2/28/2023 0 Comments Mindup brain power worksheet![]() This paper discusses results from the first empirical study testing the feasibility and effectiveness of an audio-guided mindful awareness training program on quarterly grade performance in traditional United States public elementary schools. Suggestions are made to stimulate future research and to assist in the development of more efficacious applications for meditation in schools. A conceptual model is put forward based on two propositions: proposition 1-meditation positively influences student success by increasing cognitive functioning proposition 2-meditation positively influences student success by increasing emotional regulation. Programme elements such as duration, frequency of practice and type of instructor influenced student outcomes. Transcendental meditation programmes had a higher percentage of significant effects than mindfulness-based and other types of meditation programmes, but this may be to do with the settings and programme delivery rather than the technique itself. Sixty-seven per cent of the results had small effects on student outcomes, 24 % of the results had medium effect strength and 9 % showed a large effect of meditation upon student outcomes. Of the 76 effect sizes calculated, 61 % were statistically significant. ![]() The overall number of participants in the effect size analyses was 1,797. In total, there were 76 results where effect sizes could be calculated. This paper reviewed evidence from 15 peer-reviewed studies of school meditation programmes with respect to three student outcomes: well-being, social competence and academic achievement. Schools need reliable evidence about the outcomes of meditation programs before they consider if and how such programmes can influence learning agendas, curriculum and timetables. For the field to advance, I suggest that research needs to shift away from feasibility studies towards large, well-designed studies with robust methodologies, and adopt standardized formats for interventions, allowing for replication and comparison studies, to develop a firm research evidence base. Overall, the current research base provides support for the feasibility of mindfulness-based interventions with children and adolescents, however there is no generalized empirical evidence of the efficacy of these interventions. I aim to provide a preliminary review of the current research base of mindfulness-based approaches with children and adolescents, focusing on MBSR/MBCT models, which place the regular practice of mindfulness meditation at the core of the intervention. Interest has spread to applications of mindfulness-based approaches with children and adolescents, yet the research is still in its infancy. Interest in applications of mindfulness-based approaches with adults has grown rapidly in recent times, and there is an expanding research base that suggests these are efficacious approaches to promoting psychological health and well-being. Finally, we discuss potential directions for future research on mindfulness-based SEL programs. Furthermore, we report findings from research examining students’ and teachers’ descriptions of their experiences with MindUP as a way in which to further understand the program’s effectiveness from the perspectives of the consumers. To illustrate our perspective on implementation science and mindfulness programs in education, we provide an overview of several studies conducted on MindUP. ![]() ![]() We emphasize the importance of interdisciplinary research in evaluating mindfulness-based interventions (MBIs) for students and teachers alike, research that utilizes a mixed-method designs and that examines multiple outcomes from multiple observers (e.g., self-reports, teacher reports, peer reports). We suggest that the transitional years of pre- and early adolescence (i.e., nine to twelve year olds) may be a particularly effective time to introduce mindfulness practices to young people. ![]() We discuss how mindfulness practices and SEL activities may be synergistic, potentially bolstering the efficacy of each, and describe the iterative process of developing, implementing, and evaluating a program that includes both elements. In this chapter we describe the MindUP program: A universal, mindfulness-based social and emotional learning (SEL) program designed to be implemented in schools by regular classroom teachers. ![]()
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