Swipe om te navigeren naar een ander artikel
Studies on the effects of mindfulness interventions on mental health and behavioral problems in children show promising results, but are primarily conducted with selected samples of children. The few studies investigating school-based interventions used self-selected samples, provided training outside of the classroom, and did not report longer-term effects. The immediate and longer-term effects of a class-based mindfulness intervention for elementary school children were investigated as a primary prevention program (MindfulKids) to reduce stress and stress-related mental health and behavioral problems. Children (8–12 years) from three elementary schools participated. Classes were randomized to an immediate-intervention group (N = 95) or a waitlist-control group (N = 104), which received the intervention after a waitlist period. Twelve 30-min sessions were delivered in 6 weeks. At baseline, pretest, posttest, and follow-up, variables indicative of stress and metal well-being were assessed with children, variables indicative of mental health problems were assessed with parents, and teachers reported on class climate. Multilevel analysis revealed that there were no significant changes from baseline to pretest. Some primary prevention effects on stress and well-being were found directly after training and some became more apparent at follow-up. Effects on mental health problems also became apparent at follow-up. MindfulKids seems to have a primary preventive effect on stress, well-being, and behavior in schoolchildren, as reported by children and parents. Exploratory analysis revealed that children who ruminate more are affected differently by the intervention than children who ruminate less. It is concluded that mindfulness training can be incorporated in elementary schools at the class level, letting all children benefit from the intervention.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Bear, R. A. (2003). Mindfulness training as a clinical intervention: A conceptual and empirical view. Clinical Psychology: Science and Practice, 10, 125–143.
Biegel, G., & Brown, K. W. (2010). Assessing the efficacy of an adapted in-class mindfulness-based training program for school-age children: A pilot study. Mindful Schools. Retrieved April 25, 2010, from http://www.mindfulschools.org/pdf/Mindful%2020Schools%2020Pilot%2020Study%2020Whitepaper.pdf.
Bögels, S. M., Hoogstad, B., van Dun, L., de Schutter, S., & Restifo, K. (2008). Mindfulness training for adolescents with externalizing disorders and their parents. Behavioral and Cognitive Psychotherapy, 36, 193–209. CrossRef
Bruni, O., Ottaviano, S., Guidetti, V., Romoli, M., Innocenzi, M., Cortesi, F., et al. (1996). The Sleep Disturbance Scale for Children (SDSC). Construction and validation of an instrument to evaluate sleep disturbances in childhood and adolescence. Journal of Sleep Research, 5, 251–261. PubMedCrossRef
Burke, C. A. (2009). 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
Compas, B. E. (1987). Stress and life events during childhood and adolescence. Clinical Psychology Review, 7, 275–302. CrossRef
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. CrossRef
Gold, E., Smith, A., Hopper, I., Herne, D., Tansey, G., & Hulland, C. (2010). Mindfulness-based stress reduction (MBSR) for primary school teachers. Journal of Child and Family Studies, 19, 184–189. CrossRef
Goodman, S. H., Gravitt, G. W., & Kaslow, N. J. (1995). Social problem solving: A moderator of the relation between negative life stress and depression symptoms in children. Journal of Abnormal Child Psychology, 23(4), 476–485. CrossRef
Jellesma, F., Meerum Terwogt, M., & Rieffe, C. (2006). De Nederlandstalige Sense of Coherence vragenlijst voor kinderen. Gedrag & Gezondheid, 34, 18–26.
Jellesma, F. C., Meerum Terwogt, M., Reijntjes, A. H., Rieffe, C., & Stegge, H. (2005). De vragenlijst Non-Productieve Denkprocessem voor Kinderen (NPDK). Kind & Adolescent, 26, 368–378. CrossRef
Kabat-Zinn, J. (1990). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain, and illness. New York: Dell.
Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present and future. Clinical Psychology: Science and Practice, 10, 144–156.
LaFreniere, P. J., & Dumas, J. E. (1996). Social competence and behavior evaluation in children ages 3 to 6 years: The short form (SCBE-30). Psychological Assessment, 8(4), 369–377. CrossRef
Lickona, D., & Davidson, M. (2003). School as a caring community profile-II. Unpublished manuscript, Center for the 4th and 5th Rs, Cortland.
Lyubomirsky, S., & Lepper, H. S. (1999). A measure of subjective happiness: Preliminary reliability and construct validation. Social Indicators Research, 46, 137–155. CrossRef
Merry, S. N., McDowell, H. H., Hetrick, S. E., Bir, J. J., & Muller, N. (2009). Psychological and/or educational interventions for the prevention of depression in children and adolescents. Cochrane Database of Systematic Reviews 2004, Issue 2, Art. No. CD003380. doi: 10.1002/14651858.CD003380.pub2
Muris, P., Roelofs, J., Rassin, E., Franken, I., & Mayer, B. (2005). Mediating effects of rumination and worry on the links between neuroticism, anxiety and depression. Personality and Individual Differences, 39, 1105–1111. CrossRef
Napoli, M., Krech, P. R., & Holley, L. C. (2005). Mindfulness training for elementary school students: The attention academy. Journal of Applied School Psychology, 21(1), 99–125. CrossRef
Rieffe, C., Oosterveld, P., Miers, A. C., Meerum Terwogt, M., & Ly, V. (2008). Emotion awareness and internalising symptoms in children and adolescents: The emotion awareness questionnaire revised. Personality and Individual Differences, 45(8), 756–791. CrossRef
Saltzman, A., Park, M., & Goldin, P. (2008). Mindfulness-based stress reduction for school-age children. In L. A. Greco & S. C. Hayes (Eds.), Acceptance and mindfulness treatments for children and adolescents (pp. 139–161). Oakland: New Harbinger.
Segal, Z. V., Williams, J. M. G., & Teasdale, J. D. (Eds.). (2002). Mindfulness-based cognitive therapy for depression: A new approach to preventing relapse. New York: Guilford.
Semple, R. J., Reid, E. F. G., & Miller, L. (2005). Treating anxiety with mindfulness: An open trial of mindfulness training for anxious children. Journal of Cognitive Psychotherapy, 19(4), 379–392. CrossRef
Singh, N. N., Singh, A. N., Lancioni, G. E., Singh, J., Winton, A. S. W., & Adkins, A. D. (2010). Mindfulness training for parents and their children with ADHD increases children’s compliance. Journal of Child and Family Studies, 19(2), 157–166. CrossRef
Takeuchi, D. T., Williams, D. R., & Adair, R. K. (1991). Economic stress in the family and children’s emotional and behavioral problems. Journal of Marriage and Family, 53(4), 1031–1041. CrossRef
van de Weijer-Bergsma, E., Formsma, A. R., de Bruin, E. I., & Bögels, S. M. (2011). The effectiveness of mindfulness on behavioral problems and attentional functioning in adolescents with ADHD. Journal of Child and Family Studies. doi: 10.1007/s10826-011-9531-7.
Verhoeven, S. H., Winter, M., & Hox, J. (2007). Klasklimaatvragenlijst voor leerkrachten [Class-climate questionnaire for teachers]. Utrecht: Utrecht University, Langeveld Institute.
Wilson, S. J., & Lipsey, M. W. (2007). School-based interventions for aggressive and disruptive behavior: Update of a meta-analysis. American Journal Preventive Medicine, 33(2 Suppl), S130–S143. CrossRef
- The Effectiveness of a School-Based Mindfulness Training as a Program to Prevent Stress in Elementary School Children
Eva van de Weijer-Bergsma
Frans J. Oort
Susan M. Bögels
- Springer US