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Effets de la « Mindfulness » sur l’anxiété, le bien-être et les aptitudes de pleine conscience chez des élèves scolarisés du CE2 au CM2
Abstract
Résumé
L’objectif de cette étude est d’évaluer l’impact en termes de santé et de bien-être d’une des premières Interventions Basées sur la Pleine Conscience (IBPC) en France et en Belgique réalisée sur le temps scolaire auprès d’enfants du CE2 au CM2. L’intervention « L’Attention ça marche, méthode AMT » d’Eline Snel (2012) a ainsi été proposée pendant huit semaines auprès d’un groupe intervention, par comparaison à un groupe contrôle qui n’en a pas bénéficié. Des mesures auto-rapportées par les enfants (STAIC-Spielberger, 1973 ; SHS, Lyubomirsky & Lepper ; KINDL-R- Ravens-Sieberer & Bullinger, 1998 et CAMM-Greco, Baer & Smith, 2011) ont permis de mesurer les effets de cette intervention sur les troubles internalisés, le bien-être et le développement des aptitudes de pleine conscience des enfants. S’il ne semble pas y avoir de différences entre le groupe contrôle et le groupe intervention, les résultats montrent cependant que pour les enfants présentant des scores élevés sur chacune des dimensions investiguées, l’intervention a fourni des stratégies de régulation émotionnelle, a permis le développement d’aptitudes à la pleine conscience et une amélioration du bien-être. Même s’ils sont contrastés, ces résultats sont prometteurs pour l’implémentation plus générale en contexte scolaire français et belge.
... The intervention program included an early morning routine starting with an awakening with soft music and a hot beverage in the garden, followed by a 30 min yoga session 67 and a guided loving kindness and compassion meditation to cultivate positive affective states 68 . After a healthy breakfast, participants attended a mindfulness practice for adolescents 69 . The program included several sessions per day of artistic expression through art and craft, dramatic play, dance, and music. ...
Adverse childhood experiences (ACEs, i.e., abuse, neglect, household dysfunction) represent a potential risk factor for a wide range of long-lasting diseases and shorter life expectancy. We recently described a 1-week residential group program, based on mindfulness training, artistic expression and EMDR group therapy, that significantly reduced PTSD-related symptoms and increased attention/awareness-related outcomes in adolescent girls with multiple ACEs in a randomized controlled study. Since epigenetic mechanisms (i.e., DNA methylation) have been associated with the long-lasting effects of ACEs, the present report extends these prior findings by exploring genome-wide DNA methylation changes following the program. Saliva samples from all participants (n = 44) were collected and genomic DNA was extracted prior (T1) and following (T2) the intervention. Genome-wide DNA methylation analysis using the MethylationEPIC beadchip array (Illumina) revealed 49 differentially methylated loci (DML; p value < 0.001; methylation change > 10%) that were annotated to genes with roles in biological processes linked to early childhood adversity (i.e., neural, immune, and endocrine pathways, cancer and cardiovascular disease). DNA sequences flanking these DML showed significant enrichment of transcription factor binding sites involved in inflammation, cancer, cardiovascular disease, and brain development. Methylation changes in SIRT5 and TRAPPC2L genes showed associations with changes in trauma-related psychological measures. Results presented here suggest that this multimodal group program for adolescents with multiple victimization modulates the DNA methylome at sites of potential relevance for health and behavioral disorders associated with ACEs.
... loving kindness and compassion), based on Thich Nhat Hanh teachings (Nhat Hanh, 2012). The early morning session was followed by a healthy breakfast, after which the adolescents attended a mindfulness practice based on Eline Snel's "Mindfulness Matters" program (Michel et al., 2019;Snel, 2012), an adaptation for children and adolescents of the mindfulness-based stress reduction (MBSR) curriculum (Kabat-Zinn, 2013). Mindfulness practices consisted in simple exercises to help teenagers stay present and develop the qualities of curiosity and benevolence in relation to their own physical and emotional feelings, including mind-body exercises to reduce stress and increase resilience (e.g. ...
Background
Adverse childhood experiences (ACEs) are associated with a wide range of diseases, unsafe behavior and shorter life expectancy. However, there is scarce evidence on effective interventions for children or adolescents who report multiple ACEs, including abuse, neglect and household dysfunction.
Objective
The aim of this study was to evaluate the mental health outcomes of a multimodal program designed for adolescents with multiple ACEs.
Participants
Forty-four girls (aged 13–16 years, mean ACE score > 5) were randomized to an intervention group or a care-as-usual control group.
Methods
The intervention included mindfulness-based practices, expressive arts and EMDR (Eye Movement Desensitization and Reprocessing Integrative) group treatment. We used questionnaires for adolescents to assess trauma (SPRINT, CPSS) and attention/awareness-related outcomes (MAAS-A) at baseline (T1), post-intervention (T2) and two-months post-discharge (T3).
Results
Linear mixed effects model analyses showed significant Group by Time interactions on all the scales (F = 11.0, p = 0.015; F = 12.5 p < 0.001; and F = 6.4, p = 0.001, for SPRINT, CPSS and MAAS-A, respectively). After completing the program, the intervention group showed significant reduction in trauma-related outcomes (SPRINT, Δ%(T2-T1) = −73%, p < 0.001; CPSS, Δ%(T2-T1) = −26%, p < 0.001) while attention/awareness-related outcomes were improved by 57% (p < 0.001). These changes remained stable two months after discharge. SPRINT and CPSS scales were highly correlated (r = 0.833, p < 0.001) and outcomes from both trauma-related scales negatively correlated with mindfulness scores (MAAS-A/SPRINT, r = −0.515, p = 0.007; MAAS-A/CPSS, r = −0.553, p < 0.001).
Conclusions
Results presented here support this multimodal group intervention as a feasible and promising program for reducing the psychological burden in adolescents with a history of multiple ACEs.
Cet article propose une synthèse des recherches sur les bénéfices académiques, cognitifs,
socio-émotionnels et psychologiques des interventions basées sur la pleine conscience en milieu scolaire. L’analyse de 39 études quantitatives publiées entre 2005 et 2017 a permis de mieux cibler l’effet des interventions basées sur la pleine conscience en milieu scolaire sur les performances cognitives et académiques, les compétences sociales et émotionnelles et la santé et le bien-être psychologique d’enfants et adolescents. Ces résultats encourageants demandent toutefois à être validés et enrichis par de nouvelles études qui appliqueraient de manière systématique une méthodologie plus rigoureuse (e.g., groupe contrôle actif, randomisation, échantillon représentatif, mesure de la pleine conscience).
Two independent studies were conducted to validate and assess the psychometric properties of the French-Canadian version of the Child and Adolescent Mindfulness Measure among samples of French and Indigenous youth. In study 1, 589 adolescents (60% girls) aged from 15 to 18 years from two urban high schools, and, in study 2, 311 (51% girls, 43% Indigenous) adolescents aged from 14 to 19 years from two rural high schools completed the Child and Adolescent Mindfulness Measure (CAMM) and other measures to assess its construct validity. An exploratory (study 1) and a confirmatory (study 2) factor analysis validated the single-factor solution. Results also indicate that the French-Canadian version of the CAMM had no floor or ceiling effects, as well as an adequate internal consistency and 2-week and 3-month test-retest reliability. The construct validity of the scale was supported by positive correlations with measures of self-esteem, resilience, and empowerment, and by negative correlations with psychological symptoms and family violence and difficulties. Child sexual abuse was also related to lower levels of mindfulness. Overall, results suggest that the CAMM may be a useful and appropriate tool to globally assess mindfulness among youth. Data also support the cross-cultural application of this scale among Indigenous adolescents.
Objective: This study examines the efficacy of a six week child mindfulness program (TRIPLE R) in teaching mindfulness skills and reducing negative emotional symptoms in a school setting.
Method: Using a correlational within-subjects repeated measures design, the relationships between child self-reported mindfulness skills and negative emotional symptoms were explored. Mindfulness skills were measured using the Child and Adolescent Mindfulness Measure, and emotional symptoms were measured using the Revised Children’s Anxiety and Depression Scale. A sample of 57 Australian grade 5 children in three primary schools completed the measures pre and post intervention.
Results: There was a small to moderate increase in mindfulness skills post intervention (Cohen’s d = 0.32), however negative emotional symptoms did not significantly improve. Increased mindfulness skills were significantly associated with decreased emotional symptoms, most notably for symptoms related to social phobia (R = −.61), separation anxiety (R = −.42) and generalised anxiety (R = −.32).
Discussion: This study provides preliminary support for the TRIPLE R program and the potential benefits of school-based mindfulness interventions in improving children’s well-being. The limited improvement in negative emotional symptoms is likely related to the non-clinical sampling. The relationship between increased mindfulness skills and decreased emotional symptoms is discussed, and recommendations for further research are presented.
Studies investigating the feasibility and impact of mindfulness programs on emotional well-being when delivered by school teachers in pre-adolescence are scarce. This study reports the findings of a controlled feasibility pilot which assessed acceptability and emotional well-being outcomes of an 8-week mindfulness program (Paws b) for children aged 7–9 years. The program was delivered by school teachers within a regular school curriculum. Emotional well-being was measured using self-report questionnaires at baseline, post-training and 3 months follow-up, and informant reports were collected at baseline and follow-up. Seventy one participants aged 7–9 years were recruited from three primary schools in the UK (training group n = 33; control group n = 38). Acceptability of the program was high with 76% of children in the training group reporting ‘liking’ practicing mindfulness at school, with a strong link to wanting to continue practicing mindfulness at school (p < 0.001). Self-report comparisons revealed that relative to controls, the training group showed significant decreases in negative affect at follow-up, with a large effect size (p = 0.010, d = 0.84). Teacher reports (but not parental ratings) of meta-cognition also showed significant improvements at follow-up with a large effect size (p = 0.002, d = 1.08). Additionally, significant negative correlations were found between changes in mindfulness and emotion regulation scores from baseline to post-training (p = 0.038) and baseline to follow-up (p = 0.033). Findings from this study provide initial evidence that the Paws b program in children aged 7–9 years (a) can be feasibly delivered by primary school teachers as part of the regular curriculum, (b) is acceptable to the majority of children, and (c) may significantly decrease negative affect and improve meta-cognition.
There are few studies on the effects of mindfulness-based interventions (MBI) in primary education settings, specifically in rural schools, despite the potential beneficial effects on mood state, attention, and concentration. This study compares two groups of 45 children, ages 6 to 13 from a rural school. The experimental group participated in a 6-week, daily MBI program which trained their attention to breathing, to the senses, and to the body. Meanwhile the control group was assigned to a waiting list. Following the intervention, the MBI group improved mood state, concentration, and immediate auditory-verbal memory. However, there were no significant results regarding focused attention and working memory. These results show that MBI in a rural setting is feasible and produces beneficial results in the short term. Research needs to be done over a longer period in order to identify all the possible effects of continued practice of mindfulness in a school setting.
There is a growing interest in the use of mindfulness-based interventions (MBI) on youth, which has recently expanded to include the study of students in school settings. This article systematically reviewed the existing literature of applied studies using MBI with students in school settings in order to identify limitations in the scientific literature and inform future research directions. Twenty-eight studies were selected for review and were coded across multiple domains, including methodologies employed, student characteristics, intervention characteristics, and outcome variables. Results quantitatively summarized the coded variables, and strengths and limitations in the literature were subsequently identified. We conclude with specific recommendations for future interventions scientists wishing to study the utility of MBI in school settings.
Children need to be equipped with the skills to respond effectively to stress and prevent poor decision-making surrounding alcohol and tobacco use. Training and practice in mindfulness is one possible avenue for building children's skills. Recent research has revealed that mindfulness education in the classroom may play a role in enhancing children's self-regulatory abilities. Thus, the goal of the current study was to extend existing research in mindfulness education in classrooms and conduct an assessment of the feasibility and effectiveness of a new mindfulness education, substance abuse prevention program for fourth- and fifth-grade children (Master Mind). Two elementary schools were randomly assigned to be an intervention group (n = 71) or wait-list control group (n = 40). Students in the intervention group were taught the four-week Master Mind program by their regular classroom teachers. At pre- and postintervention time points, students completed self-reports of their intentions to use substances and an executive functioning performance task. Teachers rated students on their behavior in the classroom. Findings revealed that students who participated in the Master Mind program, as compared to those in the wait-list control condition, showed significant improvements in executive functioning skills (girls and boys), as well as a marginally significant increase in self-control abilities (boys only). In addition, significant reductions were found in aggression and social problems (girls and boys), as well as anxiety (girls only). No significant differences across groups were found for intentions to use alcohol or tobacco. Teachers implemented the program with fidelity; both teachers and students positively rated the structure and content of the Master Mind program, providing evidence of program satisfaction and feasibility. Although generalization may be limited by the small sample size, the findings suggest that mindfulness education may be beneficial in increasing self-regulatory abilities, which is important for substance abuse prevention.
The authors hypothesized that a social and emotional learning (SEL) program involving mindfulness and caring for others, designed for elementary school students, would enhance cognitive control, reduce stress, promote well-being and prosociality, and produce positive school outcomes. To test this hypothesis, 4 classes of combined 4th and 5th graders (N = 99) were randomly assigned to receive the SEL with mindfulness program versus a regular social responsibility program. Measures assessed executive functions (EFs), stress physiology via salivary cortisol, well-being (self-reports), prosociality and peer acceptance (peer reports), and math grades. Relative to children in the social responsibility program, children who received the SEL program with mindfulness (a) improved more in their cognitive control and stress physiology; (b) reported greater empathy, perspective-taking, emotional control, optimism, school self-concept, and mindfulness, (c) showed greater decreases in self-reported symptoms of depression and peer-rated aggression, (d) were rated by peers as more prosocial, and (e) increased in peer acceptance (or sociometric popularity). The results of this investigation suggest the promise of this SEL intervention and address a lacuna in the scientific literature-identifying strategies not only to ameliorate children's problems but also to cultivate their well-being and thriving. Directions for future research are discussed. (PsycINFO Database Record (c) 2014 APA, all rights reserved).
Mindfulness programs for schools are popular. We systematically reviewed the evidence regarding the effects of school-based mindfulness interventions on psychological outcomes, using a comprehensive search strategy designed to locate both published and unpublished studies. Systematic searches in 12 databases were performed in August 2012. Further studies were identified via hand search and contact with experts. Two reviewers independently extracted the data, also selecting information about intervention programs (elements, structure etc.), feasibility, and acceptance. Twenty-four studies were identified, of which 13 were published. Nineteen studies used a controlled design. In total, 1348 students were instructed in mindfulness, with 876 serving as controls, ranging from grade 1 to 12. Overall effect sizes were Hedge's g = 0.40 between groups and g = 0.41 within groups (p < 0.0001). Between group effect sizes for domains were: cognitive performance g = 0.80, stress g = 0.39, resilience g = 0.36, (all p < 0.05), emotional problems g = 0.19 third person ratings g = 0.25 (both n.s.). All in all, mindfulness-based interventions in children and youths hold promise, particularly in relation to improving cognitive performance and resilience to stress. However, the diversity of study samples, variety in implementation and exercises, and wide range of instruments used require a careful and differentiated examination of data. There is great heterogeneity, many studies are underpowered, and measuring effects of Mindfulness in this setting is challenging. The field is nascent and recommendations will be provided as to how interventions and research of these interventions may proceed.
Mindfulness meditation is a well-validated intervention for symptoms of depression and anxiety disorders in adults, with meta-analyses showing moderate effect sizes. This study marks the first published meta-analysis of the burgeoning literature on mindfulness meditation with youth (conducted between 2004 and 2011) and identifies specific outcomes and sub-populations for whom mindfulness may be particularly helpful. Inclusion criteria were peer-reviewed journal articles published in English, study participants under 18 years of age, and a description in the methods section of mindfulness as the chief component of an intervention. A systematic search was conducted, of which upon review, 20 articles met inclusion criteria. Mindfulness interventions with youth overall were found to be helpful and not to carry iatrogenic harm, with the primary omnibus effect size (del ) in the small to moderate range (0.23, p <.0001), indicating the superiority of mindfulness treatments over active control comparison conditions. A significantly larger effect size was found on psychological symptoms compared to other dependent variable types (0.37 vs. 0.21, p =.028), and for studies drawn from clinical samples compared to non-clinical sample (0.50 vs. 0.20, p =.024). Mindfulness appears to be a promising intervention modality for youth. Although to date the majority of studies on mindfulness with youth engage generally healthy participants recruited from schools, the findings of this meta-analysis suggest that future research might focus on youth in clinical settings and target symptoms of psychopathology.
Mindfulness is the cognitive propensity to be aware of what is happening in the moment without judgment or attachment to any particular outcome. This concept flies in the face of modern, Western philosophical outcomes-based thinking about events and activities. This article presents results of a formative evaluation of whether participation in a mindfulness training program affected first, second, and third grade students' outcomes on measures of attention. The training was designed and intended to help students learn to focus and pay attention. The 24-week training employed a series of exercises including breathwork, bodyscan, movement, and sensorimotor awareness activities. Results from three attentional measures administered to the students show significant differences between those who did and did not participate in mindfulness practice training. Results are discussed and recommendations are made for future work in this developing field of interest.
Using a ''subjectivist'' approach to the assessment of happiness, a new 4-item measure of global subjective happiness was developed and validated in 14 studies with a total of 2 732 participants. Data was collected in the United States from students on two college campuses and one high school campus, from community adults in two California cities, and from older adults. Students and community adults in Moscow, Russia also participated in this research. Results indicated that the Subjective Happiness Scale has high internal consistency, which was found to be stable across samples. Test-retest and self-peer correlations suggested good to excellent reliability, and construct validation studies of convergent and discriminant validity confirmed the use of this scale to measure the construct of subjective happiness. The rationale for developing a new measure of happiness, as well as advantages of this scale, are discussed.
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). Pre- and early adolescent students in the 4th to 7th grades (N = 246) drawn from six ME program classrooms and six comparison classrooms (wait-list controls) completed pretest and posttest
self-report measures assessing optimism, general and school self-concept, and positive and negative affect. Teachers rated
pre- and early adolescents on dimensions of classroom social and emotional competence. 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 teacher-rated 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. Theoretical issues linking mindful attention awareness to social and emotional competence and implications
for the development of school-based interventions are discussed.
KeywordsMindfulness-Adolescents-Prevention-Optimism-Social competence
Objective:
The use of mindfulness-based therapy (MBT) in oncology settings has become increasingly popular, and research in the field has rapidly expanded. The objective was by means of a systematic review and meta-analysis to evaluate the current evidence for the effect of MBT on symptoms of anxiety and depression in adult cancer patients and survivors.
Method:
Electronic databases were searched, and researchers were contacted for further relevant studies. Twenty-two independent studies with a total of 1,403 participants were included. Studies were coded for quality (range: 0-4), and overall effect size analyses were performed separately for nonrandomized studies (K = 13, n = 448) and randomized controlled trials (RCTs; K = 9, n = 955). Effect sizes were combined using the random-effects model.
Results:
In the aggregated sample of nonrandomized studies (average quality score: 0.5), MBT was associated with significantly reduced symptoms of anxiety and depression from pre- to posttreatment corresponding to moderate effect sizes (Hedges\'s g) of 0.60 and 0.42, respectively. The pooled controlled effect sizes (Hedges\'s g) of RCTs (average quality score: 2.9) were 0.37 for anxiety symptoms (p < .001) and 0.44 for symptoms of depression (p < .001). These effect sizes appeared robust. Furthermore, in RCTs, MBT significantly improved mindfulness skills (Hedges\'s g = 0.39).
Conclusion:
While the overall quality of existing clinical trials varies considerably, there appears to be some positive evidence from relatively high-quality RCTs to support the use of MBT for cancer patients and survivors with symptoms of anxiety and depression.
Youth in underserved, urban communities are at risk for a range of negative outcomes related to stress, including social-emotional difficulties, behavior problems, and poor academic performance. Mindfulness-based approaches may improve adjustment among chronically stressed and disadvantaged youth by enhancing self-regulatory capacities. This paper reports findings from a pilot randomized controlled trial assessing the feasibility, acceptability, and preliminary outcomes of a school-based mindfulness and yoga intervention. Four urban public schools were randomized to an intervention or wait-list control condition (n=97 fourth and fifth graders, 60.8% female). It was hypothesized that the 12-week intervention would reduce involuntary stress responses and improve mental health outcomes and social adjustment. Stress responses, depressive symptoms, and peer relations were assessed at baseline and post-intervention. Findings suggest the intervention was attractive to students, teachers, and school administrators and that it had a positive impact on problematic responses to stress including rumination, intrusive thoughts, and emotional arousal.
A self-report inventory for the assessment of mindfulness skills was developed, and its psychometric characteristics and relationships with other constructs were examined. Participants included three samples of undergraduate students and a sample of outpatients with borderline personality disorder Based on discussions of mindfulness in the current literature, four mindfulness skills were specified: observing, describing, acting with awareness, and accepting without judgment. Scales designed to measure each skill were developed and evaluated. Results showed good internal consistency and test-retest reliability and a clear factor structure. Most expected relationships with other constructs were significant. Findings suggest that mindfulness skills are differentially related to aspects of personality and mental health, including neuroticism, psychological symptoms, emotional intelligence, alexithymia, experiential avoidance, dissociation, and absorption.
La complexité des interventions en promotion de la santé pose la question de la transférabilité de leurs résultats d’un contexte à l’autre. Un outil a été développé et validé : ASTAIRE (AnalySe de la Transférabilité et Accompagnement à l’adaptation des InteRventions en promotion de la santE). L’objectif de cet article est de présenter la version en langue française de cet outil afin de permettre aux acteurs et chercheurs francophones de se l’approprier et d’en faire usage dans une perspective de développement de la promotion de la santé basée sur les preuves. ASTAIRE comprend 23 critères de transférabilité structurés en quatre catégories : population, environnement, mise en œuvre, accompagnement au transfert. Il se compose de deux grilles, l’une pour le reporting des interventions initiales selon des critères de transférabilité, et l’autre pour analyser la comparabilité des contextes et accompagner le transfert. Il a pour objectifs de soutenir le choix d’une intervention la plus adaptée au contexte et d’en accompagner le transfert. Son utilisation peut favoriser le développement des démarches fondées sur les preuves sur la base d’une logique adaptative des interventions. Il permet ainsi de distinguer, par son utilisation collective dans les logiques de projet, les fonctions-clés des interventions, qui fondent leur efficacité et doivent être transférées, des aspects liés à la forme, qui elle, peut être adaptée au contexte.
This pilot study aimed to test the well-being effects of a locally developed mindfulness-based program tailored for New Zealand elementary school children in comparison with an active control condition. It was hypothesized that significantly greater well-being change scores would be observed for the mindfulness group. Students (n = 106) between 9 and 11 years old were allocated by their classroom to either the 8-week mindfulness-based program or an 8-week emotional literacy program. Self-reported well-being and mindfulness measures were collected at baseline and upon program completion. Measures were administered at 12 weeks postprogram to the mindfulness group only. One-way analyses of covariance were used for the main analyses, with corresponding baseline scores entered as covariates. Both programs led to significant increases in well-being outcomes, but significantly greater changes were observed for the mindfulness group (general well-being covariate-adjusted change scores were 4.49 [SE = 0.64] for the mindfulness-based program vs. 2.63 [SE = 0.63] for the emotional literacy program). Mindfulness scores significantly increased for the mindfulness group only. There was evidence of student acceptability of the mindfulness-based program and some indication of sustainability of effects at 12 weeks. The study adds to previous research that highlights beneficial well-being effects of mindfulness-based interventions in the classroom. Further research should evaluate potential long-term effects and delivery training.
In the field of positive psychology, the subjective happiness scale (SHS) is one of the most widely used measures of happiness. While the scale has been translated into many languages, there is still no valid French version. The goal of this article is to investigate the psychometric properties of the French translation of SHS and to establish a standard for the French population. Exploratory and confirmatory studies confirm the unifactorial dimension of the scale. Psychometric properties were judged satisfactory, and the French version of the subjective happiness scale (SHS-F) displays good reliability. Significant correlations with life satisfaction, positive and negative affect, depression, mindfulness and self-compassion demonstrate its convergent validity. These results suggest that the French version of the SHS is a valid tool for Francophone researchers and clinicians who want to measure happiness.
The current study is a pilot trial to examine the effects of a nonelective, classroom-based, teacher-implemented, mindfulness meditation intervention on standard clinical measures of mental health and affect in middle school children. A total of 101 healthy sixth-grade students (55 boys, 46 girls) were randomized to either an Asian history course with daily mindfulness meditation practice (intervention group) or an African history course with a matched experiential activity (active control group). Self-reported measures included the Youth Self Report (YSR), a modified Spielberger State-Trait Anxiety Inventory, and the Cognitive and Affective Mindfulness Measure -Revised. Both groups decreased significantly on clinical syndrome subscales and affect but did not differ in the extent of their improvements. Meditators were significantly less likely to develop suicidal ideation or thoughts of self-harm than controls. These results suggest that mindfulness training may yield both unique and non-specific benefits that are shared by other novel activities.
The objective of this study was to examine the psychometric properties of a French version of the State-Trait Anxiety Inventory for Children (STAIC). The STAIC was administered to 288 French Canadian children in Grades 4, 5, and 6. The three-factor model found in the original version was confirmed. The internal consistency coefficients of the State Anxiety and Trait Anxiety scales were excellent. Test-retest reliabilities after a 6-month period were also similar to those of the original version. Finally, concurrent validity, assessed by the correlation with the Revised Children's Manifest Anxiety Scale, was also found to be good. In summary, results of the present study show that the French version of the STAIC is psychometrically sound.
The development of the Mindfulness-Based Cognitive Therapy Adherence Scale (MBCT-AS) is described. This 17-item scale measures therapist adherence to the treatment protocol for Mindfulness-Based Cognitive Therapy (MBCT), a treatment for the prevention of recurrence in Major Depressive Disorder. The MBCT-AS assesses therapist behaviours specific to (MBCT) as well as therapy practices that MBCT shares with Cognitive Behaviour Therapy (CBT). To determine the utility of this scale, we compared delivery of group MBCT against group CBT, with independent ratings of taped sessions provided to measure adherence to MBCT and CBT for therapists in both groups. The results showed that: (a) raters can reliably use the MBCT-AS; (b) MBCT therapists demonstrated adherence to the treatment protocol, as measured by the MBCT-AS; and (c) MBCT is distinguishable from CBT on both the MBCT-AS and a scale measuring adherence to CBT (CBT-AS). These findings indicate that the MBCT-AS may be a useful tool for ensuring the proper delivery of MBCT in future research, and may be helpful in determining the elements of MBCT that are unique to that treatment. Copyright © 2002 John Wiley & Sons, Ltd.
Interventions based on training in mindfulness skills are becoming increasingly popular. Mindfulness involves intentionally bringing one's attention to the internal and external experiences occurring in the present moment, and is often taught through a variety of meditation exercises. This review summarizes conceptual approaches to mind-fulness and empirical research on the utility of mindfulness-based interventions. Meta-analytic techniques were incorporated to facilitate quantification of findings and comparison across studies. Although the current empirical literature includes many methodological flaws, findings suggest that mindfulness-based interventions may be helpful in the treatment of several disorders. Methodologically sound investigations are recommended in order to clarify the utility of these interventions.
There has been substantial interest in mindfulness as an approach to reduce cognitive vulnerability to stress and emotional distress in recent years. However, thus far mindfulness has not been defined operationally. This paper describes the results of recent meetings held to establish a consensus on mindfulness and to develop conjointly a testable operational definition. We propose a two-component model of mindfulness and specify each component in terms of specific behaviors, experiential manifestations, and implicated psychological processes. We then address issues regarding temporal stability and situational specificity and speculate on the conceptual and operational distinctiveness of mindfulness. We conclude this paper by discussing implications for instrument development and briefly describing our own approach to measurement.
School-age children report much stress in their daily lives, which may lead to psychological and physical problems. Mindfulness-based Stress Reduction is a program of awareness-based practices effective with adults. The purpose of this study was to investigate the efficacy of mindfulness training through yoga with school-age girls to reduce perceived stress, enhance coping abilities, self-esteem, and self-regulation, and explore the relationship between the dose of the intervention and outcomes.
Fourth- and fifth-grade girls were recruited from two public schools and randomly assigned to intervention and wait-list control groups. The intervention group met 1 hour a week for 8 weeks and completed 10 minutes of daily homework.
Self-esteem and self-regulation increased in both groups. The intervention group was more likely to report greater appraisal of stress (p < .01) and greater frequency of coping (p < .05). Homework accounted for 7% of the variance in reported stress.
Consistent with reports of mindfulness training, greater awareness of the feelings associated with stress may enhance coping abilities. However, it is possible that the increasing awareness of stressors in itself increased stress, possibly as part of the process of developing mindfulness or related to cognitive, emotional, or social development. Mindfulness in children may differ from mindfulness in adults and warrants further investigation.
This article presents 4 studies (N = 1,413) describing the development and validation of the Child and Adolescent Mindfulness Measure (CAMM). In Study 1 (n = 428), the authors determined procedures for item development and examined comprehensibility of the initial 25 items. In Study 2 (n = 334), they reduced the initial item pool from 25 to 10 items through exploratory factor analysis. Study 3 (n = 332) evaluated the final 10-item measure in a cross-validation sample, and Study 4 (n = 319) determined validity coefficients for the CAMM using bivariate and partial correlations with relevant variables. Results suggest that the CAMM is a developmentally appropriate measure with adequate internal consistency. As expected, CAMM scores were positively correlated with quality of life, academic competence, and social skills and negatively correlated with somatic complaints, internalizing symptoms, and externalizing behavior problems. Correlations were reduced but generally still significant after controlling for the effects of 2 overlapping processes (thought suppression and psychological inflexibility). Overall, results suggest that the CAMM may be a useful measure of mindfulness skills for school-aged children and adolescents.
Mindfulness- based Cognitive Therapy (MBCT) is a meditation program based on an integration of Cognitive behavioural therapy and Mindfulness-based stress reduction. The aim of the present work is to review and conduct a meta-analysis of the current findings about the efficacy of MBCT for psychiatric patients. A literature search was undertaken using five electronic databases and references of retrieved articles. Main findings included the following: 1) MBCT in adjunct to usual care was significantly better than usual care alone for reducing major depression (MD) relapses in patients with three or more prior depressive episodes (4 studies), 2) MBCT plus gradual discontinuation of maintenance ADs was associated to similar relapse rates at 1year as compared with continuation of maintenance antidepressants (1 study), 3) the augmentation of MBCT could be useful for reducing residual depressive symptoms in patients with MD (2 studies) and for reducing anxiety symptoms in patients with bipolar disorder in remission (1 study) and in patients with some anxiety disorders (2 studies). However, several methodological shortcomings including small sample sizes, non-randomized design of some studies and the absence of studies comparing MBCT to control groups designed to distinguish specific from non-specific effects of such practice underscore the necessity for further research.
Mindfulness-based stress reduction (MBSR) is a clinically standardized meditation that has shown consistent efficacy for many mental and physical disorders. Less attention has been given to the possible benefits that it may have in healthy subjects. The aim of the present review and meta-analysis is to better investigate current evidence about the efficacy of MBSR in healthy subjects, with a particular focus on its benefits for stress reduction.
A literature search was conducted using MEDLINE (PubMed), the ISI Web of Knowledge, the Cochrane database, and the references of retrieved articles. The search included articles written in English published prior to September 2008, and identified ten, mainly low-quality, studies. Cohen's d effect size between meditators and controls on stress reduction and spirituality enhancement values were calculated.
MBSR showed a nonspecific effect on stress reduction in comparison to an inactive control, both in reducing stress and in enhancing spirituality values, and a possible specific effect compared to an intervention designed to be structurally equivalent to the meditation program. A direct comparison study between MBSR and standard relaxation training found that both treatments were equally able to reduce stress. Furthermore, MBSR was able to reduce ruminative thinking and trait anxiety, as well as to increase empathy and self-compassion.
MBSR is able to reduce stress levels in healthy people. However, important limitations of the included studies as well as the paucity of evidence about possible specific effects of MBSR in comparison to other nonspecific treatments underline the necessity of further research.
The practice of mindfulness meditation was used in a 10-week Stress Reduction and Relaxation Program to train chronic pain patients in self-regulation. The meditation facilitates an attentional stance towards proprioception known as detached observation. This appears to cause an "uncoupling " of the sensory dimension of the pain experience from the affective/evaluative alarm reaction and reduce the experience of suffering via cognitive reappraisal. Data are presented on 51 chronic pain patients who had not improved with traditional medical care. The dominant pain categories were low back, neck and shoulder, and headache. Facial pain, angina pectoris, noncoronary chest pain, and GI pain were also represented. At 10 weeks, 65% of the patients showed a reduction of greater than or equal to 33% in the mean total Pain Rating Index (Melzack) and 50% showed a reduction of greater than or equal to 50%. Similar decreases were recorded on other pain indices and in the number of medical symptoms reported. Large and significant reductions in mood disturbance and psychiatric symptomatology accompanied these changes and were relatively stable on follow-up. These improvements were independent of the pain category. We conclude that this form of meditation can be used as the basis for an effective behavioral program in self-regulation for chronic pain patients. Key features of the program structure, and the limitations of the present uncontrolled study are discussed.
Health-related quality of life is increasingly being considered as a relevant end-point and outcome criterion in evaluating the effects of medical treatment. While in adults quality of life instruments have been developed in terms of generic as well as disease-specific measures, quality of life assessment and children is a relatively new area. The current paper describes the application of a German generic quality of life instrument for children (the KINDL) in a group of 45 chronically ill children suffering from diabetes or asthma in comparison to 45 age- and gender-matched healthy children. The results of psychometric testing in these populations showed that the German KINDL is a reliable, valid and practical instrument to assess the health-related quality of life of children which should be supplemented by disease-specific modules and needs to be further tested in clinical populations.
Mindfulness is an attribute of consciousness long believed to promote well-being. This research provides a theoretical and empirical examination of the role of mindfulness in psychological well-being. The development and psychometric properties of the dispositional Mindful Attention Awareness Scale (MAAS) are described. Correlational, quasi-experimental, and laboratory studies then show that the MAAS measures a unique quality of consciousness that is related to a variety of well-being constructs, that differentiates mindfulness practitioners from others, and that is associated with enhanced self-awareness. An experience-sampling study shows that both dispositional and state mindfulness predict self-regulated behavior and positive emotional states. Finally, a clinical intervention study with cancer patients demonstrates that increases in mindfulness over time relate to declines in mood disturbance and stress.
Recently, the psychological construct mindfulness has received a great deal of attention. The majority of research has focused on clinical studies to evaluate the efficacy of mindfulness-based interventions. This line of research has led to promising data suggesting mindfulness-based interventions are effective for treatment of both psychological and physical symptoms. However, an equally important direction for future research is to investigate questions concerning mechanisms of action underlying mindfulness-based interventions. This theoretical paper proposes a model of mindfulness, in an effort to elucidate potential mechanisms to explain how mindfulness affects positive change. Potential implications and future directions for the empirical study of mechanisms involved in mindfulness are addressed.
The miracle of mindfulness: an introduction to the practice of meditation
- T N Hanh
Hanh TN. The miracle of mindfulness: an introduction to the practice of
meditation. Beacon Press; 2016. p. 178 p.
Mindfulness for Children and Youth: A Review of the Literature with an Argument for School-Based Implementation. Canadian Journal of Counselling and Psychotherapy / Revue canadienne de counseling et de psychothérapie
- K Rempel
Rempel K. Mindfulness for Children and Youth: A Review of the Literature with
an Argument for School-Based Implementation. Canadian Journal of Counselling and Psychotherapy / Revue canadienne de counseling et de psychothé rapie
[Internet]. Disponible sur: https://cjc-rcc.ucalgary.ca/article/view/59860.
Calme et attentif comme une grenouille: la mé ditation pour les enfants avec leurs parents. Les Arè nes
- E Snel
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Snel E, Van Rillaer J. Calme et attentif comme une grenouille: la mé ditation
pour les enfants avec leurs parents. Les Arè nes; 2012.