Mindfulness-Based Approaches with Children and Adolescents: A Preliminary Review of Current Research in an Emergent Field

By Christine Burke. 2010

876 citations recorded by the source corpus.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/4e4a936e5b39dccecb32b00152803539ac04f998

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Effects of a Mindfulness Group on Latino Adolescent Students: Examining Levels of Perceived Stress, Mindfulness, Self-Compassion, and Psychological Symptoms (2014, background): “In a review of current mindfulness intervention studies with adolescents and children, Burke (2010) noted that another major problem with the current studies on mindfulness interventions with adolescents is that “there were many variations from the standard MBSR/MBCT core curriculum, some…”
Preliminary outcomes of a mindfulness-based programme for Hong Kong adolescents in schools: well-being, stress and depressive symptoms (2011, background): “However, concerns have been raised that there is a lack of empirical evidence of the efficacy of these studies due to factors such as small sample size and absence of a control group (Burke 2010).”
Contemplation in the Classroom: a New Direction for Improving Childhood Education (2015, background): “Contemplative practices can be introduced in a secular fashion, as is typically the case in clinical or educational contexts (e.g., Baer 2003; Burke 2010; Kabat-Zinn 2003).”
Conceptual and Methodological Issues in Research on Mindfulness and Meditation (2015, background): “The other is that the factors that contribute to reports of experience in participants with only brief training in mindfulness practices may include a substantial reliance on demand characteristics because the mental processes for internal attention are not well-developed.”
Feasibility and preliminary outcomes for Move-Into-Learning: An arts-based mindfulness classroom intervention (2013, background): “MIL is a program that could answer the call (Burke, 2010) for well-designed mindfulness programming, promoting psychological health and well-being in youth.”
The Effectiveness of a School-Based Mindfulness Training as a Program to Prevent Stress in Elementary School Children (2012, background): “A review of the emerging body of research on mindfulness-based interventions with children and adolescents revealed that such interventions reduce anxiety symptoms, as well as attention and behavioral problems (Burke 2009).”
Developing mindfulness with children and young people: a review of the evidence and policy context (2013, background): “Research has developed rapidly in the last 30 years and two recent reviews (Burke, 2010; Harnett and Dawe, 2012) which analysed the findings from around 20 recent studies concluded that mindfulness interventions are promising, generally acceptable and well liked by the young people who take part, an”
Trauma-Informed Positive Education: Using Positive Psychology to Strengthen Vulnerable Students (2016, background): “Finally, mindfulness enhances the ways in which teachers can consider their classroom tasks, interactions, and relationships in a mindful way (Burke 2010; Waters et al. 2014).”
Mindfulness‐based interventions for improving cognition, academic achievement, behavior, and socioemotional functioning of primary and secondary school students (2017, methodology): “Burke (2010) conducted a systematic review of mindfulness-based approaches with children and adolescents.”
Enhancing Preschoolers’ Self-Regulation Via Mindful Yoga (2015, background): “The results of existing programs using mindfulness and meditation (Black et al. 2008; Burke 2009; Harnett and Dawe 2012) and yoga (Birdee et al.”
Exploring the Feasibility and Benefits of Arts-Based Mindfulness-Based Practices with Young People in Need: Aiming to Improve Aspects of Self-Awareness and Resilience (2011, background): “In a review of mindfulness-based approaches for children and youth, Burke (2010) explained that MBSR, MBCT, Dialectic Behavior Therapy (DBT) and Acceptance and Commitment Therapy (ACT) are the predominant mindfulness-based approaches but that MBSR and MBCT utilize regular mindfulness meditation pr”
The Potential Benefits of Mindfulness Training in Early Childhood: A Developmental Social Cognitive Neuroscience Perspective (2012, background): “A recent surge of research has revealed that children and adolescents readily engage in these activities and enjoy doing so (Biegel, Brown, Shapiro, & Schubert, 2009; Broderick & Metz, 2009; Huppert & Johnson, 2010; Schonert-Reichl & Lawlor, 2010; see Burke, 2010, for a review).”
Effectiveness of Mindfulness Interventions for Mental Health in Schools: a Comprehensive Meta-analysis (2017, methodology): “In addition, given that late adolescence (15–18) is close to adulthood, research on further adaptations to the existing mindfulness interventions for students in earlier stages might be required (Burke 2010) in order for these younger students to experience mindfulness and mental health benefits (Zo”
Mindfulness for Children and Youth: A Review of the Literature with an Argument for School-Based Implementation (2012, methodology): “The assessment tools used to assess mindfulness in children and youth have not always been adequately tested for use with this population (Burke, 2010; Lee et al., 2008).”