Effects of Mindful Awareness Practices on Executive Functions in Elementary School Children

By Lisa Flook, S. Smalley, M. J. Kitil, Brian M. Galla, Susan Kaiser-Greenland, Jill Locke, Eric Ishijima, Connie Kasari. 2010

634 citations recorded by the source corpus.

Subfields: Clinical Psychology, Psychiatry and Mental health

View Paper: https://www.semanticscholar.org/paper/0bf459d3fffb6d8ab1290b4cbef42d01fb35cf8d

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In Clinical Psychology

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Citations in the corpus

Investigating the Phenomenological Matrix of Mindfulness-related Practices from a Neurocognitive Perspective (2015, background): “In particular, mindfulness practices are now incorporated in a variety of axiological frameworks ranging from traditional religious contexts to educational settings (Flook et al., 2010), military training (Jha et al., 2010) and other contemporary societal contexts such as law (Orenstein, 2011).”
Enhancing Preschoolers’ Self-Regulation Via Mindful Yoga (2015, background): “Thus, in contrast to similar research with young children, we did not find differences between children in the intervention and control classrooms on parent-reported measures of selfregulation (Flook et al. 2010).”
Mindfulness Interventions with Youth: A Meta-Analysis (2015, background): “…[−0.57, 1.06] 14 Tx only Clinical Yes Experienced 8 MBCT Broderick and Metz (2009) Psych 0.28 [−0.01, 0.56] 120 OCT Non-clinical No Experienced 5 Other Flook et al. (2010) Mind 0.11 [−0.29, 0.51] 64 RCT Non-clinical No Experienced 8 Other Gregoski et al. (2010) Obj 0.23 [−0.01, 0.47] 166 RCT…”
A SCHOOL‐BASED MINDFULNESS INTERVENTION FOR URBAN YOUTH: EXPLORING MODERATORS OF INTERVENTION EFFECTS (2012, background): “Some experts have asserted that individuals’ baseline characteristics may affect their ability to benefit from mindfulness training (Flook et al., 2010; Shapiro, Carlson, Astin, & Freedman, 2006).”
Contemplative Education: A Systematic, Evidence-Based Review of the effect of Meditation Interventions in Schools (2015, background): “Flook et al. (2010) examined the effectiveness of Mindfulness Awareness Practices (MAPs) on executive functioning with second- and third-graders (mean age 8.23).”
The Potential Benefits of Mindfulness Training in Early Childhood: A Developmental Social Cognitive Neuroscience Perspective (2012, background): “Recent studies with children and adolescents have found that mindfulness training improves self-reported emotion regulation in high school students (Broderick & Metz, 2009); teacherreported attention, concentration, and socioemotional competence in fourth to seventh graders (Schonert-Reichl & Lawlor”
Executive Functions (2012, positive): “The children most behind on EFs (including disadvantaged children) benefit the most from any EF intervention or program (Flook et al. 2010, Karbach & Kray 2009, Lakes & Hoyt 2004).”
A Pilot Study of Contemplative Practices with Economically Disadvantaged Preschoolers: Children’s Empathic and Self-Regulatory Behaviors (2016, background): “Considered a sub-type of social emotional learning (SEL) interventions, contemplative practices with children focus on emotional recognition, emotional regulation, and perspectivetaking (Greenberg and Harris 2012; Flook et al. 2010; Shapiro et al. 2014).”