Mindfulness-based interventions with youth: A comprehensive meta-analysis of group-design studies

Klingbeil, David A.; Renshaw, Tyler L.; Willenbrink, Jessica B.; Copek, Rebecca A.; Chan, Kai Tai; Haddock, Aaron; Yassine, Jordan; Clifton, Jesse

doi:10.1016/j.jsp.2017.03.006

Cited by 257 publications

(227 citation statements)

References 133 publications

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“…Positive improvements were reported across programs irrespective of the duration of the lesson or its frequency. This is in line with a recent review of MBIs with adolescents across different settings (Klingbeil et al 2017), which indicated that intervention dosage may not be nearly as significant as other elements of MBI intervention, such as program facilitators.…”

Section: Educational and Practical Considerationssupporting

confidence: 86%

“…Klingbeil et al 2017;Meiklejohn et al 2012). To date, there have been three reviews conducted exclusively on MBIs within the school environment (i.e.…”

Section: Introductionmentioning

confidence: 99%

“…In addition, Felver et al's (2016) review included all MBI studies delivered within a school setting, including those with a 'general population' of students, as well as programs specifically delivered to a cohort of students recruited because of behavioural difficulties (Singh et al 2007), health problems (Lagor et al 2013) or learning difficulties (Beauchemin et al 2008). This diversity in student characteristics makes it difficult to determine whether effects reported are specific to a particular cohort of students or to a wider population, which is important given the different effect sizes reported across separate settings with youth (Klingbeil et al 2017). The lack of quality critique employed by the authors to examine the rigour of each study also warrants a mention.…”

Section: Introductionmentioning

confidence: 99%

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A Systematic Review of Mindfulness-Based School Interventions with Early Adolescents

2018

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Recent research on mindfulness-based interventions (MBIs) in schools have reported effect differences across age groups of students, with early adolescent students reporting the least effect. Existing reviews, however, include students across all age ranges and largely concern intervention effects and their contributors. The exclusion of qualitative data exploring students' experiences of learning and practising mindfulness omits valuable information that could be used to better inform implementation of MBIs. The lack of quality critique employed in the existing reviews necessitates a new review. A search carried out in nine electronic databases resulted in an initial selection of 1571 records, from which 13 papers emerged that met all inclusion criteria. The review found positive improvements reported in well-being measures in 11 of the 13 papers examined across both quantitative and qualitative data that provide support for mindfulness as a well-being school preventative program with this age group. A quality analysis critique of each paper demonstrated methodological strengths and limitations of existing MBI studies for early adolescent students, which inform ongoing conversations about whether and how MBIs meet the criteria of evidence-based practice (EBP) as an effective educational program. Findings are discussed for future research and education considerations are reviewed for educational professionals who aim to support early adolescents through the implementation of MBIs at school.

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Section: Educational and Practical Considerationssupporting

confidence: 86%

“…Klingbeil et al 2017;Meiklejohn et al 2012). To date, there have been three reviews conducted exclusively on MBIs within the school environment (i.e.…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A Systematic Review of Mindfulness-Based School Interventions with Early Adolescents

2018

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“…Additional analyses showed consistently positive small-to-moderate effects across a variety of therapeutic processes and target outcomes, including mindfulness (g = 0.51), meta-cognition and cognitive flexibility (g = 0.40), attention (g = 0.29), emotional and behavioral regulation (g = 0.32), academic achievement and school functioning (g = 0.39), externalizing problems (g = 0.30), internalizing problems (g = 0.39), negative emotion and subjective distress (g = 0.25), positive emotion and self-appraisal (g = 0.28), physical health (g = 0.28), and social competence and prosocial behavior (g = 0.37). Interestingly, this analysis also reported that the setting in which MBI was implemented with youth (classified as either Bschool^or Bother^) did not moderate intervention effectiveness (Klingbeil et al 2017b).…”

Section: The State-of-the-science Of Mbimentioning

confidence: 82%

“…A more recent and more comprehensive meta-analysis of group-design studies testing MBI with youth was conducted by Klingbeil et al (2017b). This analysis included 76 studies, carried out in both school and non-school settings, published prior to January, 2016.…”

Section: The State-of-the-science Of Mbimentioning

confidence: 99%