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

Mindfulness

Volumn 1, Issue 3, 2010, Pages 137-151

  Schonert Reichl, Kimberly A ^a   Lawlor, Molly Stewart ^a  

^a UNIVERSITY OF BRITISH COLUMBIA   (Canada)

Author keywords

Adolescents; Mindfulness; Optimism; Prevention; Social competence

Indexed keywords

EID: 84861009666     PISSN: 18688527     EISSN: 18688535     Source Type: Journal    
DOI: 10.1007/s12671-010-0011-8     Document Type: Article

References (89)

1. Baer, R. A. (2003). Mindfulness-based training as a clinical intervention: a conceptual and empirical review. Clinical Psychology: Science and Practice, 10, 125-143.
2. Battistich, V., Solomon, D., Watson, M., & Schaps, E. (1997). Caring school communities. Educational Psychologist, 32, 137-151.
3. 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.
4. 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.
5. 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.
6. 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.
7. 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.
8. 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.
9. 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.
10. 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.
11. Cappella, E., & Weinstein, R. (2006). The prevention of social aggression among girls. Social Development, 15, 434-462.
12. 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.
13. 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.
14. Cohen, J. (1988). Statistical power analysis (2nd ed.). Hillsdale: Erlbaum.
15. 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.
16. 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.
17. 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.
18. 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.
19. 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.
20. Diener, E., & Seligman, M. E. P. (2002). Very happy people. Psychological Science, 13, 81-84.
21. 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.
22. Dryfoos, J. G. (1990). Adolescents at risk: prevalence and prevention. New York: Oxford University Press.
23. 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.
24. 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.
25. 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.
26. 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.
27. Eccles, J. S. (1999). The development of children ages 6 to 14. The Future of Children, 9, 30-44.
28. 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.
29. 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.
30. Graber, J. A., & Brooks-Gunn, J. (1996). Transitions and turning points: navigating the passage from childhood through adolescence. Developmental Psychology, 32, 768-776.
31. 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.
32. 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.
33. Greeson, J. M. (2009). Mindfulness research update: 2008. Complementary Health Research Practice Review, 14, 10-18.
34. 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.
35. 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.
36. Huebner, E. S., & Gilman, R. (2003). Toward a focus on positive psychology in school psychology. School Psychology Quarterly, 18, 99-102.
37. 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.
38. Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among young people: progress and possibilities. Washington, DC: The National Academies Press.
39. Jha, A. P., Krompinger, J., & Baime, M. J. (2007). Mindfulness training modifies subsystems of attention. Cognitive, Affective & Behavioral Neuroscience, 7, 109-119.
40. 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.
41. Kabat-Zinn, J. (1990). Full catastrophe living: the program of the stress reduction clinic at the University of Massachusetts Medical Center. New York: Dell.
42. Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: past, present, and future. Clinical Psychology: Science and Practice, 10, 144-156.
43. 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.
44. 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.
45. 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.
46. Kehoe, J., & Fischer, N. (2002). Mind power for children: the guide for parents and teachers. Vancouver: Zoetic.
47. 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.
48. Lawlor, M. S. (2007). Process evaluation of the mindfulness education program. A report commissioned by the Hawn Foundation.
49. 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.
50. Lyubomirsky, S., King, L., & Diener, E. (2005a). The benefits of positive affect: does happiness lead to success? Psychological Bulletin, 6, 803-855.
51. Lyubomirsky, S., Sheldon, K. M., & Schkade, D. (2005b). Pursuing happiness: the architecture of sustainable change. Review of General Psychology, 9, 111-131.
52. 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.
53. Marsh, H. W. (1990). A multidimensional, hierarchical self-concept: theoretical and empirical justification. Educational Psychology Review, 2, 77-172.
54. 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.
55. 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.
56. 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.
57. 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.
58. 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.
59. 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.
60. 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.
61. 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.
62. Roeser, R. W., & Peck, S. C. (2009). An education in awareness: self, motivation and self-regulation in contemplative perspective. Educational Psychologist, 44, 119-136.
63. 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.
64. Rones, M., & Hoagwood, K. (2000). School-based mental health services: a research review. Clinical Child and Family Psychology Review, 3, 223-241.
65. 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.
66. 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.
67. 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.
68. 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.
69. Schonert-Reichl, K. A. (1994). Gender differences in egocentrism and depressive symptomatology. Journal of Early Adolescence, 14, 49-64.
70. 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).
71. 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.
72. 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.
73. 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.
74. Seligman, M. E. P. (1990). Learned optimism. New York: Pocket Books.
75. Seligman, M. E. P., & Csikszentimihalyi, M. (2000). Positive psychology: an introduction. American Psychologist, 55, 5-14.
76. Siegel, D. (2007). The mindful brain: reflection and attunement in the cultivation of well-being. New York: Norton.
77. 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.
78. 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.
79. 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.
80. Tabachnick, B. G., & Fidell, L. S. (2001). Computer-assisted research design and analysis. Boston: Allyn & Bacon.
81. 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.
82. Terjesen, M., Jacofsky, M., Froh, J., & DiGiuseppe, R. (2004). Integrating positive psychology into schools: implications for practice. Psychology in the Schools, 41, 163-172.
83. Thompson, M., & Gauntlett-Gilbert, J. (2008). Mindfulness with children and adolescents: effective clinical application. Clinical Child Psychology and Psychiatry, 13, 395-407.
84. 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.
85. 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.
86. 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.
87. 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.
88. 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.
89. 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.