrated an impact on well-being and may play a role as a protective factor in the context of trauma and adversity. This systematic review examined 11 meta-analyses and studies on MBIs in Latinx populations with trauma. The review identified salient themes in existing research, significant gaps that still exist, and future directions for implementing effective MBIs that facilitate engagement, retention, and positive mental and physical health outcomes. Findings suggest that MBIs are feasible and acceptable for Latinx individuals; however, barriers to use need to be addressed. Empirically supported facilitators of use include offering multiple linguistic options for the intervention, providing integrative frameworks to discuss mindfulness and religion, facilitating transportation and childcare, and using culturally responsive emotion regulation techniques, guided visualizations, and storytelling. A number of research gaps remain, such as the need to examine anti-oppressive mindfulness practices to address racism, increase Latinx representation in clinical settings, employ community-engaged strategies and strength-based approaches, and use novel dissemination methods, such as digital intervention and prevention programs. Public Significance StatementMindfulness-based interventions have the potential to reduce the adverse impact of trauma among Latinxs. The findings point to culturally relevant considerations before, during, and after treatment to increase engagement and effectiveness.

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“…Of the 31 included studies, 25 reported data relating to implementation (Online Resource 4) (Anand & Sharma, 2011;Atkinson & Wade, 2015;Bauer et al, 2020;Bergen-Cico et al, 2015;Britton et al, 2014;Butzer et al, 2017;Chancey, 2018;Clarke et al, 2021;Frank et al, 2021;Huppert & Johnson, 2010;Johnson & Wade, 2019;Johnson et al, 2016Johnson et al, , 2017Khalsa et al, 2012;Kuyken et al, 2013;Lam & Seiden, 2020;Lawson, 2019;Lombas et al, 2019;Metz et al, 2013;Mrazek et al, 2019;Rice et al, 2015;Salmoirago-Blotcher et al, 2018;Sibinga et al, 2016;Worthen & Luiselli, 2019). Here, we frame descriptive information regarding implementation using the Durlak and DuPre (2008) framework, described above.…”

Section: How Does Implementation Influence the Effect Of Sbmt On Outc...mentioning

confidence: 99%

“…Twenty-two of the included 31 studies reported an indicator of participant responsiveness (Anand & Sharma, 2011;Atkinson & Wade, 2015;Bauer et al, 2020;Bergen-Cico et al, 2015;Britton et al, 2014;Butzer et al, 2017;Chancey, 2018;Clarke et al, 2021;Frank et al, 2021;Huppert & Johnson, 2010;Johnson & Wade, 2019;Johnson et al, 2016Johnson et al, , 2017Khalsa et al, 2012;Kuyken et al, 2013;Lam & Seiden, 2020;Lawson, 2019;Lombas et al, 2019;Metz et al, 2013;Salmoirago-Blotcher et al, 2018;Worthen & Luiselli, 2019). Authors conceptualised responsiveness differently (e.g.…”

Section: Participant Responsivenessmentioning

confidence: 99%

Universal mindfulness training in schools for adolescents: A scoping review and conceptual model of moderators, mediators and implementation factors

Tudor¹,

Raja²,

Maloney³

et al. 2021

Preprint

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There is evidence that universal school-based mindfulness training (SBMT) can have positive effects for young people. However, it is unknown who benefits most from such training, how implementation quality impacts effects, and how training exerts effects. No known scoping reviews have comprehensively reviewed moderation, mediation and implementation factors of SBMT. This study aimed to provide an overview of the evidence on the mediators, moderators, and implementation factors of SBMT and propose a conceptual model that can be used both to summarize the evidence and provide a framework for future research. A scoping review was performed based on methodology outlined by the Joanna Briggs Institute’s Manual. Six databases and grey literature were searched. Inclusion and exclusion criteria were applied to select relevant material. Quantitative and qualitative information was extracted from eligible articles and reported in accordance with PRISMA-ScR guidelines. The search produced 5, 479 articles, of which 37 were eligible and included in the review. Eight studies assessed moderators of SBMT on pupil outcomes, with mixed findings for all variables tested. Four studies examined the mediating effect of specific variables on pupil outcomes, with evidence that increases in trait mindfulness and decreases in cognitive reactivity and self-criticism post-intervention are related to better pupil outcomes at follow-up. Twenty-five studies assessed implementation factors. We discuss key methodological shortcomings of included studies of SBMT, and integrate our findings with existing implementation frameworks to propose a conceptual model. Widespread interest in universal SBMT has led to increased research over recent years, exploring who SBMT works for and how it might work, but the current evidence is limited. We make recommendations for future research and provide a conceptual model to guide theory-led developments and research in SBMT.

show abstract

Feasibility, acceptability and preliminary impact of mindfulness-based yoga among Hispanic/Latinx adolescents

Cited by 9 publications

References 31 publications

Universal Mindfulness Training in Schools for Adolescents: a Scoping Review and Conceptual Model of Moderators, Mediators, and Implementation Factors

Universal Mindfulness Training in Schools for Adolescents: a Scoping Review and Conceptual Model of Moderators, Mediators, and Implementation Factors

Trauma and mindfulness approaches for Latinx communities in the United States: A systematic review.

Universal mindfulness training in schools for adolescents: A scoping review and conceptual model of moderators, mediators and implementation factors

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