Top

Gepubliceerd in:

13-04-2017 | ORIGINAL PAPER

Measuring Mindfulness in Youth: Review of Current Assessments, Challenges, and Future Directions

Auteurs: Matthew S. Goodman, Laila A. Madni, Randye J. Semple

Gepubliceerd in: Mindfulness | Uitgave 6/2017

Abstract

Interest in mindfulness-based interventions (MBIs) for youth continues to grow across academic, clinical, educational, and community settings. Conclusions regarding the effects of mindfulness training with youth are tempered by methodological issues. One common limitation is the availability of reliable and valid ways to measure mindfulness. This review identifies existing youth mindfulness measures, discusses key challenges to measurement, and offers suggestions for improving assessment research. A search of electronic databases, consultation with colleagues, and data from professional meetings yielded seven self-report measures: (a) Child and Adolescent Mindfulness Measure (CAMM); (b) Mindful Attention Awareness Scale for Adolescents (MAAS-A); (c) Mindful Attention Awareness Scale for Children (MAAS-C); (d) Comprehensive Inventory of Mindfulness Experiences-Adolescents (CHIME-A); (e) Mindful Thinking and Action Scale for Adolescents (MTASA); (f) Mindfulness Scale for Pre-Teens, Teens, and Adults (MSPTA); and (g) Mindfulness Inventory for Children and Adolescents (MICA). All seven assess trait mindfulness through self-report. We discuss methodological concerns regarding the near-exclusive use of self-report measures to assess youth mindfulness and offer suggestions for validating new measures and improving research studies that incorporate the assessment of mindfulness in youth.

volgende artikel Mindfulness-Based Interventions During Pregnancy: a Systematic Review and Meta-analysis

Axelson, D. A., Bertocci, M. A., Lewin, D. S., Trubnick, L. S., Birmaher, B., Williamson, D. E., …&Dahl, R. E. (2003). Measuring mood and complex behavior in natural environments: use of ecological momentary assessment in pediatric affective disorders. Journal of Child and Adolescent Psychopharmacology, 13(3), 253–266.

Baer, R. A., Smith, G. T., & Allen, K. B. (2004). Assessment of mindfulness by self-report: The Kentucky inventory of mindfulness skills. Assessment, 11(3), 191–206. doi:10.1177/1073191104268029.CrossRefPubMed

Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., & Toney, L. (2006). Using self-report assessment methods to explore facets of mindfulness. Assessment, 13(1), 27–45. doi:10.1177/1073191105283504.CrossRefPubMed

Bakosh, L. S., Snow, R. M., Tobias, J. M., Houlihan, J. L., & Barbosa-leiker, C. (2015). Maximizing mindful learning: Mindful awareness intervention improves elementary school students ’ quarterly grades. Mindfulness, 1–9.

Baumeister, R. F., Vohs, K. D., & Funder, D. C. (2007). Psychology as the science of self-reports and finger movements: Whatever happened to actual behavior? Perspectives on Psychological Science, 2(4), 396–403. doi:10.1093/acprof:oso/9780195377798.003.0002.CrossRefPubMed

Bergomi, C., Tschacher, W., & Kupper, Z. (2013). The assessment of mindfulness with self-report measures: Existing scales and open issues. Mindfulness, 4(3), 191–202. doi:10.1007/s12671–012–0110-9.

Bergomi, C., Tschacher, W., & Kupper, Z. (2014). Konstruktion und erste Validierung eines Fragebogens zur umfassenden Erfassung von Achtsamkeit [construction and initial validation of a questionnaire for the comprehensive investigation of mindfulness]. Diagnostica, 60, 111–125.CrossRef

Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., et al. (2004). Mindfulness: A proposed operational definition. Clinical Psychology: Science and Practice, 11(3), 230–241. doi:10.1093/clipsy/bph077.

Black, D. S., Sussman, S., Johnson, C. A., & Milam, J. (2012). Psychometric assessment of the mindful attention awareness scale (MAAS) among chinese adolescents. Assessment, 19(1), 42–52. doi:10.1016/j.cmet.2012.08.002.CrossRefPubMed

Bodhi, B. (2011). What does mindfulness really mean? A canonical perspective. Contemporary Buddhism, 12(1), 19–39. doi:10.1080/14639947.2011.564813.CrossRef

Briere, J. (2011). Mindfulness inventory for children and adolescents. Unpublished assessment inventory. University of Southern California. Los Angeles, CA.

Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822–848. doi:10.1037/0022-3514.84.4.822.CrossRefPubMed

Brown, K., West, A., Loverich, T., & Biegel, G. (2011). Assessing adolescent mindfulness: Validation of an adapted mindful attention awareness scale in adolescent normative and psychiatric populations. Psychological Assessment, 23(4), 1023–1033. doi:10.1037/a0021338.CrossRefPubMed

Cane, D. B., Olinger, L. J., Gotlib, I. H., & Kuiper, N. A. (1986). Factor structure of the dysfunctional attitude scale in a student population. Journal of Clinical Psychology, 42(2), 307–309.CrossRef

Christopher, M. S., Christopher, V., & Charoensuk, S. (2009). Assessing “western” mindfulness among Thai Theravāda Buddhist monks. Mental Health, Religion & Culture, 12(3), 303–314. doi:10.1080/13674670802651487.CrossRef

Collins, S. E., Chawla, N., Hsu, S. H., Grow, J., & Otto, J. M. (2009). Language-based measures of mindfulness: Initial validity and clinical utility. Addictive Behaviors, 23(4), 743–749. doi:10.1037/a0017579.CrossRef

Davidson, R. J., & Kaszniak, A. (2015). Conceptual and methodological issues in research on mindfulness and meditation. American Psychologist, 70(7), 581–592. doi:10.1037/a0039512.CrossRefPubMedPubMedCentral

de Bruin, E. I., Zijlstra, B. J. H., & Bögels, S. M. (2014). The meaning of mindfulness in children and adolescents: Further validation of the child and adolescent mindfulness measure (CAMM) in two independent samples from The Netherlands. Mindfulness, 5(4), 422–430. doi:10.1007/s12671-013-0196-8.

de Bruin, E. I., Zijlstra, B. J. H., van de Weijer-Bergsma, E., & Bögels, S. M. (2011). The mindful attention awareness scale for adolescents (MAAS-A): Psychometric properties in a Dutch sample. Mindfulness, 2(3), 201–211. doi:10.1007/s12671-011-0061-6.CrossRefPubMedPubMedCentral

Dreyfus, G. (2011). Is mindfulness present-centred and non-judgmental? A discussion of the cognitive dimensions of mindfulness. Contemporary Buddhism, 12(1), 41–54. doi:10.1080/14639947.2011.564815.CrossRef

Droutman, V. (2015). Mindfulness scale for pre-teens, teens and adults. In R. J. Semple (Chair), Clinical Applications of Mindfulness. Research symposium conducted at the Bridging the Hearts and Minds of Youth: Mindfulness and Compassion in Clinical Practice, Education, and Research conference in San Diego, CA.

Flook, L., Goldberg, S. B., Pinger, L., & Davidson, R. J. (2015). Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum. Developmental Psychology, 51(1), 44–51.CrossRefPubMed

Flook, L., Smalley, S. L., Kitil, M. J., Galla, B. M., Kaiser-Greenland, S., Locke, J., et al. (2010). Effects of mindful awareness practices on executive functions in elementary school children. Journal of Applied School Psychology, 26(1), 70–95. doi:10.1080/15377900903379125.CrossRef

Gogtay, N., Giedd, J. N., Lusk, L., Hayashi, K. M., Greenstein, D., Vaituzis,A C., … Thompson, P. M. (2004). Dynamic mapping of human cortical development during childhood through early adulthood. Proceedings of the National Academy of Sciences of the United States of America, 101(21), 8174–9.doi:10.1073/pnas.0402680101

Goldstein, J., & Kornfield, J. (1976). Seeking the heart of wisdom: The path of insight and meditation. Boston: Shambala.

Gratz, K. L., & Roemer, L. (2004). Multidimensional assessment of emotion regulation and dysregulation. Journal of Psychopathology and Behavioral Assessment, 26(1), 41–54. doi:10.1023/B:JOBA.0000007455.08539.94.CrossRef

Greco, L. A., Baer, R. A., & Smith, G. T. (2011). Assessing mindfulness in children and adolescents: Development and validation of the child and adolescent mindfulness measure (CAMM). Psychological Assessment, 23(3), 606–614. doi:10.1037/a0022819.CrossRefPubMed

Grossman, P. (2011). Defining mindfulness by how poorly I think I pay attention during everyday awareness and other intractable problems for psychology’s (re)invention of mindfulness: Comment on Brown et al. (2011). Psychological Assessment, 23(4), 1034–1040 discussion 1041–6. doi:10.1037/a0022713.CrossRefPubMed

Grossman, P., & Van Dam, N. T. (2011). Mindfulness, by any other name…: Trials and tribulations of sati in western psychology and science. Contemporary Buddhism, 12(1), 219–239. doi:10.1080/14639947.2011.564841.CrossRef

Hawn Foundation (2008). Mindfulness education. Miami Beach, FL.

Himelstein, S., Hastings, A., Shaprio, S., & Heery, M. (2012). Mindfulness training for self-regulation and stress with incarcerated youth: A pilot study. Probation Journal, 59(2), 151–165.CrossRef

Holzel, 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. doi:10.1177/1745691611419671.CrossRefPubMed

Howard, G. S. (1980). Response-shift bias: A problem in evaluating interventions with pre/post self-reports. Evaluation Review, 4(1), 93–106.CrossRef

Johnson, C., Burke, C., Brinkman, S., & Wade, T. (2017). Development and validation of a multifactor mindfulness scale in youth: The Comprehensive Inventory of Mindfulness Experiences–Adolescents (CHIME-A). Psychological Assessment, 29(3), 264–281. doi:10.1037/pas0000342.

Kabat-Zinn, J. (1982). An outpatient program in behavioral medicine for chronic pain patients based on the practice of mindfulness meditation: Theoretical considerations and preliminarily results. General Hospital Psychiatry, 4(1), 33–47. doi:10.1016/0163-8343(82)90026-3.CrossRefPubMed

Kabat-Zinn, J. (1990). Full catastrophe living: The program of the stress reduction clinic at the University of Massachusetts Medical Center. New York: Delta.

Kabat-Zinn, J. (1994). Wherever you go, there you are: Mindfulness meditation in everyday life. New York: Hyperion.

Killingsworth, M. A., & Gilbert, D. T. (2010). A wandering mind is an unhappy mind. Science, 330, 932. doi:10.1126/science.1192439.CrossRefPubMed

Kuby, A. K., McLean, N., & Allen, K. (2015). Validation of the child and adolescent mindfulness measure (CAMM) with non-clinical adolescents. Mindfulness, 6(6), 1448–1455. doi:10.1007/s12671-015-0418-3.CrossRef

Lavelle, B. D. (2016). Compassion in context. Research presentation at the Mind & Life Summer Research Institute: People, Place, and Practice; Putting Contemplative Studies into Context. Garrison, NY.

Lawlor, M. S., Schonert-Reichl, K. A., Gadermann, A. M., & Zumbo, B. D. (2014). A validation study of the mindful attention awareness scale adapted for children. Mindfulness, 5(6), 730–741. doi:10.1007/s12671-013-0228-4.CrossRef

Leigh, J., Bowen, S., & Marlatt, G. A. (2005). Spirituality, mindfulness and substance abuse. Addictive Behaviors, 30(7), 1335–1341. doi:10.1016/j.addbeh.2005.01.010.CrossRefPubMed

Levinson, D. B., Stoll, E. L., Kindy, S. D., Merry, H. L., & Davidson, R. J. (2014). A mind you can count on: Validating breath counting as a behavioral measure of mindfulness. Frontiers in Psychology, 5(OCT), 1–10. doi:10.3389/fpsyg.2014.01202.

Linehan, M. M. (1993). Cognitive-behavioral treatment of borderline personality disorder. New York, NY: Guilford Press.

Lounsbury, J. W., Tatum, H., Gibson, L. W., Park, S.-H., Sundstrom, E. D., Hamrick, F. L., & Wilburn, D. (2003). The development of a big five adolescent personality inventory. Journal of Psychoeducational Assessment, 21(2), 111–133. doi:10.1177/073428290302100201.

Lutz, A., Slagter, H. A., Dunne, J. D., & Davidson, R. J. (2008). Attention regulation and monitering in meditation. Trends in Cognitive Sciences, 12(4), 163–169. doi:10.1016/j.tics.2008.01.005.Attention.CrossRefPubMedPubMedCentral

Moore, R. C., Depp, C. A., Wetherell, J. L., & Lenze, E. J. (2016). Ecological momentary assessment versus standard assessment instruments for measuring mindfulness, depressed mood, and anxiety among older adults. Journal of Psychiatric Research, 75, 116–123.CrossRefPubMedPubMedCentral

Nanamoli, B., & Bodhi, B. (2001). Middle length discourses of the Buddha (2nd ed.). Boston: Wisdom.

Nichols, A. L., & Maner, J. K. (2008). The good-subject effect: Investigating participant demand characteristics. The Journal of General Psychology, 135(2), 151–166. doi:10.3200/GENP.135.2.151-166.CrossRefPubMed

Raes, F., Pommier, E., Neff, K., & Gucht, V. (2011). Construction and factorial validation of a short form of the self-compassion scale. Clinical Psychology and Psychotherapy, 18, 250–255.CrossRefPubMed

Rosenberg, L. (1998). Breath by breath: The liberating practice of insight meditation. Boston: Shambala.

Ruscio, A. C., Muench, C., Brede, E., MacIntyre, J., & Waters, A. J. (2016). Administration and assessment of brief mindfulness practice in the field: Afeasibility study using ecological momentary assessment. Mindfulness, 7(4), 988–999.CrossRef

Sauer, S., Walach, H., Schmidt, S., Hinterberger, T., Lynch, S., Büssing, A., & Kohls, N. (2013). Assessment of mindfulness: Review on state of the art. Mindfulness, 4(1), 3–17. doi:10.1007/s12671-012-0122-5.CrossRef

Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social-emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51(1), 52–66. doi:10.1037/a0038454.CrossRefPubMedPubMedCentral

Segal, Z. V., Williams, J. M. G., & Teasdale, J. D. (2002). Mindfulness-based cognitive therapy for depression: A new approach to preventing relapse. New York: Guilford.

Seligson, J. L., Huebner, E. S., & Valois, R. F. (2003). Preliminary validation of the brief Multidimensional students’ life satisfaction scale (BMSLSS). Social Indicators Research, 61(2), 121–145. doi:10.1023/A:1021326822957.CrossRef

Semple, R. J. (2010). Does mindfulness meditation enhance attention?A randomized controlled trial. Mindfulness, 1, 121–130. doi:10.1007/s12671-010-0017-2.CrossRef

Teasdale, J. D., Moore, R. G., Hayhurst, H., Pope, M., Williams, S., & Segal, Z. V. (2002). Metacognitive awareness and prevention of relapse in depression: Empirical evidence. Journal of Consulting and Clinical Psychology, 70(2), 275–287. doi:10.1037/0022-006X.70.2.275.CrossRefPubMed

Thompson, B. L., & Waltz, J. (2007). Everyday mindfulness and mindfulness meditation: Overlapping constructs or not? Personality and Individual Differences, 43(7), 1875–1885. doi:10.1016/j.paid.2007.06.017.CrossRef

Van Dam, N. T., Earleywine, M., & Danoff-Burg, S. (2009). Differential item function across meditators and non-meditators on the five Facet mindfulness questionnaire. Personality and Individual Differences, 47(5), 516–521. doi:10.1016/j.paid.2009.05.005.CrossRef

Viñas, F., Malo, S., González, M., Navarro, D., & Casas, F. (2015). Assessing mindfulness on a sample of Catalan-speaking Spanish adolescents: Validation of the Catalan version of the child and adolescent mindfulness measure. The Spanish Journal of Psychology, 18, E46. doi:10.1017/sjp.2015.48.CrossRefPubMed

Walsh, R. (1996). Meditation research: The state of the art. In B. W. Scotton, A. B. Chinen, & J. R. Battista (Eds.), Textbook of transpersonal psychiatry and psychology (pp. 167–175). New York: Basic Books.

Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54(6), 1063–1070. doi:10.1037/0022-3514.54.6.1063.CrossRefPubMed

West, A. M. (2008). Mindfulness and well-being in adolescence: An exploration of four mindfulness measures with an adolescent sample. (Doctoral Dissertation). Central Michigan University, Mount Pleasant, MI.ProQuest Dissertations Publishing, document no. 3318244.

West, A. M., Penix-Sbraga, T., &Poole, D. A. (2005). Measuring mindfulness in youth: development of the mindful thinking and action scale for adolescents. Unpublished manuscript, Central Michigan University, Mt Pleasant, MI.

White, L. S. (2012). Reducing stress in school-age girls through mindful yoga. Journal of Pediatric Health Care, 26(1), 45–56. doi:10.1016/j.pedhc.2011.01.002.CrossRefPubMed

Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2014). Mindfulness-based interventions in schools-a systematic review and meta-analysis. Frontiers in Psychology, 5(JUN), 603. doi:10.3389/fpsyg.2014.00603.PubMedPubMedCentral

Zoogman, S., Goldberg, S. B., Hoyt, W. T., & Miller, L. (2014). Mindfulness interventions with youth: A meta-analysis. Mindfulness, 6, 290–302. doi:10.1007/s12671-013-0260-4.CrossRef

Titel: Measuring Mindfulness in Youth: Review of Current Assessments, Challenges, and Future Directions
Auteurs: Matthew S. Goodman
Laila A. Madni
Randye J. Semple
Publicatiedatum: 13-04-2017
Uitgeverij: Springer US
Gepubliceerd in: Mindfulness / Uitgave 6/2017
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI: https://doi.org/10.1007/s12671-017-0719-9

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 6/2017

Positive Emotion Correlates of Meditation Practice: a Comparison of Mindfulness Meditation and Loving-Kindness Meditation

Behavioral and Electrophysiological Evidence of Enhanced Performance Monitoring in Meditators

Self-Compassion Induction Reduces Anticipatory Anxiety Among Socially Anxious Students

Observational Study on a Mindfulness Training for Smokers within a Smoking Cessation Program

The Relationship Between Adult Attachment Orientation and Mindfulness: a Systematic Review and Meta-analysis

Measuring Decentering and Related Constructs: Capacity and Limitations of Extant Assessment Scales