The Effectiveness of a Teacher-Delivered Mindfulness-Based Curriculum on Adolescent Social-Emotional and Executive Functioning

Frank, Jennifer; Broderick, Patricia C.; Oh, Yoonkyung; Mitra, Joy; Kohler, Kimberly; Schussler, Deborah L.; Geier, Charles F.; Roeser, Robert W.; Berrena, Elaine; Mahfouz, Julia; Levitan, Joseph; Greenberg, Mark T.

doi:10.1007/s12671-021-01594-9

Cited by 36 publications

(23 citation statements)

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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%

“…The extent of pupils' self-reported practice outside of the prescribed intervention (i.e. home practice) was measured in 12 studies (Anand & Sharma, 2011;Butzer et al, 2017;Chancey, 2018;Frank et al, 2021;Huppert & Johnson, 2010;Johnson et al, 2016Johnson et al, , 2017Johnson & Wade, 2019;Lawson, 2019;Salmoirago-Blotcher et al, 2018;Worthen & Luiselli, 2019). Most studies reported low levels of home practice.…”

Section: Participant Responsivenessmentioning

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

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.

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

confidence: 99%

Section: Participant Responsivenessmentioning

confidence: 99%

Section: Participant Responsivenessmentioning

confidence: 99%

See 1 more Smart Citation

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

Self Cite

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show abstract

“…En estudios preliminares, Di Lieto et al (2017), Frank et al (2021 y Vasquez & Marino (2021) respaldan la importancia de intervenciones educativas a nivel ejecutivo como aporte para el avance en los procesos académicos. El desarrollo de estas funciones cognitivas es considerado un proceso esencial para la vida académica de los alumnos, debido a su relación con el rendimiento y el éxito académico (Ahmed et al, 2019;Magalhães et al, 2020;Ventura et al, 2018).…”

Section: Funcionamiento Ejecutivo Y Aprendizajeunclassified

Contribuciones de la Neuropsicología a nivel educativo: un análisis teórico y reflexivo

Rhenals-Ramos

2021

cyed

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La Neuropsicología presenta elementos importantes a favor del aprendizaje. Su conocimiento ofrece posibilidades para afrontar el trabajo formativo con estudiantes desde una perspectiva de trabajo diferenciada; sin embargo, a nivel escolar aún se desconocen algunas de sus contribuciones más importantes. Este estudio describe teóricamente algunos aportes de la Neuropsicología al aprendizaje, reflexionando sobre su implementación a nivel educativo. El abordaje de esta disciplina ha facilitado el conocimiento neurocientífico del aprendizaje, potenciando las características individuales desde procesos de ajuste educativo y fortaleciendo los procesos inclusivos en el aula. La comprensión de diversas alteraciones relacionadas con el aprendizaje desde la perspectiva neuropsicológica aporta información teórica y elementos empíricos que buscan ajustar metodologías, procesos y programas para el mejoramiento educativo. Sus contribuciones reflejan una oportunidad importante de avance a partir del conocimiento de las dificultades neuropsicológicas de los alumnos y las mejores formas de actuar a nivel educativo.

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“…The TMEOS was found to be a useful template for structuring feedback during weekly coaching calls between trainers and classroom teachers over the course of one study. 18 The classroom teachers who delivered L2B completed the TMEOS for each lesson to rate their own developing skills and identify areas of need that became the focus of the coaching sessions.…”

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confidence: 99%

Exploring Fidelity in School-Based Mindfulness Programs

Broderick

Schussler

2021

Glob Adv Health Med

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A small but growing body of research on school-based mindfulness programs (SBMPs) has demonstrated benefits for students’ cognitive and affective functioning and overall wellbeing. Yet, lack of fidelity in SBMP implementation may diminish these programs’ purported benefits. This commentary presents 4 current challenges that need to be addressed so that questions of whether and how mindfulness improves student functioning can be clarified and implementation of programs can be strengthened and sustained. These challenges include coming to consensus on the definition and intention of mindfulness training, balancing adherence with flexibility in SBMP delivery, determining the role SBMP teachers’ mindfulness experience plays in program fidelity, and delineating distinctive features of mindful pedagogy. Some suggestions for addressing each of these challenges are provided.

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The Effectiveness of a Teacher-Delivered Mindfulness-Based Curriculum on Adolescent Social-Emotional and Executive Functioning

Cited by 36 publications

References 64 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

Contribuciones de la Neuropsicología a nivel educativo: un análisis teórico y reflexivo

Exploring Fidelity in School-Based Mindfulness Programs

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