Learning to BREATHE: A Pilot Trial of a Mindfulness Curriculum for Adolescents

By Patricia C. Broderick, S. Metz. 2009

423 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c250c650812cc8c0c93b0bafd0e0a6325e456b88

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

Citations in the corpus

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).”
Mindfulness-based interventions in schools—a systematic review and meta-analysis (2014, background): “Eighty-nine per cent of the students would recommend the training to others (Broderick and Metz, 2009; Metz et al., 2013).”
Mindfulness Interventions with Youth: A Meta-Analysis (2015, background): “Learning to BREATHE is an intervention developed by Patricia Broderick for adolescents to strengthen emotion regulation, attention, and stress management (Broderick and Metz 2009).”
The Effects of a Mindfulness-Based Education Program on Pre- and Early Adolescents’ Well-Being and Social and Emotional Competence (2010, background): “As posited by Broderick and Metz ( 2009 ) , " This practice offers the opportunity to develop hardiness in the face of uncomfort - able feelings that otherwise might provoke a response that could be harmful ( such as ' acting out ' by taking drugs or displaying violent behavior , or ' acting in '…”
Contemplative Education: A Systematic, Evidence-Based Review of the effect of Meditation Interventions in Schools (2015, background): “Broderick and Metz (2009) reported improvements in emotional regulation in 120 adolescent students who took part in a mindfulness programme as part of their health curriculum. Students reported greater awareness of their emotions as they were experiencing them, with half of the participants reportin”
Integrating Mindfulness Training into K-12 Education: Fostering the Resilience of Teachers and Students (2012, methodology): “Broderick and Metz (2009) conducted a non-randomized pilot trial of 137 high school females using a six-session Learning to BREATHE program, a school-based mindfulness curriculum.”
A Validation Study of the Mindful Attention Awareness Scale Adapted for Children (2014, background): “Mindfulness The original MAAS, as developed by Brown and Ryan (2003), assesses individual differences in the “frequency of mindful states over time.”
Mindfulness and Inhibitory Control in Early Adolescence (2012, background): “…addition, various other mindfulness applications have become more popular and supported by research evidence (see Baer, 2003 for a review), with recent research indicating the effectiveness of such approaches for adolescents (e.g., Biegel, Brown, Shapiro, & Schubert, 2009; Broderick & Metz, 2009).”
Developing mindfulness with children and young people: a review of the evidence and policy context (2013, background): “At the other end of the age range, and so far found only within the US, the universal “Learning to BREATHE” curriculum is an MBSR-derived mindfulness programme which was evaluated by Broderick and Metz (2009). Their study, a non randomized quasi- experimental pilot trial of a year group of one hundr”
Mindfulness, Self-Care, and Wellness in Social Work: Effects of Contemplative Training (2011, neutral): “These models provide opportunities for clients to ‘understand self’ and be more conscious of their thoughts, feelings and behaviours (Broderick & Metz, 2009; Chan, Chan, & Ng, 2006; Coholic, Lougheed, & Lebreton, 2009; Kane, 2006).”
Nurturing Mindfulness in Children and Youth: Current State of Research (2012, methodology): “Broderick and Metz (2009) evaluated the Learning to Breathe program in a nonrandomized trial; high school senior girls received the program and were compared to a comparison group of juniors.”
The Effectiveness of the Learning to BREATHE Program on Adolescent Emotion Regulation (2013, methodology): “Based on prior research (Broderick & Metz, 2009), we anticipated that students who completed the Learning to BREATHE program would demonstrate significantly higher gains in emotion regulation skills and level of efficacy in emotion regulation as a consequence of participating in Learning to BREATHE…”
Mindfulness‐based interventions for improving cognition, academic achievement, behavior, and socioemotional functioning of primary and secondary school students (2017, methodology): “L2B is a brief, six, twelve, or sixteen week curriculum conducted in a group setting that has been integrated into school curriculum in health class (Broderick & Metz, 2009) or choir class (Metz, Frank, Reibel, Cantrell, Sanders, & Broderick, 2013).”
Towards a positive university (2011, background): “For example, in a secondary school intervention students reported reduced negative affect, greater emotional awareness and emotional regulation, along with increased feelings of calmness, relaxation and self-acceptance compared to controls (Broderick & Metz, 2009).”
Mindfulness, coping self-efficacy and foreign language anxiety: a mediation analysis (2017, positive): “Practices based on meditative mindfulness, for example, in school settings have been helpful in assuaging stress and improving mental health in both children and adults (e.g. Baer, 2003; Broderick & Metz, 2009).”
SEARCH: A Meta-Framework and Review of the Field of Positive Education (2019, background): “Compared to control groups, students who participate in mindfulness interventions report increases in positive states such as optimism, positive affect, self-concept, selfacceptance, calmness, social emotional competence and general wellbeing (Kuyken et al. 2013; Broderick and Metz 2009; Schonert-Re”