Characteristics of Mindfulness-Based Interventions in Schools: A Systematic Review in School Psychology Journals

Autor/inn/en	Palacios, Andrea Molina; Bender, Stacy L.; Berry, Danielle J.
Titel	Characteristics of Mindfulness-Based Interventions in Schools: A Systematic Review in School Psychology Journals
Quelle	In: Contemporary School Psychology, 27 (2023) 1, S.182-197 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Palacios, Andrea Molina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-022-00432-6
Schlagwörter	Youth; Metacognition; Intervention; School Activities; School Psychology; Measures (Individuals); Fidelity; Program Implementation; Skills + Suchen Sie Ihr Suchwort? Jugend; Jugendlicher; Jugendalter; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schulpsychologie; Messdaten; Skill; Fertigkeit
Abstract	Mindfulness-based interventions (MBIs) have been evaluated in terms of efficacy; however, little is known about implementation factors of MBIs in schools. The purpose of the current study was to systematically review MBI studies published in school psychology journals. This systematic review examined peer-reviewed MBI literature in nine school psychology journals from 2006 to 2020 to examine prevalence of MBI intervention studies, specific techniques taught in MBIs, if and how fidelity of MBI implementation was evaluated, and how mindfulness skills were measured for youth participating in MBIs. A total of 46 articles (out of 4415) were related to mindfulness and 23 articles (0.52%) focused on the implementation of MBIs in schools. Nine different mindfulness techniques were implemented as part of MBIs in studies with some of the most common including awareness, breathing, and meditation. This study also found scarce evidence of implementation fidelity, and limited use of mindfulness measures within MBI studies. Future research and limitations are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01