Abstract
Adolescence is characterized by neurological reorganization, developments in cognitive and emotional processing, and an increasingly complex social world. During this sensitive transitional period, the ways in which adolescents identify and engage with internal and external challenges is integral to developmental trajectories. More resources should be dedicated to promoting adaptive development in adolescence, particularly ones that capitalize on and support adolescent’s growing self-regulatory and socio-cognitive skills. This article summarizes research and theory on one such resource, mindful practices, and evaluates these practices as they relate to the needs and challenges of adolescence. Mindfulness-based programs are also evaluated as interventions for adolescents who are at risk for, or have already developed, maladaptive behaviors. By promoting self-regulatory and socio-cognitive skills, mindfulness practices may enhance adolescents’ agentic control over their own developmental trajectories. While more research is still needed, there is substantial evidence that mindfulness is a flexible and efficacious program with potentially far-reaching implications for promoting adaptive development in adolescence.
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NMA conceived of the topic for this paper and drafted the manuscript. JS has reviewed and edited the paper in depth several times, changing structure and phrasing where need be, and added unique contributions in several sections throughout the paper. Both of the authors read and approved the final manuscript.
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Amada, N.M., Shane, J. Mindfulness as a Promoter of Adaptive Development in Adolescence. Adolescent Res Rev 4, 93–112 (2019). https://doi.org/10.1007/s40894-018-0096-1
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DOI: https://doi.org/10.1007/s40894-018-0096-1