Mindfulness-based interventions for preadolescent children: A comprehensive meta-analysis

Kander, Tharen N.; Lawrence, David; Fox, Allison; Houghton, Stephen; Becerra, Rodrigo

doi:10.1016/j.jsp.2023.101261

Cited by 5 publications

(7 citation statements)

References 70 publications

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“…Mindfulness practices, such as meditation, breathing exercises, and self‐awareness techniques, foster emotional regulation and reduce stress levels; therefore, students in the present study found them useful, relaxing, focused, and effective in regulating emotions. This finding corroborates the findings of a great deal of previous work (e.g., Güldal & Satan, 2020; Huang et al, 2020; Kander et al, 2024), which showed that participants felt calmer, more relaxed, more control over their emotions and cognitive skills. Moreover, the students in this study preferred mindfulness being integrated into English language lessons, rather than having separate courses.…”

Section: Discussionsupporting

confidence: 92%

“…previous work (e.g., Güldal & Satan, 2020;Huang et al, 2020;Kander et al, 2024), which showed that participants felt calmer, more relaxed, more control over their emotions and cognitive skills. Moreover, the students in this study preferred mindfulness being integrated into English language lessons, rather than having separate courses.…”

Section: Obstacles To Implementing Mindfulnessmentioning

confidence: 82%

“…Furthermore, it also raises the question of whether there is an equal effectiveness of mindfulness interventions in students from different socioeconomic backgrounds (Zoogman et al, 2015). Last, the lack of active control groups in recent MBI studies limits researchers' ability to understand the relevance of their findings (Kander et al, 2024).…”

Section: Literature Reviewmentioning

confidence: 99%

“…High school students are subject to many stress factors with adverse effects on their learning, achievement, and overall well‐being, such as pressure from academics, social pressures, or personal problems. Mindfulness‐based interventions (MBIs) have drawn significant attention as a tool to help students construct resilience and increase academic performance (e.g., Aydin Sünbül & Yerin Güneri, 2019; Baumgartner & Schneider, 2023; Cheung et al, 2020; Kander et al, 2024; Kováčiková & Reid, 2018). Teachers hope to help the students develop greater resilience, focus, emotional regulation, and higher academic performance by teaching them to be mindful.…”

Section: Introductionmentioning

confidence: 99%

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Enhancing academic resilience through mindfulness‐based practices in the schools: A study on vocational high school students

Erdemir,

Karanfil,

Şengül

2024

Psychology in the Schools

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In recent years, the positive correlation between mindfulness and resilience has gained visible importance. For this purpose, this study aims to increase the academic resilience and mindfulness level of vocational high school students with a low socioeconomic background, who often have lower resilience toward learning English as a foreign language (EFL) in Türkiye. The study adopted an experimental research design. Before and after an eight‐session mindfulness‐based intervention, the Academic Resilience Scale and Mindful Attention Awareness Scale‐Adolescent measured the levels of mindfulness awareness and academic resilience. The pretest and posttest results in control and experimental groups were analyzed in SPSS, and independent samples t‐test and analysis covariance analysis were conducted for data analysis. Focus‐group interviews explored possible attributions toward mindfulness awareness and academic resilience, using MAXQDA. The results revealed that there is a significant difference between the groups in terms of academic resilience, but there is no significant difference in the case of mindfulness. On the other hand, most students reported that their academic resilience increased, and they had positive attitudes toward mindfulness‐based practices. However, it was observed that their classmates' distractive and biased behaviors in the classroom setting mostly resulted in a lapse in their mindfulness.

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Section: Discussionsupporting

confidence: 92%

Section: Obstacles To Implementing Mindfulnessmentioning

confidence: 82%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Enhancing academic resilience through mindfulness‐based practices in the schools: A study on vocational high school students

Erdemir,

Karanfil,

Şengül

2024

Psychology in the Schools

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“…This study's results emphasize the importance of mobile applications in conjunction with mindfulness. Mindfulness-based interventions (MBIs) include the incorporation of mindfulness practice within a well-organized psychological intervention; they are intentionally crafted programs that provide participants explicit instructions on how to develop and integrate the practice of mindfulness into their daily routines [57][58][59][60]. The benefits of these activities have been recognized in many settings and situations, including the mitigation of stress, anxiety, sadness, aggression, excessive internet use, and work-related stress.…”

Section: Most Impactful Journals Countries and Publicationsmentioning

confidence: 99%

Digital Training for Nurses and Midwives to Improve Treatment for Women with Postpartum Depression and Protect Neonates: A Dynamic Bibliometric Review Analysis

Tzitiridou-Chatzopoulou,

Orovou,

Zournatzidou

2024

Healthcare

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The high prevalence of postpartum depression makes it necessary for midwives and nurses to implement prenatal interventions for expectant mothers. The current study aims to investigate and highlight the importance of the digital training of nurses in order to help women mitigate the symptoms of postpartum depression and protect infants. To approach this, we conducted a bibliometric analysis to address the study’s main objective. Articles were retrieved from the Scopus database for the timeframe 2000–2023. Data analysis was conducted using the statistical programming language R (version R-4.4.) and the bibliometric software VOSviewer (version 1.6.20) and Biblioshiny (version 4.1.4), focused on year, journal, and country. For this investigation, we selected a total of 31 MeSH keywords and sub-headings that exhibited significant frequencies. We consistently used six significant clusters of MeSH keywords. We obtained a total of 585 articles from the Scopus database that were major contributors to the field of PPD, as evidenced by their extensive publication of research articles and their influential role in the domain. The studies included a thorough analysis of depression research, the use of scales for diagnosing and screening PPD, psychological studies related to PPD, and the exploration of causes, mechanisms, outcomes, and genetic factors. Our study’s results demonstrate a steady and significant increase in the availability of information on PPD. Importantly, the novelty of the current study lies in highlighting the need for a transition in the ways in which nurses and midwives are trained to mitigate postpartum disease by integrating emerging technologies into their practices. The knowledge provided here has the potential to serve as a foundation for future advancements in obstetric psychology, both presently and in the future.

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Teachers’ stress and training in a school-based mindfulness program: Implementation results from a cluster randomized controlled trial

Braun,

Greenberg,

Roeser

et al. 2024

Journal of School Psychology

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Mindfulness-based interventions for preadolescent children: A comprehensive meta-analysis

Cited by 5 publications

References 70 publications

Enhancing academic resilience through mindfulness‐based practices in the schools: A study on vocational high school students

Enhancing academic resilience through mindfulness‐based practices in the schools: A study on vocational high school students

Digital Training for Nurses and Midwives to Improve Treatment for Women with Postpartum Depression and Protect Neonates: A Dynamic Bibliometric Review Analysis

Teachers’ stress and training in a school-based mindfulness program: Implementation results from a cluster randomized controlled trial

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