Skip to main content
Mijn bibliotheek
Shop
Nieuws Boeken Tijdschriften E-learning Web-tv Video Audio
Tips voor Mijn BSL
UITGEBREID ZOEKEN
Inloggen
Top
Mindfulness
Gepubliceerd in: Mindfulness 5/2018

10-04-2018 | Letter to the Editor

Commentary Regarding Johnson et al. (2017) “A Randomized Controlled Evaluation of a Secondary School Mindfulness Program for Early Adolescents: Do We Have the Recipe Right Yet?”

Auteurs: Neil W. Bailey, Richard Chambers, Addie Wootten, Craig S. Hassed

Gepubliceerd in: Mindfulness | Uitgave 5/2018

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail
    Link delen
publish
Publiceer nu

Excerpt

Recently, Johnson et al. (2017) published the results of a study examining the effect of a nine-lesson mindfulness intervention on adolescent mental health in schools in South Australia (“A randomized controlled evaluation of a secondary school mindfulness program for early adolescents: Do we have the recipe right yet?”). Their results indicated no change in anxiety, depression, weight/shape concerns, well-being, or mindfulness as a result of the mindfulness intervention at the intervention’s end, nor any changes at 6- or 12-month follow-up points. Their results were a replication of a null result in their previous study (Johnson et al. 2016 “Effectiveness of a school-based mindfulness program for transdiagnostic prevention in young adolescents”). Their research was well conducted, including randomized control design, a very experienced mindfulness teacher, and sufficient power to detect meaningful effects. They also used a well-established mindfulness program adapted for use in schools (the .b program). …
vorige artikel A Study in Happiness—Meditation, the Brain, and the Immune System
Literatuur
Aikenhead, G. (2002). The educo-politics of curriculum development: a response to Peter Fensham’s ‘time to change drivers for scientific literacy’. Canadian Journal of Math, Science & Technology Education, 2(1), 49–57.CrossRef
Bartlett, L. (2004). Expanding teacher work roles: a resource for retention or a recipe for overwork? Journal of Education Policy, 19(5), 565–582.CrossRef
Chadwick, J., & Gelbar, N. W. (2016). Mindfulness for children in public schools: current research and developmental issues to consider. International Journal of School & Educational Psychology, 4(2), 106–112.CrossRef
Coffey, K. A., & Hartman, M. (2008). Mechanisms of action in the inverse relationship between mindfulness and psychological distress. Complementary Health Practice Review, 13(2), 79–91.CrossRef
Coffey, K. A., Hartman, M., & Fredrickson, B. L. (2010). Deconstructing mindfulness and constructing mental health: understanding mindfulness and its mechanisms of action. Mindfulness, 1(4), 235–253.CrossRef
Dariotis, J. K., Mirabal-Beltran, R., Cluxton-Keller, F., Feagans Gould, L., Greenberg, M. T., & Mendelson, T. (2017). A qualitative exploration of implementation factors in a school-based mindfulness and yoga program: lessons learned from students and teachers. Psychology in the Schools, 54(1), 53–69.CrossRefPubMed
Hacker, R. G., & Rowe, M. J. (1997). The impact of a National Curriculum development on teaching and learning behaviours. International Journal of Science Education, 19(9), 997–1004.CrossRef
Hölzel, B. K., Lazar, S. W., Gard, T., Schuman-Olivier, Z., Vago, D. R., & Ott, U. (2011). How does mindfulness meditation work? Proposing mechanisms of action from a conceptual and neural perspective. Perspectives on Psychological Science, 6(6), 537–559.CrossRefPubMed
Jha, A. P., Morrison, A. B., Parker, S. C., & Stanley, E. A. (2017). Practice is protective: mindfulness training promotes cognitive resilience in high-stress cohorts. Mindfulness, 8(1), 46–58.CrossRef
Johnson, C., Burke, C., Brinkman, S., & Wade, T. (2016). Effectiveness of a school-based mindfulness program for transdiagnostic prevention in young adolescents. Behaviour Research and Therapy, 81, 1–11.CrossRefPubMed
Johnson, C., Burke, C., Brinkman, S., & Wade, T. (2017). A randomized controlled evaluation of a secondary school mindfulness program for early adolescents: do we have the recipe right yet? Behaviour Research and Therapy, 99, 37–46.CrossRefPubMed
Kielty, M. L., Gilligan, T. D., & Staton, A. R. (2017). Whole-school approaches to incorporating mindfulness-based interventions: supporting the capacity for optimal functioning in school settings. Childhood Education, 93(2), 128–135.CrossRef
Klingbeil, D. A., Renshaw, T. L., Willenbrink, J. B., Copek, R. A., Chan, K. T., Haddock, A., et al. (2017). Mindfulness-based interventions with youth: a comprehensive meta-analysis of group-design studies. Journal of School Psychology, 63, 77–103.CrossRefPubMed
O'Donnell, A. (2015). Contemplative pedagogy and mindfulness: developing creative attention in an age of distraction. Journal of Philosophy of Education, 49(2), 187–202.CrossRef
Parsons, C. E., Crane, C., Parsons, L. J., Fjorback, L. O., & Kuyken, W. (2017). Home practice in mindfulness-based cognitive therapy and mindfulness-based stress reduction: a systematic review and meta-analysis of participants’ mindfulness practice and its association with outcomes. Behaviour Research and Therapy, 95, 29–41.CrossRefPubMedPubMedCentral
Shapiro, S. L., Carlson, L. E., Astin, J. A., & Freedman, B. (2006). Mechanisms of mindfulness. Journal of Clinical Psychology, 62(3), 373–386.CrossRefPubMed
Valli, L., & Buese, D. (2007). The changing roles of teachers in an era of high-stakes accountability. American Educational Research Journal, 44(3), 519–558.CrossRef
Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2014). Mindfulness-based interventions in schools—a systematic review and meta-analysis. Frontiers in Psychology, 5.
Zoogman, S., Goldberg, S. B., Hoyt, W. T., & Miller, L. (2015). Mindfulness interventions with youth: a meta-analysis. Mindfulness, 6(2), 290–302.CrossRef
Metagegevens
Titel
Commentary Regarding Johnson et al. (2017) “A Randomized Controlled Evaluation of a Secondary School Mindfulness Program for Early Adolescents: Do We Have the Recipe Right Yet?”
Auteurs
Neil W. Bailey
Richard Chambers
Addie Wootten
Craig S. Hassed
Publicatiedatum
10-04-2018
Uitgeverij
Springer US
Gepubliceerd in
Mindfulness / Uitgave 5/2018
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI
https://doi.org/10.1007/s12671-018-0936-x

Andere artikelen Uitgave 5/2018

Mindfulness 5/2018 Naar de uitgave

ORIGINAL PAPER

Implicit or Explicit Compassion? Effects of Compassion Cultivation Training and Comparison with Mindfulness-based Stress Reduction

ORIGINAL PAPER

A Matter of (Inner) Balance: The Association Between Facets of Mindfulness, Attention Deficit, and Postural Stability

ORIGINAL PAPER

Childhood Cumulative Trauma and Depressive Symptoms in Adulthood: the Role of Mindfulness and Dissociation

MINDFULNESS IN PRACTICE

Mindfulness and Nature

REVIEW

The Safety of Mindfulness-Based Interventions: a Systematic Review of Randomized Controlled Trials

ORTHOGONAL ROTATION IN CONSCIOUSNESS

A Study in Happiness—Meditation, the Brain, and the Immune System