Outcomes were anxiety, stress, and depression rating scales (internalizing symptoms), further classified as pertaining to distress and fear symptom domains. We performed a systematic review and multilevel meta-analysis of randomized controlled trials. The aim of this study is to investigate the effectiveness of MBIs if compared to control interventions and cognitive behavioral therapy (CBT) to improve internalizing symptoms in patients with anxiety and stress-related disorders. Mindfulness-based interventions (MBIs) have emerged as alternative treatments to treat anxiety and stress-related disorders. However, efforts should be made to improve methodological quality, including taking steps to minimise recall bias and provide a greater degree of transparency regarding how students are selected to attend qualitative interviews or focus groups. The thematic synthesis identified four major themes of (i) using attentional processes to regulate emotions and cognitions, (ii) stress reduction, (iii) improved coping and social skills, and (iv) calming and/or relaxation.įindings show that school-based MBIs are experienced by students as having a range of benefits to mental health, including in both preventative and treatment contexts. The initial literature search returned 4102 papers and seven studies met all of the inclusion criteria. An assessment of study quality was undertaken using the Critical Appraisal Skills Programme qualitative checklist. The following electronic databases were searched for qualitative school-based mindfulness intervention papers published up until the end of March 2019: PubMed, Web of Science, Scopus, ProQuest, and Google Scholar. Therefore, the objective of this study was to conduct the first systematic review and thematic synthesis to rigorously evaluate the qualitative evidence pertaining to students’ experiences of school-based MBIs. However, the literature lacks a high-level perspective of the impact of mindfulness on young people’s mental health according to their own first-hand accounts. School-based mindfulness interventions have recently shown promise for treating and preventing mental health issues in young people. Implications for practice and future research are provided. However, it demonstrated an unexpected effect on active on-task behaviors and no effect on disruptive off-task behaviors.
MindUP showed promise in effectively increasing elementary school students’ passive on-task behaviors and decreasing non-disruptive off-task behaviors. No significant changes in disruptive off-task behaviors were found. However, contrary to the hypothesis, active on-task behaviors decreased during the intervention and follow-up phases. Visual analysis, percentage of non-overlapping data analysis, and multilevel analysis were conducted to examine treatment effects.Īnalyses results consistently showed changes in passive on-task behaviors and non-disruptive off-task behaviors in the expected direction-an increase in passive on-task behaviors and a decrease in non-disruptive off-task behaviors. Treatment outcomes included positive classroom behaviors (active on-task behaviors and passive on-task behaviors) and negative classroom behaviors (disruptive off-task behaviors and non-disruptive off-task behaviors). Primary data collection was conducted through direct behavioral observation of 11 5th-grade students in their natural classroom environment. This study used a single-case design (A-B design).
Study hypotheses are: after receiving the intervention, students will demonstrate (a) more frequent positive classroom behaviors including both active and passive on-task behaviors, and (b) less frequent negative classroom behaviors including both disruptive off-task behaviors and non-disruptive off-task behaviors. The purpose of this pilot study is to examine whether MindUP can effectively improve the classroom conduct of students with behavioral challenges in general education classrooms. MindUP is a mindfulness-based social-emotional learning program designed for implementation by teachers in school settings.
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