TEACHING MINDFULNESS TO CHILDREN

By Psy.D. Karen E. Hooker, I. Fodor. 2008

146 citations recorded by the source corpus.

Subfields: Clinical Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ced089af22a82c7ac4e684cd2aa61961938c6b45

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In Clinical Psychology

In Social Psychology

Citations in the corpus

Exploring a Mindfulness Meditation Program on the Mental Health of Upper Primary Children: A Pilot Study (2010, methodology): “Mindfulness meditation in clinical settings Training in mindfulness has been used for clinical treatment of psychological problems in adults such as depression and anxiety (Hooker & Fodor, 2008; Ma & Teasdale, 2004).”
Enhancing Preschoolers’ Self-Regulation Via Mindful Yoga (2015, background): “These practices were integrated into the class routine at the beginning of the day (e.g., after children arrive and sit in circle time) and during transition points (e.g., before or after lunch or recess), as these are noted as opportune times for practice (Hooker and Fodor 2008).”
Mindfulness‐based interventions for improving cognition, academic achievement, behavior, and socioemotional functioning of primary and secondary school students (2017, unknown): “It has been argued that children could benefit from mindfulness in ways similar to adults (Davis, 2012; Hooker & Fodor, 2008), and initial reviews suggest that MBIs are feasible with children and adolescents with adaptations (Burke, 2009; Zelazo & Lyons, 2012).”
Evaluation of a Mindfulness-based Intervention for Adolescents with Learning Disabilities and Co-occurring ADHD and Anxiety (2012, background): “In this way, impulsivity is reduced (Hooker and Fodor 2008; Baer 2009) This self-regulation of attention, cognition, emotion and behavior is also known as metacognition or executive function (EF).”