Swipe om te navigeren naar een ander artikel
The online version of this article (https://doi.org/10.1007/s12671-019-01101-1) contains supplementary material, which is available to authorized users.
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
The purpose of this study was to explore linkages between mindfulness-based practices (MBP) applied in schools and a social and emotional (SEL) framework using the five competency areas endorsed by the Collaborative for Academic, Social, and Emotional Learning (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making). A qualitative exploration of linkages was conducted to identify ways the two might be integrated in schools and to stimulate transdisciplinary dialogue.
A literature review yielded 40 studies that met the criteria: (a) use of MBP, (b) study conducted in a school setting, (c) inclusion of a goal to promote mindfulness, and (d) at least one outcome variable relevant to at least one of the five SEL competency areas. After coding SEL-related constructs measured in the studies, we reached consensus for the SEL competency area under which each construct best fits and reviewed the extent to which constructs were measured across the five SEL competency areas.
Results suggested a conceptual fit between MBP and a SEL framework. Each of the five competency areas varied in their representation of the effects of MBP on students. The competency area of self-management was represented in all studies reviewed. No studies mentioned the use of the five competency areas in a SEL framework to guide or classify outcome variables. Only eight studies measured mindfulness as a construct.
Future evaluations of MBP in schools should consider how outcomes fit within the context of a SEL framework to further understand the linkages between MBP and SEL.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
*Arthurson, K. (2015). Teaching mindfulness to year sevens as part of health and personal development. Australian Journal of Teacher Education, 40(5).
*Bakosh, L. S., Snow, R. M., Tobias, J. M., Houlihan, J. L., & Barbosa-Leiker, C. (2016). Maximizing mindful learning: mindful awareness intervention improves elementary school students’ quarterly grades. Mindfulness, 7(1), 59-67.
*Beauchemin, J., Hutchins, T. L., & Patterson, F. (2008). Mindfulness meditation may lessen anxiety, promote social skills, and improve academic performance among adolescents with learning disabilities. Complementary Health Practice Review, 13(1), 34–45.
*Bei, B., Byrne, M. L., Ivens, C., Waloszek, J., Woods, M. J., Dudgeon, P., Murray, G., Nicholas, C. L., Trinder, J., & Allen, N. B. (2013). Pilot study of a mindfulness-based, multi-component, in-school group sleep intervention in adolescent girls. Early Intervention in Psychiatry, 7(2), 213–220.
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.
*Black, D. S., & Fernando, R. (2013). Mindfulness training and classroom behavior among lower-income and ethnic minority elementary school children. Journal of Child and Family Studies, 23(7), 1242–1246.
Block-Lerner, J., Adair, C., Plumb, J. C., Rhatigan, D. L., & Orsillo, S. M. (2007). The case for mindfulness-based approaches in the cultivation of empathy: does nonjudgmental, present-moment awareness increase capacity for perspective-taking and empathic concern? Journal of Marital and Family Therapy, 33(4), 501–516. CrossRefPubMed
Brackett, M. A., Elbertson, N. A., & Rivers, S. A. (2015). Applying theory to the development of approaches to SEL. In C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: research and practice (pp. 20–32). New York: The Guilford Press.
Broderick, P. C. (2013). Learning to breathe: a mindfulness curriculum for adolescents to cultivate emotion regulation, attention, and performance. Oakland: New Harbinger Publications.
*Broderick, P. C. & Metz, S. (2009). Learning to BREATHE: a pilot trial of a mindfulness curriculum for adolescents. Advances in School Mental Health Promotion, 2(1), 35–46.
Burke, C. A. (2010). Mindfulness-based approaches with children and adolescents: a preliminary review of current research in an emergent field. Journal of Child and Family Studies, 19(2), 133–144. CrossRef
*Carboni, J. A, Roach, A. T. & Fredrick, L. D. (2013). Impact of mindfulness training on the behavior of elementary students with attention-deficit/hyperactive disorder, Research in Human Development, 10, 234–251.
Carrizales-Engelmann, D., Feuerborn, L. L., Gueldner, B. A., & Tran, O. K. (2016). Merrell’s strong kids/strong teens. New York: Brookes Publishing.
Collaborative for Academic, Social, and Emotional Learning. (2015). Social and emotional learning core competencies. Retrieved from http://www.casel.org/social-and-emotional-learning/core-competencies/.
*Costello, E. & Lawler, M. (2014). An exploratory study of the effects of mindfulness on perceived levels of stress among school-children from lower socioeconomic backgrounds. The International Journal of Emotional Education, 6(2), 21–39.
Creed, T. A., Reisweber, J., & Beck, A. T. (2011). Cognitive therapy for adolescents in school settings. New York: Guilford Press.
Denham, S. A. (2015). Assessment of SEL in educational contexts. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning (pp. 285–300). New York: Guilford Press.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: a meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. CrossRef
*Edwards, M., Adams, E. M., Waldo, M., Hadfield, O. D., & Biegel, G. M. (2014). Effects of a mindfulness group on Latino adolescent students: examining levels of perceived stress, mindfulness, self-compassion, and psychological symptoms. The Journal for Specialists in Group Work, 39(2), 145–163.
Elias, M. J. & Butler, L. B. (2005). Social decision making, social problem solving for middle school students: A curriculum for academic, social, and emotional learning. Champaign, IL: Research Press.
Felver, J. C., Doerner, E., Jones, J., Kaye, N. C., & Merrell, K. W. (2013a). Mindfulness in school psychology: applications for intervention and professional practice. Psychology in the Schools, 50(6), 531–547. CrossRef
*Felver, J. C., Frank, J. L., & McEachern, A. D. (2013b). Effectiveness, acceptability, and feasibility of the soles of the feet mindfulness-based intervention with elementary school students. Mindfulness, 5(5), 589–597.
Felver, J. C., Celis-de Hoyos, C. E., Tezanos, K., & Singh, N. N. (2016). A systematic review of mindfulness-based interventions for youth in school settings. Mindfulness, 7(1), 34–45. CrossRef
*Flook, L., Smalley, S. L., Kitil, M. J., Galla, B. M., Kaiser-Greenland, S., Locke, J., ... & Kasari, C. (2010). Effects of mindful awareness practices on executive functions in elementary school children. Journal of Applied School Psychology, 26(1), 70–95.
*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.
*Franco, C., Mañas, I., Cangas, A. J., & Gallego, J. (2011). Exploring the effects of a mindfulness program for students of secondary school. International Journal of Knowledge Society Research, 2(1), 14–28.
Greenberg, M. T., & Harris, A. R. (2012). Nurturing mindfulness in children and youth: current state of research. Child Development Perspectives, 6, 161–166. CrossRef
Greenberg, M. T., Kusche, C. A., Cook, E. T., & Quamma, J. P. (1995). Promoting emotional competence in school-aged children: the effects of the PATHS curriculum. Development and Psychopathology, 7(01), 117–136. CrossRef
Grossman, D. C., Neckerman, H. J., Koepsell, T. D., Liu, P. Y., Asher, K. N., Beland, K., ... & Rivara, F. P. (1997). Effectiveness of a violence prevention curriculum among children in elementary school: a randomized controlled trial. Journal of the American Medical Association, 277(20), 1605–1611.
Gueldner, B. A. & Feuerborn, L. L. (2016). Integrating mindfulness-based practices into social and emotional learning: A case application. Mindfulness, 7(1), 164–175.
Hawn Foundation. (2011). The MindUp curriculum: brain-focused strategies for learning---and living. New York, NY: Scholastic Teaching Resources.
*Huppert, F. A., & Johnson, D. M. (2010). A controlled trial of mindfulness training in schools: the importance of practice for an impact on well-being. The Journal of Positive Psychology, 5, 264–274.
Jha, A. P., Krompinger, J., & Baime, M. J. (2007). Mindfulness training modifies subsystems of attention. Cognitive, Affective, & Behavioral Neuroscience, 7, 109–119. CrossRef
Jones, S. M., Barnes, S. P., Bailey, R., & Doolittle, E. J. (2017). Promoting social and emotional competencies in elementary school. The Future of Children, 49–72.
*Joyce, A., Etty-Leal, J., Zazryn, T., Hamilton, A., & Hassed, C. (2010). Exploring a mindfulness meditation program on the mental health of upper primary children: a pilot study. Advances in School Mental Health, 3(2) , 17–25.
*Klatt, M., Harpster, K., Browne, E., White, S., & Case-Smith, J. (2013). Feasibility and preliminary outcomes for move-into-learning: an arts-based mindfulness classroom intervention. The Journal of Positive Psychology, 8(3), 233–241.
*Kuyken, W., Weare, K., Ukoumunne, O. C., Vicary, R., Motton, N., Burnett, R., Cullen, C., Hennelly, S., & Huppert, F. (2013). Effectiveness of the mindfulness in schools programme: non-randomised controlled feasibility study. The British Journal of Psychiatry, 203, 126–131.
*Lau, N. S. & Hue, M. T. (2011). Preliminary outcomes of a mindfulness-based programme for Hong Kong adolescents in schools: well-being, stress and depressive symptoms. International Journal of Children's Spirituality, 16(4), 315–330.
Lawlor, M. S. (2016). Mindfulness and social emotional learning (SEL): a conceptual framework. In K. A. Schonert-Reichl & R. W. Roeser (Eds.), Handbook of mindfulness in education (pp. 65–80). New York: Springer. CrossRef
*Le, T. N. & Gobert, J. M. (2015). Translating and implementing a mindfulness-based youth suicide prevention intervention in a Native American community. Journal of Child and Family Studies, 24(1), 12–23.
Maynard, B. R., Solis, M. R., Miller, V. L., & Brendel, K. E. (2017). Mindfulness-based interventions for improving cognition, academic achievement, behavior and socio-emotional functioning of primary and secondary students. Campbell Systematic Reviews 2017: 5. Campbell Collaboration.
Meiklejohn, J., Phillips, C., Freedman, M. L., Griffin, M. L., Biegel, G., Roach, A., ... & Isberg, R. (2012). Integrating mindfulness training into K-12 education: fostering the resilience of teachers and students. Mindfulness, 3(4), 291–307.
*Mendelson, T., Greenberg, M. T., Dariotis, J. K., Gould, L. F., Rhoades, B. L., & Leaf, P. J. (2010). Feasibility and preliminary outcomes of a school-based mindfulness intervention for urban youth. Journal of Abnormal Child Psychology, 38(7), 985–994.
*Mendelson, T., Tandon, S. D., O'Brennan, L., Leaf, P. J., & Ialongo, N. S. (2015). Brief report: moving prevention into schools: the impact of a trauma-informed school-based intervention. Journal of Adolescence, 43, 142–147.
Merry, S., McDowell, H., Wild, C. J., Bir, J., & Cunliffe, R. (2004). A randomized placebo-controlled trial of a school-based depression prevention program. Journal of the American Academy of Child & Adolescent Psychiatry, 43(5), 538–547. CrossRef
*Metz, S. M., Frank, J. L., Reibel, D., Cantrell, T., Sanders, R., & Broderick, P. C. (2013). The effectiveness of the learning to BREATHE program on adolescent emotion regulation. Research in Human Development, 10(3), 252–272.
Moore, A., & Malinowski, P. (2009). Meditation, mindfulness and cognitive flexibility. Conscious Cognition, 18, 176–186. CrossRef
Neuendorf, K. A. (2002). The content analysis guidebook. Thousand Oaks: Sage.
*Noggle, J. J., Steiner, N. J., Minami, T., & Khalsa, S. B. S. (2012). Benefits of yoga for psychosocial well-being in a US high school curriculum: a preliminary randomized controlled trial. Journal of Developmental & Behavioral Pediatrics, 33(3), 193–201.
*Pahnke, J., Lundgren, T., Hursti, T., Hirvikoski, T. (2014). Outcomes of an acceptance and commitment therapy-based skills training group for students with high-functioning autism spectrum disorder: a quasi-experimental pilot study. Autism, 18(8), 953–964.
*Parker, A. E., Kupersmidt, J. B., Mathis, E. T., Scull, T. M., & Sims, C. (2014). The impact of mindfulness education on elementary school students: evaluation of the master mind program. Advances in School Mental Health Promotion, 7(3), 184–204.
*Raes, F., Griffith, J. W., Van der Gucht, K., & Williams, J. M. G. (2014). School-based prevention and reduction of depression in adolescents: a cluster-randomized controlled trial of a mindfulness group program. Mindfulness, 5(5), 477–486.
*Razza, R. A., Bergen-Cico, D., & Raymond, K. (2015). Enhancing preschoolers’ self-regulation via mindful yoga. Journal of Child and Family Studies, 24(2), 372–385.
*Reid, E. & Miller, L. (2009). An exploration in mindfulness: classroom of detectives. Teachers College Record, 111(12), 2775–2785.
*Ricard, R. J., Lerma, E., & Heard, C. C. (2013). Piloting a dialectical behavioral therapy (DBT) infused skills group in a disciplinary alternative education program (DAEP). Journal for Specialists in Group Work, 38(4), 285–306.
*Schonert-Reichl, K. A. & Lawlor, M. S. (2010). The effects of a mindfulness-based education program on pre-and early adolescents’ well-being and social and emotional competence. Mindfulness, 1(3), 137–151.
*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.
*Semple, R. J., Reid, E. F., & Miller, L. (2005). Treating anxiety with mindfulness: an open trial of mindfulness training for anxious children. Journal of Cognitive Psychotherapy, 19(4), 379–392.
Shapiro, S. L., Carlson, L. E., Astin, J. A., & Freedman, B. (2006). Mechanisms of mindfulness. Journal of Clinical Psychology, 62(3), 373–386.
*Sibinga, E. M., Perry-Parrish, C., Chung, S. E., Johnson, S. B., Smith, M., & Ellen, J. M. (2013). School-based mindfulness instruction for urban male youth: a small randomized controlled trial. Preventive Medicine, 57(6), 799–801.
Sklad, M., Diekstra, R., Ritter, M. D., Ben, J., & Gravesteijn, C. (2012). Effectiveness of school-based universal social, emotional, and behavioral programs: do they enhance students’ development in the area of skill, behavior, and adjustment? Psychology in the Schools, 49(9), 892–909. CrossRef
Stokols, D. (2006). Toward a science of transdisciplinary action research. American Journal of Community Psychology, 38(1–2), 79–93. CrossRef
Taylor, R. D., Durlak, J. A., Oberle, E., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: a meta-analysis of follow-up effects. Child Development, 88(4), 1156–1171. https://doi.org/10.1111/cdev.12864. CrossRefPubMedPubMedCentral
*Viafora, D. P., Mathiesen, S. G., & Unsworth, S. J. (2014). Teaching mindfulness to middle school students and homeless youth in school classrooms. Journal of Child and Family Studies, 24(5), 1179–1191.
*Wall, R. B. (2005). Tai chi and mindfulness-based stress reduction in a Boston public middle school. Journal of Pediatric Health Care, 19(4), 230–237.
Weissberg, R. P., Durlak, J. A., Domitrovich, C. E., & Gullotta, T. P. (2015). Social and emotional learning: past, present, and future. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), The handbook of social and emotional learning. New York: Guilford Press.
*White, L. S. (2012). Reducing stress in school-age girls through mindful yoga. Journal of Pediatric Health Care, 26(1), 45–56.
*Wilson, A. N. & Dixon, M. R. (2010). A mindfulness approach to improving classroom attention. Journal of Behavioral Health and Medicine, 1(2), 137–142.
*Wisner, B. L. (2014). An exploratory study of mindfulness meditation for alternative school students: perceived benefits for improving school climate and student functioning. Mindfulness, 5(6), 626–638.
*Wisner, B. L., & Norton, C. L. (2013). Capitalizing on behavioral and emotional strengths of alternative high school students through group counseling to promote mindfulness skills. The Journal for Specialists in Group Work, 38(3), 207–224.
*Wright, L. B., Gregoski, M. J., Tingen, M. S., Barnes, V. A., & Treiber, F. A. (2011). Impact of stress reduction interventions on hostility and ambulatory systolic blood pressure in African American adolescents. Journal of Black Psychology, 37(2), 210–233.
Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (2004). Building academic success on social and emotional learning: What does the research say? New York, NY: Teachers College Press.
- Mindfulness and Social-Emotional Competencies: Proposing Connections Through a Review of the Research
Laura L. Feuerborn
- Springer US