Mindfulness Training for Elementary School Students

By Maria Napoli, P. R. Krech, Lynn C. Holley. 2005

605 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ce13c58953521e224291df5976a94409cb1af692

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Citations in the corpus

Cognitive-Based Compassion Training: A Promising Prevention Strategy for At-Risk Adolescents (2013, background): “With regard to cognitive development, several studies have demonstrated that various types of mindfulness practices, with modifications, can be taught to children as young as 6 years old (Napoli et al. 2005; Semple et al. 2005).”
Mindfulness-Based Approaches with Children and Adolescents: A Preliminary Review of Current Research in an Emergent Field (2010, methodology): “Several of the reviewed studies include valuable and detailed examples of adaptations made to meet the agerelated needs of younger participants (e.g., Napoli et al. 2005; Saltzman and Goldin 2008; Semple and Lee 2008).”
The Effectiveness of a School-Based Mindfulness Training as a Program to Prevent Stress in Elementary School Children (2012, methodology): “Only few studies investigated elementary school-based mindfulness interventions in nonselected or nonclinical populations (Flook et al. 2010; Mendelson et al. 2010; Napoli et al. 2005).”
The Effects of a Mindfulness-Based Education Program on Pre- and Early Adolescents’ Well-Being and Social and Emotional Competence (2010, background): “Moreover, the relatively meager research examining mindfulness with school-age children has not focused on the cultivation of positive emotions but rather this research has either focused exclusively on reductions in rumination and symptoms of anxiety and depression (Biegel et al. 2009; Broderick an”
Mindfulness‐based interventions for improving cognition, academic achievement, behavior, and socioemotional functioning of primary and secondary school students (2017, background): “Evidence suggests that mindfulness can enhance various aspects of attention or affect brain structure in areas related to attention (Carmody, 2009; Chiesa et al., 2011; Napoli et al., 2005).”
A Pilot Study of Contemplative Practices with Economically Disadvantaged Preschoolers: Children’s Empathic and Self-Regulatory Behaviors (2016, background): “2013) as well as reducing anxiety symptoms in school-age children in both low-risk (Napoli et al. 2005) and high-risk contexts (Semple et al.”
Contemplative Education: A Systematic, Evidence-Based Review of the effect of Meditation Interventions in Schools (2015, background): “In addition, teachers from the study of Napoli et al. (2005) reported fewer attention deficit hyperactive behaviours in class in those students who had undertaken meditation compared to the control group (d= 0.35).”