IRP also supports teachers and other caregivers to model this way of being for the children in their care. The program aims to cultivate the inner lives of teachers, students, and parents in order to equip them with the tools they need to build their inner strength and resilience. The Inner Resilience Program (IRP) was co-founded by Linda Lantieri in the spring of 2002 in response to the effects of Septemon New York City schools. Finally, the acronym, S.C.H.O.O.L.S., is presented as a framework for researchers and educators considering the implementation and evaluation of evidence-based mindfulness programs in schools. Learning to BREATHE, a mindfulness education program, is presented as an example of a universal prevention program implemented and evaluated in school settings. These skills are beneficial for all adolescents hence, school-based universal prevention programs are highlighted. Social-emotional learning (SEL) interventions, including mindfulness-based programming, can teach adolescents skills such as emotion management, compassion, and purposeful, nonjudgmental attention, which are associated with improvements in academics, behavior, and well-being. Understanding adolescent development can help researchers and educators recognize the importance of prevention for reducing problems while also supporting a skill set that is a foundation for academic success. This chapter begins with a brief overview of developmental strengths, vulnerabilities, and neurobiological changes during adolescence when physical and mental health disorders often manifest. KeywordsMindfulness meditation-Children-Adolescents-Families-SchoolsĪdolescence is a period of enormous physical, psychological, and social change leading to great opportunity along with some risk. I suggest that research needs to shift away from feasibility studies towards large, well-designed studies with robust methodologies,Īnd adopt standardized formats for interventions, allowing for replication and comparison studies, to develop a firm research Overall, the current research base provides support for the feasibility of mindfulness-based interventions with children andĪdolescents, however there is no generalized empirical evidence of the efficacy of these interventions. I aim to provide a preliminary review of the current research base of mindfulness-based approaches with children and adolescents,įocusing on MBSR/MBCT models, which place the regular practice of mindfulness meditation at the core of the intervention. Spread to applications of mindfulness-based approaches with children and adolescents, yet the research is still in its infancy. Research base that suggests these are efficacious approaches to promoting psychological health and well-being. Interest in applications of mindfulness-based approaches with adults has grown rapidly in recent times, and there is an expanding
0 Comments
Leave a Reply. |
Details
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |