Professional Documents
Culture Documents
educational settings
Jessie Byrd, Kara McNamara, & Nicole Simpson
Agenda
1. Introduction
2. Review of the Literature
3. Research Questions
4. Hypothesis
5. Methodology
6. Results
7. Discussion
8. Validity, Reliability, & Limitations
9. Recommendations for Future Research
10. Implications for School Counselors
11. References
Introduction
● Mindfulness as a research interest
● Use of past research to guide the project
○ Positive outcomes from mindfulness interventions
○ Time-efficiency of interventions
○ Ability to deliver programs across all K-12 grade levels
○ Applicable and amenable to each school counseling internship site
Literature: Mindfulness in Schools
● Operational definition of mindfulness
○ A state of active, open attention on the present… When you're mindful, you carefully
observe your thoughts and feelings without judging them as good or bad. Instead of letting your life pass you
by, mindfulness means living in the moment and awakening to your current experience, rather than dwelling on
the past or anticipating the future. (Psychology Today, 2017)
Britton, W., Lepp, N., Niles, H., Rocha, T., Fisher, N., & Gold, J. (2014). A randomized
controlled pilot trial of classroom-based mindfulness meditation compared to an active control condition in sixth-grade children. Journal of School
Psychology, 52(3), 263-278. 10.1016/j.jsp.2014.03.002
Broderick, P. C., & Jennings, P. A. (2012). Mindfulness for adolescents: A promising approach to supporting emotion regulation and preventing risky behavior.
New Directions for Youth Development, 2012(136), 111-126. 10.1002/yd.20042
Coholic, D. A., & Eys, M. (2016). Benefits of an arts-based mindfulness group intervention for
vulnerable children. Child and Adolescent Social Work Journal, 33(1), 1-13.
10.1007/s10560-015-0431-3
Edwards, M., Adams, E. M., Waldo, M., Hadfield, O. D., & Biegel, G. M. (2014). Effects of a
mindfulness group on latino adolescent students: Examining levels of perceived stress, mindfulness, self-compassion, and psychological symptoms.
Journal for Specialists in Group Work, 39(2), 145-163. 10.1080/01933922.2014.891683
Haydicky, J., Wiener, J., Badali, P., Milligan, K., & Ducharme, J. M. (2012). Evaluation of a
mindfulness-based intervention for adolescents with learning disabilities and co-occurring ADHD and anxiety. Mindfulness, 3(2), 151-164
Idler, A. M., Mercer, S. H., Starosta, L., & Bartfai, J. M. (2017). Effects of a mindful breathing
exercise during reading fluency intervention for students with attentional difficulties. Contemporary School Psychology, 21(4), 323-334.
http://dx.doi.org.libproxy.lib.unc.edu/10.1007/s40688-017-0132-3
Pepping, C. A., Duvenage, M., Cronin, T. J., & Lyons, A. (2016). Adolescent mindfulness and psychopathology: The role of emotion regulation. Personality and
Individual Differences, 99, 302-307. 10.1016/j.paid.2016.04.089
REFERENCES
Renshaw, T., & Cook, C. (2017). introduction to the special issue: Mindfulness in the schools: historical roots, current status, and future directions. Psychology
in the Schools, 54(1), 5-12. 10.1002/pits.21978
Schonert-Reichl, K., Oberle, E., Lawlor, M., Abbott, D., Thomson, K., Oberlander, T., &
Diamond, A. (2015). Enhancing cognitive and social-emotional development through a simple-to-administer mindfulness-based school program for
elementary school children: A randomized controlled trial. Developmental Psychology, 51(1), 52-66. 10.1037/a0038454
Shonin, E., Van Gordon, W., & Griffiths, M. D. (2012). The health benefits of mindfulness-based
interventions for children and adolescents. Education and Health, 30(4), 95-98.
Tarrasch, R., Berman, Z., & Friedmann, N. (2016). Mindful reading: Mindfulness meditation
helps keep readers with dyslexia and ADHD on the lexical track. Frontiers in Psychology, 7(MAY), 578. 10.3389/fpsyg.2016.00578
Vickery, C. E., & Dorjee, D. (2016). Mindfulness training in primary schools decreases negative
affect and increases meta-cognition in children. Frontiers in Psychology,
610.3389/fpsyg.2015.02025
Worthen, D., & Luiselli, J. K. (2017;2016;). Social validity assessment and intervention
evaluation of mindfulness education and practices with high school students. Mindfulness, 8(4), 903-910. 10.1007/s12671-016-0664-z
Zoogman, S., Goldberg, S., Hoyt, W., & Miller, L. (2015). Mindfulness interventions with youth:
A meta-analysis. Mindfulness, 6(2), 290-302. 10.1007/s12671-013-0260-4