School-Based Mindfulness Instruction: An RCT

Sibinga, Erica; Webb, Lindsey; Ghazarian, Sharon R.; Ellen, Jonathan M.

doi:10.1542/peds.2015-2532

Cited by 181 publications

(128 citation statements)

References 36 publications

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“…The review outcomes are presented under the following three categories, research method, mindfulness intervention and practice and experience. The number of quality appraisal indicators met by the seven quantitative studies ranged from 11 (Sibinga et al 2016) to 15 (Barnes et al 2004;Johnson et al 2017) on a total of 17 measures ( Table 1). The quality appraisal indicators met by the four mixed-method (quantitative focus) studies ranged from 12 (Viafora et al 2015) to 17 (Britton et al 2014) on a total of 1,2,3,4,5,6,8,9,10,11,12,13,14,16,17 Between group comparison: Only the mindfulness group showed significant decreases in (1) Eating Disorder examination (EDE-Q) Well-being: Warwick-Edinburgh Mental well-being (WEMWBS) Mindfulness: comprehensive inventory of mindfulness experiences -adolescents (CHIME-A)…”

Section: Resultsmentioning

confidence: 99%

“…Four of these papers (Barnes et al 2004;Britton et al 2014;Sibinga et al 2013Sibinga et al , 2016 employed an active control (e.g. health education class), two papers (Johnson et al 2016(Johnson et al , 2017 used a control group (e.g.…”

Section: Design and Methodsmentioning

confidence: 99%

“…Information on comparison conditions in the quantitative papers with active control, control or waitlist control groups were reported in seven of the nine papers (Barnes et al 2004;Britton et al 2014;Johnson et al 2016Johnson et al , 2017Quach et al 2016;Schonert-Reichl and Lawlor 2010;Viafora et al 2015), including details on program format, structure, duration and facilitator. Attrition information was reported in seven of the studies (Barnes et al 2004;Britton et al 2014;Johnson et al 2016Johnson et al , 2017Quach et al 2016;Sibinga et al 2013Sibinga et al , 2016, and ethical considerations were documented in all the review papers except one (Arthurson 2015).…”

Section: Design and Methodsmentioning

confidence: 99%

“…While school-based MBIs differ in program content and outcomes measured, preliminary evidence supports their benefit for the well-being of students (Weare 2013). Reported benefits include an increase in positive affect measures, such as a person's sense of happiness and optimism post-intervention (Sampaio de Carvalho et al 2017), as well as reductions in negative affect measures, such as feelings of being afraid or worried (Sibinga et al 2016).…”

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: Resultsmentioning

confidence: 99%

Section: Design and Methodsmentioning

confidence: 99%

Section: Design and Methodsmentioning

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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“…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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Effects of trauma‐informed approaches in schools: A systematic review

Maynard

Farina

Dell

et al. 2019

Campbell Systematic Reviews

115

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| PLAIN LANGUAGE SUMMARY | The review in briefDespite growing support and increased rate of which traumainformed approaches are being promoted and implemented in schools, evidence to support this approach is lacking. | What is this review about?Exposure to different types of trauma have been associated with varying types and complexity of adverse outcomes, including adverse effects on cognitive functioning, attention, memory, academic performance, and school-related behaviors. Given the growing research on trauma and increased knowledge about the prevalence, consequences and costs associated with trauma, there have been increased efforts at the local, state and federal levels to make systems "trauma-informed" (Lang, Campbell, & Vanerploeg, 2015). While the intent of creating trauma-informed approaches in schools is a noble one, relatively little is known about the benefits, costs, and how trauma-informed approaches are being defined and evaluated (Berliner & Kolko, 2016).Adopting a trauma-informed approach in a complex system such as a school building or district is a time consuming and potentially costly endeavor and thus it is important to assess the effects of this approach to inform policy and practice.This aim of this review was to assess trauma-informed approaches in schools on trauma symptoms/mental health, academic performance, behavior, and socioemotional functioning.Trauma-informed approaches include programs, organizations, or systems that realize the impact of trauma, recognize the symptoms of trauma, respond by integrating knowledge about trauma policies and practices, and seeks to reduce retraumatization. At least two of the three key elements of a trauma-informed approach must have been present: Workforce development, trauma-focused services, and organizational environment and practices, which differ from trauma-specific interventions designed to treat or otherwise address the impact/symptoms of trauma and facilitate healing. What is the aim of this review?This Campbell systematic review sought to examine the effects trauma-informed schools on trauma symptoms/ mental health, academic performance, behavior, and socioemotional functioning. Although we conducted a comprehensive search to find studies testing traumainformed approaches in schools, no studies met the inclusion criteria.

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School-Based Mindfulness Instruction: An RCT

Cited by 181 publications

References 36 publications

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

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

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

Effects of trauma‐informed approaches in schools: A systematic review

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