The Effects of a Mindfulness-Based Education Program on Pre- and Early Adolescents’ Well-Being and Social and Emotional Competence

By K. Schonert-Reichl, M. S. Lawlor. 2010

734 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/dc3b32a6f8d1ffe49ead10b87e342d3f8a1075cb

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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).”
The Impact of a Mindfulness-Based Stress Reduction Course (MBSR) on Well-Being and Academic Attainment of Sixth-form Students (2015, background): “There is an ever growing awareness of social, emotional and behavioural problems faced by school-age students which can lead to concomitant difficulties in both social and academic performance (Schonert-Reichel and Lawlor 2010).”
Feasibility and preliminary outcomes for Move-Into-Learning: An arts-based mindfulness classroom intervention (2013, background): “Similarly, a group of 246 urban Canadian fourth to seventh graders showed improvement on teacher-rated classroom social competency behaviors after MBI training (Schonert-Reichl & Lawlor, 2010).”
SEARCH: A Meta-Framework and Review of the Field of Positive Education (2019, background): “…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-Reichl and Lawlor 2010).”
Two-Year Impact of a Mindfulness-Based Program on Preschoolers’ Self-Regulation and Academic Performance (2016, methodology): “All previous studies of the efficacy of MindUP have included students in Grades 4 and up (Schonert-Reichl & Lawlor, 2010; Schonert-Reichl et al., 2015).”
Developing mindfulness with children and young people: a review of the evidence and policy context (2013, background): “Schonert-Reichl and Lawlor (2010) conducted a study of 12 elementary classrooms in which 6 were randomized to receive the Mindfulness Education (ME) program and six to waitlist control.”
A Mindfulness-Based Social and Emotional Learning Curriculum for School-Aged Children: The MindUP Program (2016, positive): “Over the last decade, Schonert-Reichl et al. ( 2015 ; Schonert-Reichl & Lawlor, 2010 ) have evaluated iterations of the MindUP program, examining multiple outcomes from multiple perspectives in order to provide an in-depth understanding of student changes related to participation in the program.”
Contemplative Education: A Systematic, Evidence-Based Review of the effect of Meditation Interventions in Schools (2015, background): “This educated guess is supported by the evidence that school-based meditation programmes have found outcomes showing improved cognitive function and emotional regulation (Baijal et al. 2011; Schonert-Reichl and Lawlor 2010).”
A Validation Study of the Mindful Attention Awareness Scale Adapted for Children (2014, result): “…from pretest to posttest in self-reported optimism, self-concept, reflection, and mindful awareness attention in contrast to children in the comparison group, although for some of these constructs program effects demonstrated more positive benefits for girls (Schonert-Reichl and Lawlor 2010).”
Mindfulness at Work: Positive Affect, Hope, and Optimism Mediate the Relationship Between Dispositional Mindfulness, Work Engagement, and Well-Being (2015, positive): “…outcomes, the interest in applying similar interventions and programs in other, non-clinical fields such as education (Meiklejohn et al. 2012; Schonert-Reichl and Lawlor 2010), coaching (Cavanagh and Spence 2012), or leadership training (Sauer and Kohls 2011; Reb et al. 2012) is growing…”
Mindfulness and Inhibitory Control in Early Adolescence (2012, background): “…kindergarten to high school, showing that mindfulness practices can be of enormous benefit for children’s social and emotional development (see, for example, Burke, 2010, for a review; see also Napoli, 2004; Napoli, Krech, & Holley, 2005; Ritchart & Perkins, 2000; Schonert-Reichl & Lawlor, 2010).”
Mindfulness for Children and Youth: A Review of the Literature with an Argument for School-Based Implementation (2012, background): “…to manage life stressors that is amenable to children and youth. mindfulness-based interventions Research suggests that there are a variety of mindfulness-based interventions that are effective with children and youth (Abrams, 2007; Galantino, Galbavy, & Quinn, 2008; Mendelson et al., 2010).”
Promoting child and youth resilience by strengthening home and school environments: A literature review (2020, background): “Mindfulness programs have been shown to be highly effective in helping students deal with social, emotional, and behavioral problems when implemented by teachers in regular classroom settings (Schonert-Reichl & Lawlor, 2010).”
Integrating Mindfulness Training into K-12 Education: Fostering the Resilience of Teachers and Students (2012, methodology): “Mindfulness Table 1 (continued) Program Country Age group targeted No. years in use Program principals, methods, length, and supporting peer-reviewed research Schonert-Reichl and Lawlor (2010).”