Skip to main content
Top
Gepubliceerd in:

19-05-2020 | REVIEW

Mindfulness-Based Intervention Development for Children and Adolescents

Auteurs: David Saunders, Hedy Kober

Gepubliceerd in: Mindfulness | Uitgave 8/2020

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

Abstract

Mindfulness-based interventions (MBIs) have become an increasingly widespread treatment for psychiatric and medical disorders in children and adolescents. However, enthusiasm for mindfulness in pediatric populations may outpace the evidence. To address this gap, we integrate the “Framework for Developing and Testing Mind and Body Interventions” issued by the National Center for Complementary and Integrative Health (NCCIH) with the National Institute of Health (NIH) “Stage Model of Intervention Development,” and offer specific recommendations based on the stage model of MBI development to guide the design, evaluation, implementation, and dissemination of MBIs in young persons. As such, we offer both a theoretical framework and practical guidance to child and adolescent clinicians and researchers seeking to develop and/or test evidence-based MBIs. We believe that this paper has great potential for scientific and public health benefit, given the rapidly increasing use of mindfulness as a clinical intervention.
Literatuur
go back to reference Black, D. S. (2015). Mindfulness training for children and adolescents: a state-of-the-science review. In K. W. Brown, J. D. Creswell, & R. M. Ryan (Eds.), Handbook of mindfulness: theory, research, and practice (pp. 283–310). New York: Guilford Press. Black, D. S. (2015). Mindfulness training for children and adolescents: a state-of-the-science review. In K. W. Brown, J. D. Creswell, & R. M. Ryan (Eds.), Handbook of mindfulness: theory, research, and practice (pp. 283–310). New York: Guilford Press.
go back to reference Brown, K. W., West, A. M., Loverich, T. M., & Biegel, G. M. (2011). Assessing adolescent mindfulness: validation of an adapted mindful attention awareness scale in adolescent normative and psychiatric populations. Psychological Assessment, 23(4), 1023–1033. https://doi.org/10.1037/a0021338.CrossRefPubMed Brown, K. W., West, A. M., Loverich, T. M., & Biegel, G. M. (2011). Assessing adolescent mindfulness: validation of an adapted mindful attention awareness scale in adolescent normative and psychiatric populations. Psychological Assessment, 23(4), 1023–1033. https://​doi.​org/​10.​1037/​a0021338.CrossRefPubMed
go back to reference Dunne, J. D. (2015). Buddhist styles of mindfulness: a heuristic approach. In B. D. Ostafin, M. D. Robinson, & B. P. Meier (Eds.), Handbook of mindfulness and self-regulation New York, NY: Springer. (pp. 251–270). Dunne, J. D. (2015). Buddhist styles of mindfulness: a heuristic approach. In B. D. Ostafin, M. D. Robinson, & B. P. Meier (Eds.), Handbook of mindfulness and self-regulation New York, NY: Springer. (pp. 251–270).
go back to reference Dunning, D. L., Griffiths, K., Kuyken, W., Crane, C., Foulkes, L., Parker, J., & Dalgleish, T. (2018). Research review: the effects of mindfulness-based interventions on cognition and mental health in children and adolescents – a meta-analysis of randomized controlled trials. Journal of Child Psychology and Psychiatry, 60(3), 244–258. https://doi.org/10.1111/jcpp.12980.CrossRefPubMed Dunning, D. L., Griffiths, K., Kuyken, W., Crane, C., Foulkes, L., Parker, J., & Dalgleish, T. (2018). Research review: the effects of mindfulness-based interventions on cognition and mental health in children and adolescents – a meta-analysis of randomized controlled trials. Journal of Child Psychology and Psychiatry, 60(3), 244–258. https://​doi.​org/​10.​1111/​jcpp.​12980.CrossRefPubMed
go back to reference Gardiner, P., & Dvorkin, L. (2006). Promoting medication adherence in children. American Family Physician, 74(5), 793–798.PubMed Gardiner, P., & Dvorkin, L. (2006). Promoting medication adherence in children. American Family Physician, 74(5), 793–798.PubMed
go back to reference Jüni, P., Altman, D. G., & Egger, M. (2001). Systematic reviews in health care: assessing the quality of controlled clinical trials. BMJ, 323(7303), 42–46.CrossRef Jüni, P., Altman, D. G., & Egger, M. (2001). Systematic reviews in health care: assessing the quality of controlled clinical trials. BMJ, 323(7303), 42–46.CrossRef
go back to reference Kiani, B., Hadianfard, H., & Mitchell, J. T. (2017). The impact of mindfulness meditation training on executive functions and emotion dysregulation in an Iranian sample of female adolescents with elevated attention-deficit/hyperactivity disorder symptoms. Australian Journal of Psychology, 69(4), 273–282. https://doi.org/10.1111/ajpy.12148.CrossRef Kiani, B., Hadianfard, H., & Mitchell, J. T. (2017). The impact of mindfulness meditation training on executive functions and emotion dysregulation in an Iranian sample of female adolescents with elevated attention-deficit/hyperactivity disorder symptoms. Australian Journal of Psychology, 69(4), 273–282. https://​doi.​org/​10.​1111/​ajpy.​12148.CrossRef
go back to reference Kuyken, W., Hayes, R., Barrett, B., Byng, R., Dalgleish, T., Kessler, D., Byford, S. (2015). Effectiveness and cost-effectiveness of mindfulness-based cognitive therapy compared with maintenance antidepressant treatment in the prevention of depressive relapse or recurrence (PREVENT): a randomised controlled trial. The Lancet, 386(9988), 63–73. https://doi.org/10.1016/S0140-6736(14)62222-4. Kuyken, W., Hayes, R., Barrett, B., Byng, R., Dalgleish, T., Kessler, D., Byford, S. (2015). Effectiveness and cost-effectiveness of mindfulness-based cognitive therapy compared with maintenance antidepressant treatment in the prevention of depressive relapse or recurrence (PREVENT): a randomised controlled trial. The Lancet, 386(9988), 63–73. https://​doi.​org/​10.​1016/​S0140-6736(14)62222-4.
go back to reference O’Toole, C., Furlong, M., McGilloway, S., & Bjørndal, A. (2017). Preschool and school-based mindfulness programmes for improving mental health and cognitive functioning in young people aged 3 to 18 years. Cochrane Database of Systematic Reviews, 2017(1). https://doi.org/10.1002/14651858.CD012518. O’Toole, C., Furlong, M., McGilloway, S., & Bjørndal, A. (2017). Preschool and school-based mindfulness programmes for improving mental health and cognitive functioning in young people aged 3 to 18 years. Cochrane Database of Systematic Reviews, 2017(1). https://​doi.​org/​10.​1002/​14651858.​CD012518.
go back to reference 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. https://doi.org/10.1037/a0038454.CrossRefPubMedPubMedCentral 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. https://​doi.​org/​10.​1037/​a0038454.CrossRefPubMedPubMedCentral
go back to reference Singh, N. N., Lancioni, G. E., Nabors, L., Myers, R. E., Felver, J. C., & Manikam, R. (2018). Samatha meditation training for students with attention deficit/hyperactivity disorder: effects on active academic engagement and math performance. Mindfulness, 9(6), 1867–1876. https://doi.org/10.1007/s12671-018-1014-0.CrossRef Singh, N. N., Lancioni, G. E., Nabors, L., Myers, R. E., Felver, J. C., & Manikam, R. (2018). Samatha meditation training for students with attention deficit/hyperactivity disorder: effects on active academic engagement and math performance. Mindfulness, 9(6), 1867–1876. https://​doi.​org/​10.​1007/​s12671-018-1014-0.CrossRef
go back to reference Van Dam, N. T., van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., Meyer, D. E. (2018). Mind the hype: a critical evaluation and prescriptive agenda for research on mindfulness and meditation. Perspectives on Psychological Science, 13(1), 36–61. https://doi.org/10.1177/1745691617709589. Van Dam, N. T., van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., Meyer, D. E. (2018). Mind the hype: a critical evaluation and prescriptive agenda for research on mindfulness and meditation. Perspectives on Psychological Science, 13(1), 36–61. https://​doi.​org/​10.​1177/​1745691617709589​.
go back to reference Zhang, D., Chan, S. K. C., Lo, H. H. M., Chan, C. Y. H., Chan, J. C. Y., Ting, K. T., Wong, S. Y. S. (2017). Mindfulness-based intervention for chinese children with adhd and their parents: a pilot mixed-method study. Mindfulness, 8(4), 859–872. https://doi.org/10.1007/s12671-016-0660-3. Zhang, D., Chan, S. K. C., Lo, H. H. M., Chan, C. Y. H., Chan, J. C. Y., Ting, K. T., Wong, S. Y. S. (2017). Mindfulness-based intervention for chinese children with adhd and their parents: a pilot mixed-method study. Mindfulness, 8(4), 859–872. https://​doi.​org/​10.​1007/​s12671-016-0660-3.
go back to reference Zylowska, L., Ackerman, D. L., Yang, M. H., Futrell, J. L., Horton, N. L., Hale, T. S., Smalley, S. L. (2008). Mindfulness meditation training in adults and adolescents with adhd: a feasibility study. Journal of Attention Disorders, 11(6), 737–746. https://doi.org/10.1177/1087054707308502 Zylowska, L., Ackerman, D. L., Yang, M. H., Futrell, J. L., Horton, N. L., Hale, T. S., Smalley, S. L. (2008). Mindfulness meditation training in adults and adolescents with adhd: a feasibility study. Journal of Attention Disorders, 11(6), 737–746. https://​doi.​org/​10.​1177/​1087054707308502​
Metagegevens
Titel
Mindfulness-Based Intervention Development for Children and Adolescents
Auteurs
David Saunders
Hedy Kober
Publicatiedatum
19-05-2020
Uitgeverij
Springer US
Gepubliceerd in
Mindfulness / Uitgave 8/2020
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI
https://doi.org/10.1007/s12671-020-01360-3