Mindfulness Interventions with Youth: A Meta-Analysis

By Sarah Zoogman, Simon B. Goldberg, William T. Hoyt, L. Miller. 2015

744 citations recorded by the source corpus.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/69e149fa5ecd09639f98f5a40a9b4fbe29a99466

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In Clinical Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

The Impact of a Mindfulness-Based Stress Reduction Course (MBSR) on Well-Being and Academic Attainment of Sixth-form Students (2015, background): “, Carmody and Baer 2008) and documented enhanced well-being and academic attainment in school-aged participants after mindfulness training (Zenner et al. 2014; Zoogman et al. 2014).”
A Mindfulness-Based Social and Emotional Learning Curriculum for School-Aged Children: The MindUP Program (2016, positive): “…research with children and adolescents, MBIs show potential as universal preventative interventions to promote healthy development during this transitional developmental period and beyond (for reviews, see Felver, Celis-de Hoyos, Tezanos, & Singh, 2015 ; Zoogman, Goldberg, Hoyt, & Miller, 2015 ).”
Effectiveness of Mindfulness Interventions for Mental Health in Schools: a Comprehensive Meta-analysis (2017, methodology): “Mindfulness-based programs have been shown to be effective for mental health outcomes in both clinical and nonclinical populations for individuals of all ages (e.g., Khoury et al. 2013, 2015; Zoogman et al. 2014).”
Mindfulness‐based interventions for improving cognition, academic achievement, behavior, and socioemotional functioning of primary and secondary school students (2017, methodology): “…reviews, three reviews were identified that used systematic review methods (Burke, 2010; Zenner, Hernleben-Kurz, & Walach, 2014; Zoogman, Goldberg, Hoyt, & Miller, 2014), two of which also quantitatively synthesized effects using meta-analytic methods (Zenner et al., 2014; Zoogman et al., 2014).”