White Paper-Integrating Mindfulness into K-12 Education

This paper reviews research and curricula pertaining to the integration of mindfulness training into K-12 education, both indirectly by training teachers and through direct teaching of students.  Click here IMEK-12 ARTICLE IN JOURNAL MINDFULNESS (ONLINE VERSION)-1

Saltzman- MBSR for School-Age Children

This chapter provides an overview of an MBSR curriculum designed for children in grades 4-6 and their parents, and reports preliminary research findings based on the implementation of this curriculum. The data indicate that mindfulness training is feasible for children and that such training enhances attention, decreases anxiety, and improves self-regulation, social competence and, perhaps most importantly, children’s overall well-being. Complete Chapter

Reprinted with permission by New Harbinger Publications, Inc.
Acceptance & Mindfulness Treatments for Children & Adolescents, Laurie Greco Ph.D.

Self-Compassion better than Self-Esteem

Since the 1980s, educators in California and elsewhere have been urged to help children build self-esteem to make them feel good about themselves and reduce discipline problems. Now, some researchers are saying a better approach is to cultivate self-compassion in children, to help them accept their struggles and guard against self-absorption. Read more

Biegel- MBSR for the Treatment of Adolescent Psychiatric Outpatients

In research on teaching mindfulness to adolescents conducted by Gina Biegel, MA, MFT, the teens reported reduced symptoms of anxiety, depression and somatic (physical) distress, and increased self-esteem and sleep quality. Independent clinicians documented a higher percentage of diagnostic improvement and significant increases in global assessment of functioning scores in the mindfulness group (vs. the control group). In layperson’s terms, this means that adolescents who were initially diagnosed with clinical depression and anxiety were no longer depressed or anxious.Complete Article

Flook- Effects of Mindful Awareness Practices on Executive Function

In studying second and third graders who did Mindfulness Awareness Practices for 30 minutes twice a week for 8 weeks, Lisa Flook, Ph.D. and her colleagues at the Mindfulness Awareness Research Center at UCLA documented that children who began the study with poor executive function had gains in behavioral regulation, meta-cognition, and overall global executive control. These results indicate Mindfulness Awareness Practice training benefits children with executive function difficulties. Complete Article

Semple- MBCT for Children

Randye Semple Ph.D and her colleagues at Columbia Teacher’s College offered Mindfulness Based Cognitive Therapy, to increase social-emotional resiliency,  to 25 boys and girls aged 9–13 mostly from low-income, inner-city house- holds.  Participants who completed the program showed fewer attention problems than wait-listed controls and those improvements were maintained three months later.  Significant reductions in anxiety symptoms and behavior problems were found for those children who reported clinically elevated levels of anxiety at pretest. Complete Article

Napoli- Mindfulness Training for Elementary Students: Attention Academy

In a randomized controlled trial, first, second, and third graders participated in a bi-weekly, 12-session integrative program of mindfulness and relaxation. The students showed significant increases in attention and social skills and decreases in test anxiety and ADHD behaviors.Complete Article

Krasner- Mindful Communication, Burnout, Empathy, and Attitudes (in Physicians)

In this with physicians, mindfulness training decreased burnout and compassion fatigue, and increases empathy and effective communication. Complete Article

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