Skip to main content
main-content
Top

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in: Mindfulness 3/2010

01-09-2010 | Original Paper

The Effects of a Mindfulness-Based Education Program on Pre- and Early Adolescents’ Well-Being and Social and Emotional Competence

Auteurs: Kimberly A. Schonert-Reichl, Molly Stewart Lawlor

Gepubliceerd in: Mindfulness | Uitgave 3/2010

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

We report the results of a quasi-experimental study evaluating the effectiveness of the Mindfulness Education (ME) program. ME is a theoretically derived, teacher-taught universal preventive intervention that focuses on facilitating the development of social and emotional competence and positive emotions, and has as its cornerstone daily lessons in which students engage in mindful attention training (three times a day). Pre- and early adolescent students in the 4th to 7th grades (N = 246) drawn from six ME program classrooms and six comparison classrooms (wait-list controls) completed pretest and posttest self-report measures assessing optimism, general and school self-concept, and positive and negative affect. Teachers rated pre- and early adolescents on dimensions of classroom social and emotional competence. Results revealed that pre- and early adolescents who participated in the ME program, compared to those who did not, showed significant increases in optimism from pretest to posttest. Similarly, improvements on dimensions of teacher-rated classroom social competent behaviors were found favoring ME program students. Program effects also were found for self-concept, although the ME program demonstrated more positive benefits for preadolescents than for early adolescents. Teacher reports of implementation fidelity and dosage for the mindfulness activities were high and teachers reported that they were easily able to integrate the mindful attention exercises within their classrooms. Theoretical issues linking mindful attention awareness to social and emotional competence and implications for the development of school-based interventions are discussed.
Voetnoten
1
Further information about the MindUP program can be found at www.​thehawnfoundatio​n.​org
 
Literatuur
go back to reference Baer, R. A. (2003). Mindfulness-based training as a clinical intervention: a conceptual and empirical review. Clinical Psychology: Science and Practice, 10, 125–143. CrossRef Baer, R. A. (2003). Mindfulness-based training as a clinical intervention: a conceptual and empirical review. Clinical Psychology: Science and Practice, 10, 125–143. CrossRef
go back to reference Battistich, V., Solomon, D., Watson, M., & Schaps, E. (1997). Caring school communities. Educational Psychologist, 32, 137–151. CrossRef Battistich, V., Solomon, D., Watson, M., & Schaps, E. (1997). Caring school communities. Educational Psychologist, 32, 137–151. CrossRef
go back to reference 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, 34–45. CrossRef 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, 34–45. CrossRef
go back to reference Biegel, G. M., Brown, K. W., Shapiro, S. L., & Schubert, C. M. (2009). Mindfulness-based stress reduction for the treatment of adolescent psychiatric outpatients: a randomized clinical trial. Journal of Consulting and Clinical Psychology, 77, 855–866. CrossRefPubMed Biegel, G. M., Brown, K. W., Shapiro, S. L., & Schubert, C. M. (2009). Mindfulness-based stress reduction for the treatment of adolescent psychiatric outpatients: a randomized clinical trial. Journal of Consulting and Clinical Psychology, 77, 855–866. CrossRefPubMed
go back to reference Blair, C., & Diamond, A. (2008). Biological processes in prevention and intervention: the promotion of self-regulation as a means of preventing school failure. Development and Psychopathology, 20, 899–911. CrossRefPubMed Blair, C., & Diamond, A. (2008). Biological processes in prevention and intervention: the promotion of self-regulation as a means of preventing school failure. Development and Psychopathology, 20, 899–911. CrossRefPubMed
go back to reference Bond, L. A., & Hauf, A. M. C. (2004). Taking stock and putting stock in primary prevention: characteristics of effective programs. The Journal of Primary Prevention, 24, 199–221. CrossRef Bond, L. A., & Hauf, A. M. C. (2004). Taking stock and putting stock in primary prevention: characteristics of effective programs. The Journal of Primary Prevention, 24, 199–221. CrossRef
go back to reference Brock, L. L., Nishida, T. K., Chiong, C., Grimm, K. J., & Rimm-Kaufman, S. E. (2006). Children’s perceptions of the classroom environment and social and academic performance: a longitudinal analysis of the contribution of the Responsive Classroom approach. Journal of School Psychology, 46, 129–149. CrossRef Brock, L. L., Nishida, T. K., Chiong, C., Grimm, K. J., & Rimm-Kaufman, S. E. (2006). Children’s perceptions of the classroom environment and social and academic performance: a longitudinal analysis of the contribution of the Responsive Classroom approach. Journal of School Psychology, 46, 129–149. CrossRef
go back to reference 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, 35–46. 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, 35–46.
go back to reference Brodhagen, A., & Wise, D. (2008). Optimism as a mediator between the experience of child abuse, other traumatic events, and distress. Journal of Family Violence, 23, 403–411. CrossRef Brodhagen, A., & Wise, D. (2008). Optimism as a mediator between the experience of child abuse, other traumatic events, and distress. Journal of Family Violence, 23, 403–411. CrossRef
go back to reference 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, 822–848. CrossRefPubMed 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, 822–848. CrossRefPubMed
go back to reference Cappella, E., & Weinstein, R. (2006). The prevention of social aggression among girls. Social Development, 15, 434–462. CrossRef Cappella, E., & Weinstein, R. (2006). The prevention of social aggression among girls. Social Development, 15, 434–462. CrossRef
go back to reference Carver, C. S., & Scheier, M. F. (2002). Optimism, pessimism, and self-regulation. In E. C. Chang (Ed.), Optimism and pessimism: implications for theory, research, and practice (pp. 31–51). Washington, DC: American Psychological Association. Carver, C. S., & Scheier, M. F. (2002). Optimism, pessimism, and self-regulation. In E. C. Chang (Ed.), Optimism and pessimism: implications for theory, research, and practice (pp. 31–51). Washington, DC: American Psychological Association.
go back to reference Clonan, S. M., Chafouleas, S. M., McDougal, J. L., & Riley-Tillman, T. C. (2004). Positive psychology goes to school: are we there yet? Psychology in the Schools, 4, 101–110. CrossRef Clonan, S. M., Chafouleas, S. M., McDougal, J. L., & Riley-Tillman, T. C. (2004). Positive psychology goes to school: are we there yet? Psychology in the Schools, 4, 101–110. CrossRef
go back to reference Cohen, J. (1988). Statistical power analysis (2nd ed.). Hillsdale: Erlbaum. Cohen, J. (1988). Statistical power analysis (2nd ed.). Hillsdale: Erlbaum.
go back to reference Coie, J. D., & Dodge, K. A. (1998). Aggression and antisocial behavior. In W. Damon & N. Eisenberg (Eds.), Handbook of child psychology, volume 3: social, emotional, and personality development (5th ed., pp. 779–862). New York: Wiley. Coie, J. D., & Dodge, K. A. (1998). Aggression and antisocial behavior. In W. Damon & N. Eisenberg (Eds.), Handbook of child psychology, volume 3: social, emotional, and personality development (5th ed., pp. 779–862). New York: Wiley.
go back to reference Conduct Problems Prevention Research Group. (1999). Initial impact of the fast track prevention trial for conduct problems II: classroom effects. Journal of Consulting and Clinical Psychology, 67, 648–657. CrossRef Conduct Problems Prevention Research Group. (1999). Initial impact of the fast track prevention trial for conduct problems II: classroom effects. Journal of Consulting and Clinical Psychology, 67, 648–657. CrossRef
go back to reference Consortium on the School-Based Promotion of Social Competence. (1994). The school-based promotion of social competence: theory, research, practice, and policy. In R. J. Haggerty, L. R. Sherrod, N. Garmezy, & M. Rutter (Eds.), Stress, risk, and resilience in children and adolescents: processes, mechanisms, and interventions (pp. 268–316). Cambridge: Cambridge University Press. Consortium on the School-Based Promotion of Social Competence. (1994). The school-based promotion of social competence: theory, research, practice, and policy. In R. J. Haggerty, L. R. Sherrod, N. Garmezy, & M. Rutter (Eds.), Stress, risk, and resilience in children and adolescents: processes, mechanisms, and interventions (pp. 268–316). Cambridge: Cambridge University Press.
go back to reference Craven, R. G., Marsh, H. W., Debus, R. L., & Jayasinghe, U. (2001). Diffusion effects: control group contamination threats to the validity of teacher-administered interventions. Journal of Education & Psychology, 93, 639–645. CrossRef Craven, R. G., Marsh, H. W., Debus, R. L., & Jayasinghe, U. (2001). Diffusion effects: control group contamination threats to the validity of teacher-administered interventions. Journal of Education & Psychology, 93, 639–645. CrossRef
go back to reference Davidson, R. J., Kabat-Zinn, J., Schumacher, J., Rosenkrantz, M., Muller, D., & Santorelli, S. F. (2003). Alterations in brain and immune function produced by mindfulness meditation. Psychosomatic Medicine, 4, 564–570. CrossRef Davidson, R. J., Kabat-Zinn, J., Schumacher, J., Rosenkrantz, M., Muller, D., & Santorelli, S. F. (2003). Alterations in brain and immune function produced by mindfulness meditation. Psychosomatic Medicine, 4, 564–570. CrossRef
go back to reference Domitrovich, C. E., & Greenberg, M. T. (2000). The study of implementation: current findings from effective programs that prevent mental disorders in school-age children. Journal of Educational and Psychological Consultation, 11, 193–221. CrossRef Domitrovich, C. E., & Greenberg, M. T. (2000). The study of implementation: current findings from effective programs that prevent mental disorders in school-age children. Journal of Educational and Psychological Consultation, 11, 193–221. CrossRef
go back to reference Dryfoos, J. G. (1990). Adolescents at risk: prevalence and prevention. New York: Oxford University Press. Dryfoos, J. G. (1990). Adolescents at risk: prevalence and prevention. New York: Oxford University Press.
go back to reference Duncan, L. G., Coatsworth, J. D., & Greenberg, M. T. (2009). Pilot study to gauge acceptability of a mindfulness-based, family-focused preventive intervention. The Journal of Primary Prevention, 30, 605–618. CrossRefPubMed Duncan, L. G., Coatsworth, J. D., & Greenberg, M. T. (2009). Pilot study to gauge acceptability of a mindfulness-based, family-focused preventive intervention. The Journal of Primary Prevention, 30, 605–618. CrossRefPubMed
go back to reference Durlak, J. A., & DuPre, E. P. (2008). Implementation matters: a review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41, 327–350. CrossRefPubMed Durlak, J. A., & DuPre, E. P. (2008). Implementation matters: a review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41, 327–350. CrossRefPubMed
go back to reference Durlak, J. A., & Wells, A. M. (1997). Primary prevention mental health programs for children and adolescents: a meta-analytic review. American Journal of Community Psychology, 25, 115–152. CrossRefPubMed Durlak, J. A., & Wells, A. M. (1997). Primary prevention mental health programs for children and adolescents: a meta-analytic review. American Journal of Community Psychology, 25, 115–152. CrossRefPubMed
go back to reference Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (in press). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (in press). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development.
go back to reference Eccles, J. S. (1999). The development of children ages 6 to 14. The Future of Children, 9, 30–44. CrossRefPubMed Eccles, J. S. (1999). The development of children ages 6 to 14. The Future of Children, 9, 30–44. CrossRefPubMed
go back to reference Eccles, J. S., & Roeser, R. W. (2009). Schools, academic motivation, and stage-environment fit. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology (3rd ed., pp. 404–434). Hoboken: Wiley. Eccles, J. S., & Roeser, R. W. (2009). Schools, academic motivation, and stage-environment fit. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology (3rd ed., pp. 404–434). Hoboken: Wiley.
go back to reference Farrington, D. P. (1992). Explaining the beginning, progress, and ending of antisocial behavior from birth to adulthood. In J. McCord (Ed.), Facts, frameworks and forecasts: advances in criminological theory (vol. 3) (pp. 253–286). New Brunswick: Transaction. Farrington, D. P. (1992). Explaining the beginning, progress, and ending of antisocial behavior from birth to adulthood. In J. McCord (Ed.), Facts, frameworks and forecasts: advances in criminological theory (vol. 3) (pp. 253–286). New Brunswick: Transaction.
go back to reference Graber, J. A., & Brooks-Gunn, J. (1996). Transitions and turning points: navigating the passage from childhood through adolescence. Developmental Psychology, 32, 768–776. CrossRef Graber, J. A., & Brooks-Gunn, J. (1996). Transitions and turning points: navigating the passage from childhood through adolescence. Developmental Psychology, 32, 768–776. CrossRef
go back to reference Greenberg, M. T., Domitrovich, C., & Bumbarger, B. (2001). The prevention of mental disorders in school-aged children: current state of the field. Prevention & Treatment, 4, 1–62. Greenberg, M. T., Domitrovich, C., & Bumbarger, B. (2001). The prevention of mental disorders in school-aged children: current state of the field. Prevention & Treatment, 4, 1–62.
go back to reference Greenberg, M. T., Weissberg, R. P., Utne O’Brien, M., Zins, J. E., Fredericks, L., Resnik, H., et al. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic-learning. American Psychologist, 58, 466–474. CrossRefPubMed Greenberg, M. T., Weissberg, R. P., Utne O’Brien, M., Zins, J. E., Fredericks, L., Resnik, H., et al. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic-learning. American Psychologist, 58, 466–474. CrossRefPubMed
go back to reference Greeson, J. M. (2009). Mindfulness research update: 2008. Complementary Health Research Practice Review, 14, 10–18. CrossRef Greeson, J. M. (2009). Mindfulness research update: 2008. Complementary Health Research Practice Review, 14, 10–18. CrossRef
go back to reference Grossman, P., Niemann, L., Schmidt, S., & Walach, H. (2004). Mindfulness-based stress reduction and health benefits: a meta-analysis. Journal of Psychosomatic Research, 57, 35–43. CrossRefPubMed Grossman, P., Niemann, L., Schmidt, S., & Walach, H. (2004). Mindfulness-based stress reduction and health benefits: a meta-analysis. Journal of Psychosomatic Research, 57, 35–43. CrossRefPubMed
go back to reference Hertzman, C., & Power, C. (2006). A life course approach to health and human development. In J. Heymann, C. Hertzman, M. L. Barer, & M. G. Evans (Eds.), Healthier societies: from analysis to action (pp. 83–106). New York: Oxford University Press. CrossRef Hertzman, C., & Power, C. (2006). A life course approach to health and human development. In J. Heymann, C. Hertzman, M. L. Barer, & M. G. Evans (Eds.), Healthier societies: from analysis to action (pp. 83–106). New York: Oxford University Press. CrossRef
go back to reference Huebner, E. S., & Gilman, R. (2003). Toward a focus on positive psychology in school psychology. School Psychology Quarterly, 18, 99–102. CrossRef Huebner, E. S., & Gilman, R. (2003). Toward a focus on positive psychology in school psychology. School Psychology Quarterly, 18, 99–102. CrossRef
go back to reference Huebner, E. S., Gilman, R., & Furlong, M. J. (2009). A conceptual model for research in positive psychology in children and youth. In E. S. Huebner, R. Gilman, & M. J. Furlong (Eds.), Handbook of positive psychology in schools (pp. 3–8). New York: Routledge/Taylor & Francis. Huebner, E. S., Gilman, R., & Furlong, M. J. (2009). A conceptual model for research in positive psychology in children and youth. In E. S. Huebner, R. Gilman, & M. J. Furlong (Eds.), Handbook of positive psychology in schools (pp. 3–8). New York: Routledge/Taylor & Francis.
go back to reference Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among young people: progress and possibilities. Washington, DC: The National Academies Press. Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among young people: progress and possibilities. Washington, DC: The National Academies Press.
go back to reference Jha, A. P., Krompinger, J., & Baime, M. J. (2007). Mindfulness training modifies subsystems of attention. Cognitive, Affective & Behavioral Neuroscience, 7, 109–119. CrossRef Jha, A. P., Krompinger, J., & Baime, M. J. (2007). Mindfulness training modifies subsystems of attention. Cognitive, Affective & Behavioral Neuroscience, 7, 109–119. CrossRef
go back to reference Kabat-Zinn, J. (1982). An outpatient program in behavioral medicine for chronic pain patients based on the practice of mindfulness meditation: theoretical considerations and preliminary results. General Hospital Psychiatry, 4, 33–47. CrossRefPubMed Kabat-Zinn, J. (1982). An outpatient program in behavioral medicine for chronic pain patients based on the practice of mindfulness meditation: theoretical considerations and preliminary results. General Hospital Psychiatry, 4, 33–47. CrossRefPubMed
go back to reference Kabat-Zinn, J. (1990). Full catastrophe living: the program of the stress reduction clinic at the University of Massachusetts Medical Center. New York: Dell. Kabat-Zinn, J. (1990). Full catastrophe living: the program of the stress reduction clinic at the University of Massachusetts Medical Center. New York: Dell.
go back to reference Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: past, present, and future. Clinical Psychology: Science and Practice, 10, 144–156. CrossRef Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: past, present, and future. Clinical Psychology: Science and Practice, 10, 144–156. CrossRef
go back to reference Kabat-Zinn, J., Massion, A. O., Kristeller, J., Peterson, L. G., Fletcher, K., Pbert, L., et al. (1992). Effectiveness of a meditation-based stress reduction program in the treatment of anxiety disorders. The American Journal of Psychiatry, 149, 936–943. PubMed Kabat-Zinn, J., Massion, A. O., Kristeller, J., Peterson, L. G., Fletcher, K., Pbert, L., et al. (1992). Effectiveness of a meditation-based stress reduction program in the treatment of anxiety disorders. The American Journal of Psychiatry, 149, 936–943. PubMed
go back to reference Kabat-Zinn, J., Wheeler, E., Light, T., Skillings, A., Scharf, M., Cropley, T. G., et al. (1998). Influence of a mindfulness-based stress reduction intervention on rates of skin clearing in patients with moderate to severe psoriasis undergoing phototherapy (UVB) and photochemotherapy (PUVA). Psychosomatic Medicine, 60, 625–632. PubMed Kabat-Zinn, J., Wheeler, E., Light, T., Skillings, A., Scharf, M., Cropley, T. G., et al. (1998). Influence of a mindfulness-based stress reduction intervention on rates of skin clearing in patients with moderate to severe psoriasis undergoing phototherapy (UVB) and photochemotherapy (PUVA). Psychosomatic Medicine, 60, 625–632. PubMed
go back to reference Kam, C., & Greenberg, M. T. (1998). Technical measurement report on the teacher social competence rating scale. Unpublished technical report, Prevention Research Center for the Promotion of Human Development, The Pennsylvania State University Kam, C., & Greenberg, M. T. (1998). Technical measurement report on the teacher social competence rating scale. Unpublished technical report, Prevention Research Center for the Promotion of Human Development, The Pennsylvania State University
go back to reference Kehoe, J., & Fischer, N. (2002). Mind power for children: the guide for parents and teachers. Vancouver: Zoetic. Kehoe, J., & Fischer, N. (2002). Mind power for children: the guide for parents and teachers. Vancouver: Zoetic.
go back to reference Kumpfer, K. L. (1999). Factors and processes contributing to resilience: the resilience framework. In M. Glantz & J. Johnson (Eds.), Resilience and development: positive life adaptations (pp. 179–224). New York: Kluwer Academic/Plenum. Kumpfer, K. L. (1999). Factors and processes contributing to resilience: the resilience framework. In M. Glantz & J. Johnson (Eds.), Resilience and development: positive life adaptations (pp. 179–224). New York: Kluwer Academic/Plenum.
go back to reference Lawlor, M. S. (2007). Process evaluation of the mindfulness education program. A report commissioned by the Hawn Foundation. Lawlor, M. S. (2007). Process evaluation of the mindfulness education program. A report commissioned by the Hawn Foundation.
go back to reference Loeber, R., Wung, P., Keenan, K., & Giroux, B. (1993). Parameters influencing social problem-solving of aggressive children. In R. J. Pinz (Ed.), Advances in behavioral assessment of children and families: a research annual (vol. 5) (pp. 31–63). London: Kingsley. Loeber, R., Wung, P., Keenan, K., & Giroux, B. (1993). Parameters influencing social problem-solving of aggressive children. In R. J. Pinz (Ed.), Advances in behavioral assessment of children and families: a research annual (vol. 5) (pp. 31–63). London: Kingsley.
go back to reference Lyubomirsky, S., King, L., & Diener, E. (2005a). The benefits of positive affect: does happiness lead to success? Psychological Bulletin, 6, 803–855. CrossRef Lyubomirsky, S., King, L., & Diener, E. (2005a). The benefits of positive affect: does happiness lead to success? Psychological Bulletin, 6, 803–855. CrossRef
go back to reference Lyubomirsky, S., Sheldon, K. M., & Schkade, D. (2005b). Pursuing happiness: the architecture of sustainable change. Review of General Psychology, 9, 111–131. CrossRef Lyubomirsky, S., Sheldon, K. M., & Schkade, D. (2005b). Pursuing happiness: the architecture of sustainable change. Review of General Psychology, 9, 111–131. CrossRef
go back to reference Marsh, H. W. (1988). Self-description questionnaire: a theoretical and empirical basis for the measurement of multiple dimensions of preadolescent self-concept: a test manual and a research monograph. San Antonio: The Psychological Corporation. Marsh, H. W. (1988). Self-description questionnaire: a theoretical and empirical basis for the measurement of multiple dimensions of preadolescent self-concept: a test manual and a research monograph. San Antonio: The Psychological Corporation.
go back to reference Marsh, H. W. (1990). A multidimensional, hierarchical self-concept: theoretical and empirical justification. Educational Psychology Review, 2, 77–172. CrossRef Marsh, H. W. (1990). A multidimensional, hierarchical self-concept: theoretical and empirical justification. Educational Psychology Review, 2, 77–172. CrossRef
go back to reference Masten, A. S., & Motti-Stefanidi, F. (2009). Understanding and promoting resilience in children: promotive and protective processes in schools. In T. B. Gutkin & C. R. Reynolds (Eds.), The handbook of school psychology (4th ed., pp. 721–738). New York: Wiley. Masten, A. S., & Motti-Stefanidi, F. (2009). Understanding and promoting resilience in children: promotive and protective processes in schools. In T. B. Gutkin & C. R. Reynolds (Eds.), The handbook of school psychology (4th ed., pp. 721–738). New York: Wiley.
go back to reference National Advisory Mental Health Council. (1990). National plan for research on child and adolescent mental disorders (DHHS Publication No. 90-1683). Washington, DC: U.S. Department of Health and Human Services. National Advisory Mental Health Council. (1990). National plan for research on child and adolescent mental disorders (DHHS Publication No. 90-1683). Washington, DC: U.S. Department of Health and Human Services.
go back to reference Napoli, M., Krech, P. R., & Holley, L. C. (2005). Mindfulness training for elementary school students: The Attention Academy. Journal of Applied School Psychology, 21, 99–125. 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, 99–125. CrossRef
go back to reference Oberle, E., Schonert-Reichl, K. A., & Thomson, K. (2009). Understanding the link between social and emotional well-being and peer relations in early adolescence: gender-specific predictors of peer acceptance. Journal of Youth and Adolescence. doi: 10.​1007/​s10964-009-9486-9 Oberle, E., Schonert-Reichl, K. A., & Thomson, K. (2009). Understanding the link between social and emotional well-being and peer relations in early adolescence: gender-specific predictors of peer acceptance. Journal of Youth and Adolescence. doi: 10.​1007/​s10964-009-9486-9
go back to reference Parke, R. D., & Slaby, R. G. (1983). The development of aggression. In E. M. Hetherington (Ed.), Handbook of child psychology, vol. 4: personality and socialization processes (4th ed., pp. 547–641). New York: Wiley. Parke, R. D., & Slaby, R. G. (1983). The development of aggression. In E. M. Hetherington (Ed.), Handbook of child psychology, vol. 4: personality and socialization processes (4th ed., pp. 547–641). New York: Wiley.
go back to reference Pierce, C. A., Block, R. A., & Aguinis, H. (2004). Cautionary note on reporting eta-squared values from multi-factor ANOVA designs. Educational and Psychological Measurement, 64, 916–924. CrossRef Pierce, C. A., Block, R. A., & Aguinis, H. (2004). Cautionary note on reporting eta-squared values from multi-factor ANOVA designs. Educational and Psychological Measurement, 64, 916–924. CrossRef
go back to reference Ponitz, C. C., McClelland, M. M., Matthews, J. S., & Morrison, F. J. (2009). A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. Developmental Psychology, 45, 605–619. CrossRefPubMed Ponitz, C. C., McClelland, M. M., Matthews, J. S., & Morrison, F. J. (2009). A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. Developmental Psychology, 45, 605–619. CrossRefPubMed
go back to reference Riggs, N. R., Greenberg, M. T., Kushe, C. A., & Pentz, M. (2006). The mediational role of neurocognition in behavioral outcomes of a social–emotional prevention program in elementary school students: effects of the PATHS curriculum. Prevention Science, 7, 91–102. CrossRefPubMed Riggs, N. R., Greenberg, M. T., Kushe, C. A., & Pentz, M. (2006). The mediational role of neurocognition in behavioral outcomes of a social–emotional prevention program in elementary school students: effects of the PATHS curriculum. Prevention Science, 7, 91–102. CrossRefPubMed
go back to reference Roeser, R. W., & Peck, S. C. (2009). An education in awareness: self, motivation and self-regulation in contemplative perspective. Educational Psychologist, 44, 119–136. CrossRefPubMed Roeser, R. W., & Peck, S. C. (2009). An education in awareness: self, motivation and self-regulation in contemplative perspective. Educational Psychologist, 44, 119–136. CrossRefPubMed
go back to reference Romano, E., Tremblay, R. E., Vitaro, F., Zoccolillo, M., & Pagani, L. (2001). Prevalence of psychiatric diagnosis and the role of perceived impairment: findings from an adolescent community sample. Journal of Child Psychology and Psychiatry, 42, 451–461. CrossRefPubMed Romano, E., Tremblay, R. E., Vitaro, F., Zoccolillo, M., & Pagani, L. (2001). Prevalence of psychiatric diagnosis and the role of perceived impairment: findings from an adolescent community sample. Journal of Child Psychology and Psychiatry, 42, 451–461. CrossRefPubMed
go back to reference Rones, M., & Hoagwood, K. (2000). School-based mental health services: a research review. Clinical Child and Family Psychology Review, 3, 223–241. CrossRefPubMed Rones, M., & Hoagwood, K. (2000). School-based mental health services: a research review. Clinical Child and Family Psychology Review, 3, 223–241. CrossRefPubMed
go back to reference Ross, M. R., Powell, S. R., & Elias, M. J. (2002). New roles for school psychologists: addressing the social and emotional learning needs of students. School Psychology Review, 31, 43–52. Ross, M. R., Powell, S. R., & Elias, M. J. (2002). New roles for school psychologists: addressing the social and emotional learning needs of students. School Psychology Review, 31, 43–52.
go back to reference Schaps, E., & Battistich, V. (1991). Promoting health development through school-based prevention: new approaches. In E. N. Goplerud (Ed.), OSAP Prevention Monograph—8: preventing adolescent drug-use: from theory to practice (pp. 127–180). Rockville: Office of Substance Abuse Prevention, U.S. Department of Health and Human Services. Schaps, E., & Battistich, V. (1991). Promoting health development through school-based prevention: new approaches. In E. N. Goplerud (Ed.), OSAP Prevention Monograph—8: preventing adolescent drug-use: from theory to practice (pp. 127–180). Rockville: Office of Substance Abuse Prevention, U.S. Department of Health and Human Services.
go back to reference Scheier, M. F., & Carver, C. S. (1993). On the power of positive thinking: the benefits of being optimistic. Current Directions in Psychological Science, 2, 26–30. CrossRef Scheier, M. F., & Carver, C. S. (1993). On the power of positive thinking: the benefits of being optimistic. Current Directions in Psychological Science, 2, 26–30. CrossRef
go back to reference Scheier, M. F., Weintraub, J. K., & Carver, C. S. (1986). Coping with stress: divergent strategies of optimists and pessimists. Journal of Personality and Social Psychology, 51, 1257–1264. CrossRefPubMed Scheier, M. F., Weintraub, J. K., & Carver, C. S. (1986). Coping with stress: divergent strategies of optimists and pessimists. Journal of Personality and Social Psychology, 51, 1257–1264. CrossRefPubMed
go back to reference Schonert-Reichl, K. A. (1994). Gender differences in egocentrism and depressive symptomatology. Journal of Early Adolescence, 14, 49–64. CrossRef Schonert-Reichl, K. A. (1994). Gender differences in egocentrism and depressive symptomatology. Journal of Early Adolescence, 14, 49–64. CrossRef
go back to reference Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., Diamond, A. (2010). Accelerating cognitive and social emotional development in elementary school classrooms: Benefits of a simple to administer program. Manuscript submitted for publication (copy on file with author). Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., Diamond, A. (2010). Accelerating cognitive and social emotional development in elementary school classrooms: Benefits of a simple to administer program. Manuscript submitted for publication (copy on file with author).
go back to reference 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: Guildford. 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: Guildford.
go back to reference 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, 379–392. CrossRef 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, 379–392. CrossRef
go back to reference Semple, R. J., Lee, J., & Miller, L. F. (2006). Mindfulness-based cognitive therapy for children. In R. A. Baer (Ed.), Mindfulness-based treatment approaches: clinicians guide to evidence base and applications (pp. 143–166). Oxford: Elsevier. CrossRef Semple, R. J., Lee, J., & Miller, L. F. (2006). Mindfulness-based cognitive therapy for children. In R. A. Baer (Ed.), Mindfulness-based treatment approaches: clinicians guide to evidence base and applications (pp. 143–166). Oxford: Elsevier. CrossRef
go back to reference Seligman, M. E. P. (1990). Learned optimism. New York: Pocket Books. Seligman, M. E. P. (1990). Learned optimism. New York: Pocket Books.
go back to reference Seligman, M. E. P., & Csikszentimihalyi, M. (2000). Positive psychology: an introduction. American Psychologist, 55, 5–14. CrossRefPubMed Seligman, M. E. P., & Csikszentimihalyi, M. (2000). Positive psychology: an introduction. American Psychologist, 55, 5–14. CrossRefPubMed
go back to reference Siegel, D. (2007). The mindful brain: reflection and attunement in the cultivation of well-being. New York: Norton. Siegel, D. (2007). The mindful brain: reflection and attunement in the cultivation of well-being. New York: Norton.
go back to reference Singh, N. N., Wahler, R. G., Adkins, A. D., Myers, R. E., & The Mindfulness Research Group. (2003). Soles of the feet: a mindfulness-based self-control intervention for aggression by an individual with mild mental retardation and mental illness. Research in Developmental Disabilities, 24, 158–169. CrossRefPubMed Singh, N. N., Wahler, R. G., Adkins, A. D., Myers, R. E., & The Mindfulness Research Group. (2003). Soles of the feet: a mindfulness-based self-control intervention for aggression by an individual with mild mental retardation and mental illness. Research in Developmental Disabilities, 24, 158–169. CrossRefPubMed
go back to reference Singh, N., Lancioni, G. E., Joy, S. D. S., Winton, A. S. W., Sabaawi, M., Wahler, R. G., et al. (2007). Adolescents with conduct disorder can be mindful of their aggressive behavior. Journal of Emotional and Behavioral Disorders, 15, 56–63. CrossRef Singh, N., Lancioni, G. E., Joy, S. D. S., Winton, A. S. W., Sabaawi, M., Wahler, R. G., et al. (2007). Adolescents with conduct disorder can be mindful of their aggressive behavior. Journal of Emotional and Behavioral Disorders, 15, 56–63. CrossRef
go back to reference Song, M. (2003). Two studies on the Resiliency Inventory (RI): toward the goal of creating a culturally sensitive measure of adolescent resilience. Unpublished doctoral dissertation, Harvard University. Song, M. (2003). Two studies on the Resiliency Inventory (RI): toward the goal of creating a culturally sensitive measure of adolescent resilience. Unpublished doctoral dissertation, Harvard University.
go back to reference Tabachnick, B. G., & Fidell, L. S. (2001). Computer-assisted research design and analysis. Boston: Allyn & Bacon. Tabachnick, B. G., & Fidell, L. S. (2001). Computer-assisted research design and analysis. Boston: Allyn & Bacon.
go back to reference Teasdale, J. D., Segal, Z. V., Williams, J. M. G., Ridgeway, V. A., Soulsby, J. M., & Lau, M. A. (2000). Prevention of relapse/recurrence in major depression by mindfulness-based cognitive therapy. Journal of Consulting and Clinical Psychology, 68, 615–625. CrossRefPubMed Teasdale, J. D., Segal, Z. V., Williams, J. M. G., Ridgeway, V. A., Soulsby, J. M., & Lau, M. A. (2000). Prevention of relapse/recurrence in major depression by mindfulness-based cognitive therapy. Journal of Consulting and Clinical Psychology, 68, 615–625. CrossRefPubMed
go back to reference Terjesen, M., Jacofsky, M., Froh, J., & DiGiuseppe, R. (2004). Integrating positive psychology into schools: implications for practice. Psychology in the Schools, 41, 163–172. CrossRef Terjesen, M., Jacofsky, M., Froh, J., & DiGiuseppe, R. (2004). Integrating positive psychology into schools: implications for practice. Psychology in the Schools, 41, 163–172. CrossRef
go back to reference Thompson, M., & Gauntlett-Gilbert, J. (2008). Mindfulness with children and adolescents: effective clinical application. Clinical Child Psychology and Psychiatry, 13, 395–407. CrossRefPubMed Thompson, M., & Gauntlett-Gilbert, J. (2008). Mindfulness with children and adolescents: effective clinical application. Clinical Child Psychology and Psychiatry, 13, 395–407. CrossRefPubMed
go back to reference U.S. Public Health Service. (2000). Report of the Surgeon’s General’s Conference on Children’s Mental Health: a national action agenda. Washington, DC: Department of Health and Human Services. U.S. Public Health Service. (2000). Report of the Surgeon’s General’s Conference on Children’s Mental Health: a national action agenda. Washington, DC: Department of Health and Human Services.
go back to reference 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, 1063–1070. CrossRefPubMed 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, 1063–1070. CrossRefPubMed
go back to reference Weissberg, R. P., & Greenberg, M. T. (1998). School and community competence-enhancement and prevention programs. In I. E. Siegel & K. A. Renninger (Eds.), Handbook of child psychology, vol. 5: child psychology in practice (5th ed., pp. 877–954). New York: Wiley. Weissberg, R. P., & Greenberg, M. T. (1998). School and community competence-enhancement and prevention programs. In I. E. Siegel & K. A. Renninger (Eds.), Handbook of child psychology, vol. 5: child psychology in practice (5th ed., pp. 877–954). New York: Wiley.
go back to reference Wilson, S. J., Lipsey, M. W., & Derzon, J. H. (2003). The effects of school-based intervention programs on aggressive behavior: a meta-analysis. Journal of Consulting and Clinical Psychology, 71, 136–149. CrossRefPubMed Wilson, S. J., Lipsey, M. W., & Derzon, J. H. (2003). The effects of school-based intervention programs on aggressive behavior: a meta-analysis. Journal of Consulting and Clinical Psychology, 71, 136–149. CrossRefPubMed
go back to reference Zylowska, L., Ackerman, D. L., Yang, M. H., Futrell, J. L., Horton, N. L., Sigi Hale, T., et al. (2008). Mindfulness meditation training in adults and adolescents with ADHD: a feasibility study. Journal of Attention Disorders, 11, 737–746. CrossRefPubMed Zylowska, L., Ackerman, D. L., Yang, M. H., Futrell, J. L., Horton, N. L., Sigi Hale, T., et al. (2008). Mindfulness meditation training in adults and adolescents with ADHD: a feasibility study. Journal of Attention Disorders, 11, 737–746. CrossRefPubMed
go back to reference Zumbo, B. D. (1999). The simple difference score as an inherently poor measure of change: some reality, much mythology. Advances in Social Science Methodology, 5, 269–304. Zumbo, B. D. (1999). The simple difference score as an inherently poor measure of change: some reality, much mythology. Advances in Social Science Methodology, 5, 269–304.
Metagegevens
Titel
The Effects of a Mindfulness-Based Education Program on Pre- and Early Adolescents’ Well-Being and Social and Emotional Competence
Auteurs
Kimberly A. Schonert-Reichl
Molly Stewart Lawlor
Publicatiedatum
01-09-2010
Uitgeverij
Springer US
Gepubliceerd in
Mindfulness / Uitgave 3/2010
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI
https://doi.org/10.1007/s12671-010-0011-8