Top

Gepubliceerd in:

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

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

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

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

Improvements in Stress, Affect, and Irritability Following Brief Use of a Mindfulness-based Smartphone App: A Randomized Controlled Trial

Open Access
ORIGINAL PAPER

A Self-Oriented Mindfulness-Based Curriculum Improves Prekindergarten Students’ Executive Functions

ORIGINAL PAPER

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

ORIGINAL PAPER

Mindfulness Moderates Depression and Quality of Prenatal Attachment in Expectant Parents

ORIGINAL PAPER

Associations between Mindfulness Facets and PTSD Symptom Severity in Psychiatric Inpatients

ORIGINAL PAPER

Mindfulness Model of Stigma Resistance Among Individuals with Psychiatric Disorders

ORIGINAL PAPER