A new study, published in Mindfulness, explores moderating factors on the effects of mindfulness interventions for young peoples’ mental health in school settings. The results of the meta-analysis indicate individual differences in student’s ages, teacher’s experiences, and the delivery method may influence the receptivity and effectiveness of school-based mindfulness programs.
“Although mindfulness-based interventions have been shown to be effective for mental health and well-being outcomes, many of the mindfulness-based interventions for youth have been adapted from the programs designed for adults,” the researchers, led by Dana Carsley from the Department of Educational and Counselling Psychology at McGill University, write. “As such, it is likely that further modifications are required to ensure that the interventions are targeted for youth in the school setting.”
There is a buzz about mindfulness in the current culture as research has demonstrated the benefits of mindfulness practice for psychiatric disorders, resiliency, depression, and burnout. However, with the majority of research pertaining to adults or college students, more focus is needed to support the adaptation process for school-aged children.
[For more on this story by Jessica Janze, go to https://www.madinamerica.com/2...mindfulness-schools/]
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