“…MBI-teaching assessment criteria) (Crane et al, 2013;Crane et al, 2020). Therefore we excluded studies that used acceptance and commitment therapy (e.g., Hayes, Strosahl, & Wilson, 2011;Svanberg, Munck, & Levander, 2017), dialectical behavior therapy (e.g., Afshari, Omidi, & Ahmadvand, 2020;Linehan, 1993), integrative mind-body training (e.g., Lam et al, 2011;Tang et al, 2007;Walsh et al, 2015), loving kindness meditation (e.g., Wood, Roach, Kearney, & Zabek, 2018), neurofeedback mindfulness training (e.g., Balconi, Crivelli, & Angioletti, 2019;Bhayee et al, 2016;Monnart et al, 2019), mantra-based training (e.g., Rao, Metri, Raghuram, & Hongasandra, 2017, hatha yoga or mindfulness-oriented yoga (e.g., , self-compassion training (e.g., Haukaas, Gjerde, Varting, Hallan, & Solem, 2018;Neff & Germer, 2013), MBIs augmented with aromatherapy (e.g., Maynard, Solis, Miller, & Brendel, 2017) or a control condition that contained any form of MBI (e.g., Britton et al, 2018); and (3) control group did not include MBI components. Figure 1 presents the PRISMA flowchart that summarizes the search process and offers reasons for excluding studies.…”