Schonert-Reichl, K. A., & Lawlor, M. S. (2010). The Effects of a Mindfulness-Based Education Program on Pre- and Early Adolescents’ Well-Being and Social and Emotional Competence. Mindfulness, 1 (3), 137-151. Full article.
Excerpted from Abstract: We report the results of a quasi-experimental study evaluating the effectiveness of the Mindfulness Education (ME) program. ME is a theoretically derived, teacher-taught universal preventive intervention that focuses on facilitating the development of social and emotional competence and positive emotions, and has as its cornerstone daily lessons in which students engage in mindful attention training (three times a day.
Results revealed that pre- and early adolescents who participated in the ME program, compared to those who did not, showed significant increases in optimism from pretest to posttest. Similarly, improvements on dimensions of teacherrated classroom social competent behaviors were found favoring ME program students. Program effects also were found for self-concept, although the ME program demonstrated more positive benefits for preadolescents than for early adolescents. Teacher reports of implementation fidelity and dosage for the mindfulness activities were high and teachers reported that they were easily able to integrate the mindful attention exercises within their classrooms.
Excerpted from “Procedures”: The four key components of the ME program include: 1. Quieting the mind—listening to a resonating instrument (chime) and focusing on the breath. 2. Mindful attention—mindful of sensation, thoughts, and feelings. 3. Managing negative emotions and negative thinking. 4. Acknowledgment of self and others.