Citations (160)
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Naheed E. Hosan, Veronica Smith, William B. Strean, Erica M. S. Sibinga, Salima Punja & Sunita Vohra. (2022) The “what,” “why,” and “when” of using mindfulness in schools: Best practices and guidance for educators and policymakers. Theory Into Practice 61:4, pages 465-476.
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Lourdes Joy T. Galvez Tan & Liane Peña Alampay. (2022) Exploring moderators of intervention effects of a mindfulness program for Filipino children. International Journal of School & Educational Psychology 10:3, pages 368-382.
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Rebecca J. Collie. (2022) Instructional support, perceived social-emotional competence, and students’ behavioral and emotional well-being outcomes . Educational Psychology 42:1, pages 4-22.
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Rongxiang Tang, Patricia C. Broderick, Tim Bono, Kamila Dvoráková & Todd S. Braver. (2021) A College First-Year Mindfulness Seminar to Enhance Psychological Well-Being and Cognitive Function. Journal of Student Affairs Research and Practice 58:4, pages 437-451.
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Marika Koivuniemi, Hanna Järvenoja, Sanna Järvelä & Valérie Thomas. (2021) An overview of instruments for assessing and supporting elementary school students’ self-regulated learning. Learning: Research and Practice 7:2, pages 109-146.
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Anna S. Lau, Joanna J. Kim, Diem Julie Nguyen, Hannah T. Nguyen, Tamar Kodish & Bahr Weiss. (2020) Effects of Preference on Outcomes of Preventive Interventions among Ethnically Diverse Adolescents At-Risk of Depression. Journal of Clinical Child & Adolescent Psychology 49:6, pages 820-836.
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Gina McDowell, Jahnavi Valleru, Meredith Adams & Mary A. Fristad. (2020) Centering, Affective Regulation, and Exposure (CARE) Group: Mindful Meditation and Movement for Youth with Anxiety. Evidence-Based Practice in Child and Adolescent Mental Health 5:2, pages 139-146.
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Joshua C. Felver, Adam J. Clawson, Melissa L. Morton, Erica Brier-Kennedy, Pamela Janack & Robert A. DiFlorio. (2019) School-based mindfulness intervention supports adolescent resiliency: A randomized controlled pilot study. International Journal of School & Educational Psychology 7:sup1, pages 111-122.
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John E. Lochman, Caroline L. Boxmeyer, Francesca L. Kassing, Nicole P. Powell & Sara L. Stromeyer. (2019) Cognitive Behavioral Intervention for Youth at Risk for Conduct Problems: Future Directions. Journal of Clinical Child & Adolescent Psychology 48:5, pages 799-810.
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Sara Erreygers, Heidi Vandebosch, Ivana Vranjes, Elfi Baillien & Hans De Witte. (2019) The Longitudinal Association Between Poor Sleep Quality and Cyberbullying, Mediated by Anger. Health Communication 34:5, pages 560-566.
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Behnaz Kiani, Habib Hadianfard & John T. Mitchell. (2017) The impact of mindfulness meditation training on executive functions and emotion dysregulation in an Iranian sample of female adolescents with elevated attention‐deficit/hyperactivity disorder symptoms. Australian Journal of Psychology 69:4, pages 273-282.
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Sandra L. Kerr, Lisa J. Lucas, Grace E. DiDomenico, Vipanchi Mishra, Brian J. Stanton, Geeta Shivde, Alexandra N. Pero, Madeline E. Runyen & Gabriella M. Terry. (2017) Is mindfulness training useful for pre-service teachers? An exploratory investigation. Teaching Education 28:4, pages 349-359.
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Tara Hickey, Barnaby Nelson & Graham Meadows. (2017) Application of a mindfulness and compassion‐based approach to the at‐risk mental state. Clinical Psychologist 21:2, pages 104-115.
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Kamila Dvořáková, Moé Kishida, Jacinda Li, Steriani Elavsky, Patricia C. Broderick, Mark R. Agrusti & Mark T. Greenberg. (2017) Promoting healthy transition to college through mindfulness training with first-year college students: Pilot randomized controlled trial. Journal of American College Health 65:4, pages 259-267.
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Ross Bernay, Esther Graham, Daniel A. Devcich, Grant Rix & Christine M. Rubie-Davies. (2016) Pause, breathe, smile: a mixed-methods study of student well-being following participation in an eight-week, locally developed mindfulness program in three New Zealand schools. Advances in School Mental Health Promotion 9:2, pages 90-106.
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Diana A. Coholic, Vivian Oystrick, Jennifer Posteraro & Sean Lougheed. (2016) Facilitating Arts-Based Mindfulness Group Activities with Vulnerable Children: An Example of Nondeliberative Social Group Work Practice. Social Work With Groups 39:2-3, pages 155-169.
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Amy J. Shapiro, Nancy L. Heath & Dana Carsley. (2016) Pilot evaluation of the feasibility and acceptability of StressOFF Strategies: a single-session school-based stress management program for adolescents. Advances in School Mental Health Promotion 9:1, pages 12-28.
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Álvaro I. Langer, Valentina G. Ulloa, Adolfo J. Cangas, Graciela Rojas & Mariane Krause. (2015) Mindfulness-based interventions in secondary education: a qualitative systematic review / Intervenciones basadas en mindfulness en educación secundaria: una revisión sistemática cualitativa. Studies in Psychology 36:3, pages 533-570.
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Robert
W. Roeser. (2013) Mindfulness and Human Development: A Commentary on the Special Issue. Research in Human Development 10:3, pages 273-283.
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Jo Lauren Weaver & Jacqueline M. Swank. A Mindfulness-Based Intervention for Adolescent Social Media Users: A Quasi-Experimental Study. Journal of Child and Adolescent Counseling 0:0, pages 1-12.
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Articles from other publishers (140)
Rebecca J. Collie, Andrew J. Martin, Lauren Renshaw & Kate Caldecott-Davis. (2024) Students’ perceived social-emotional competence: The role of autonomy-support and links with well-being, social-emotional skills, and behaviors. Learning and Instruction 90, pages 101866.
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Jesus Montero-Marin, Verena Hinze, Catherine Crane, Nicola Dalrymple, Maria E.J. Kempnich, Liz Lord, Yasmijn Slaghekke, Kate Tudor, Sarah Byford, Tim Dalgleish, Tamsin J. Ford, Mark T. Greenberg, Obioha C. Ukoumunne, J. Mark G. Williams, Willem Kuyken, Saz Ahmed, Matt Allwood, Susan Ball, Marc Bennett, Sarah-Jayne Blakemore, Triona Casey, Katherine De Wilde, Darren Dunning, Eleanor-Rose Farley, Katie Fletcher, Lucy Foulkes, Poushali Ganguli, Cait Griffin, Kirsty Griffiths, Ben Jones, Nils Kappelmann, Konstantina Komninidou, Rachel Knight, Suzannah Laws, Jovita Leung, Emma Medlicott, Elizabeth Nuthall, Jenna Parker, Alice Phillips, Anam Raja, Lucy Palmer, Ariane Petit, Blanca Piera Pi-Sunyer, Isobel Pryor-Nitsch, Lucy Radley, J. Ashok Sakhardande, Jem Shackleford, Anna Sonley, Laura Taylor, Alice Tickell, Maris Vainre, Russell M. Viner, Brian Wainman & Lucy Warriner. (2023) Do Adolescents Like School-Based Mindfulness Training? Predictors of Mindfulness Practice and Responsiveness in the MYRIAD Trial. Journal of the American Academy of Child & Adolescent Psychiatry 62:11, pages 1256-1269.
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Rachel G. Lucas-Thompson, Mark A. Prince, Brock A. Rigsby, Melanie S. Adams, Reagan L. Miller, Addie Rzonca, Jill Krause, Megan Moran, Timothy Piehler, Nicole Morrell & Lauren Shomaker. (2023) Preliminary Evaluation of Learning to BREATHE PLUS for University Students: Does a Multi-Modal Adaptive Supplement Strengthen Effects of a Mindfulness-Based Intervention?. Mindfulness 14:11, pages 2699-2715.
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Hyeyun Ko, Taerim Lee, Soeun Hong & Sang Min Lee. (2023) Latent profile analysis of emotional clarity and acceptance in school-to-work transition students: association with depression and life satisfaction. Current Psychology.
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James Murray & Lia Tostevin. (2023) Improving emotion regulation and communication for children: A pre-post trial of a school-based approach. Mental Health & Prevention 30, pages 200282.
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Caroline L. Boxmeyer, Catanya G. Stager, Shari Miller, John E. Lochman, Devon E. Romero, Nicole P. Powell, Chuong Bui & Lixin Qu. (2023) Mindful Coping Power Effects on Children’s Autonomic Nervous System Functioning and Long-Term Behavioral Outcomes. Journal of Clinical Medicine 12:11, pages 3621.
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Nilija Fulambarkar, Brian Seo, Alanna Testerman, Mitchell Rees, Kim Bausback & Eduardo Bunge. (2022) Review: Meta‐analysis on mindfulness‐based interventions for adolescents' stress, depression, and anxiety in school settings: a cautionary tale. Child and Adolescent Mental Health 28:2, pages 307-317.
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Georgia Rowland, Emily Hindman & Peter Hassmén. (2023) Do Group Mindfulness-Based Interventions Improve Emotion Regulation in Children? A Systematic Review. Journal of Child and Family Studies 32:5, pages 1294-1303.
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Haode Zuo & Lidong Wang. (2023) The influences of mindfulness on high-stakes mathematics test achievement of middle school students. Frontiers in Psychology 14.
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Pragati Goyal, Mina Chandra, Rushi & Mona Choudhary. (2023) The Effect of Mindfulness Practice on Adolescents: A Pilot Study. Journal of Indian Association for Child and Adolescent Mental Health 19:2, pages 207-214.
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Rachel G. Lucas-Thompson, Mark A. Prince, Melanie S. Adams, Reagan L. Miller, Megan J. Moran, Stephanie R. Rayburn & Natasha S. Seiter. (2023) Does a mindfulness-based intervention strengthen mindfulness stress buffering effects in adolescence? A preliminary investigation. Current Psychology.
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Teresa J. Ng, Jiying Ling, Lorraine B. Robbins & Tsui-sui A. Kao. (2023) Stress Management Interventions Among U.S. High School Adolescents: A Meta-Analysis. Journal of the American Psychiatric Nurses Association, pages 107839032311616.
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Sherilyn Chang, Janhavi Ajit Vaingankar, Esmond Seow, Ellaisha Samari, Yi Chian Chua, Nan Luo, Swapna Verma & Mythily Subramaniam. (2023) Understanding Emotion Regulation Strategies Among Youths: A Qualitative Study. Journal of Adolescent Research, pages 074355842311610.
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Kailyn Fullerton. 2023. Exploring Social Emotional Learning in Diverse Academic Settings. Exploring Social Emotional Learning in Diverse Academic Settings
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Hagit Sabo Brants & Barak Ariel. (2020) Evidence Map of School-Based Violence Prevention Programs in Israel. International Criminal Justice Review 33:1, pages 50-65.
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Rebecca N. Baelen, Laura F. Gould, Joshua C. Felver, Deborah L. Schussler & Mark T. Greenberg. (2022) Implementation Reporting Recommendations for School-Based Mindfulness Programs. Mindfulness 14:2, pages 255-278.
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Sümeyye DERİN & Emre TOPRAK. (2023) Influential Factors in Classifying Professionalism Levels of Teachers in TurkeyTürkiye'deki Öğretmenlerin Profesyonellik Düzeylerinin Sınıflandırılmasında Etkili Faktörler. e-International Journal of Educational Research.
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Iroise Dumontheil, Kristen E. Lyons, Tamara A. Russell & Philip David Zelazo. (2022) A preliminary neuroimaging investigation of the effects of mindfulness training on attention reorienting and amygdala reactivity to emotional faces in adolescent and adult females. Journal of Adolescence 95:1, pages 181-189.
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İbrahim ALBAYRAK & Yağmur ULUSOY. (2022) DUYGU DÜZENLEME PSİKO-EĞİTİM PROGRAMI UYGULAMASININ ERGENLERDE KENDİNE ZARAR VERME VE DUYGU DÜZENLEME STRATEJİLERİ ÜZERİNDEKİ ETKİSİEFFECTIVENESS OF EMOTION REGULATORY PSYCHO-EDUCATIONAL PROGRAM ON SELF-INJURY AND EMOTION-REGULATION STRATEGIES IN ADOLESCENTS. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 24:ÖZEL SAYI, pages 145-170.
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Rebecca J. Collie. (2022) Perceived social-emotional competence: A multidimensional examination and links with social-emotional motivation and behaviors. Learning and Instruction 82, pages 101656.
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Ofir Sadka & Alissa Antle. (2022) Interactive Technologies for Emotion Regulation Training: A Scoping Review. International Journal of Human-Computer Studies 168, pages 102906.
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Laura Pedrini, Serena Meloni, Mariangela Lanfredi & Roberta Rossi. (2022) School‐based interventions to improve emotional regulation skills in adolescent students: A systematic review. Journal of Adolescence 94:8, pages 1051-1067.
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Paula Pasqualucci, Georg Seifert, Vicente Odone Filho & Angelica Carreira dos Santos. (2022) The implementation of an online mindfulness-based program for pediatric patients at a tertiary hospital in South America: a feasibility study protocol. Pilot and Feasibility Studies 8:1.
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Kate Tudor, Shannon Maloney, Anam Raja, Ruth Baer, Sarah-Jayne Blakemore, Sarah Byford, Catherine Crane, Tim Dalgleish, Katherine De Wilde, Tamsin Ford, Mark Greenberg, Verena Hinze, Liz Lord, Lucy Radley, Emerita Satiro Opaleye, Laura Taylor, Obioha C. Ukoumunne, Russell Viner, Willem Kuyken & Jesus Montero-Marin. (2022) Universal Mindfulness Training in Schools for Adolescents: a Scoping Review and Conceptual Model of Moderators, Mediators, and Implementation Factors. Prevention Science 23:6, pages 934-953.
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Polina P. Mischenko, Pamela Nicholas‐Hoff, Deborah L. Schussler, Jessica Iwu & Patricia A. Jennings. (2022) Implementation barriers and facilitators of a mindfulness‐based social emotional learning program and the role of relational trust: A qualitative study. Psychology in the Schools 59:8, pages 1643-1671.
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Mary L. Phan, Tyler L. Renshaw, Julie Caramanico, Jeffrey M. Greeson, Elizabeth MacKenzie, Zabryna Atkinson-Diaz, Natalie Doppelt, Hungtzu Tai, David S. Mandell & Heather J. Nuske. (2022) Mindfulness-Based School Interventions: a Systematic Review of Outcome Evidence Quality by Study Design. Mindfulness 13:7, pages 1591-1613.
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Carmen Jalón, Jesus Montero-Marin, Marta Modrego-Alarcón, Santiago Gascón, Mayte Navarro-Gil, Alberto Barceló-Soler, Irene Delgado-Suárez & Javier García-Campayo. (2020) Implementing a training program to promote mindful, empathic, and pro-environmental attitudes in the classroom: a controlled exploratory study with elementary school students. Current Psychology 41:7, pages 4422-4430.
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Rebecca J. Collie. (2022) Social-emotional need satisfaction, prosocial motivation, and students’ positive behavioral and well-being outcomes. Social Psychology of Education 25:2-3, pages 399-424.
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Emily C. Helminen, Xiaoyan Zhang (张晓燕), Adam J. Clawson, Melissa L. Morton, Emily L. Cary, Samantha E. Sinegar, Pamela Janack & Joshua C. Felver. (2022) Stress-Buffering Effects of Mindfulness Programming for Adolescents in Schools During Periods of High- and Low-Stress. ECNU Review of Education, pages 209653112211005.
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Kamila Dvořáková, Moé Kishida, Steri Elavsky & Mark Greenberg. (2022) First-Year College Students’ Well-being: 3-Month Follow-up of Mindfulness Intervention and Potential Mechanisms of Change. Mindfulness 13:5, pages 1246-1257.
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Joy Xu, Helen Jo, Leena Noorbhai, Ami Patel & Amy Li. (2022) Virtual mindfulness interventions to promote well-being in adults: A mixed-methods systematic review. Journal of Affective Disorders 300, pages 571-585.
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Stacey N. Doan, Stephanie H. Yu, Blanche Wright, Joey Fung, Farzana Saleem & Anna S. Lau. (2022) Resilience and Family Socialization Processes in Ethnic Minority Youth: Illuminating the Achievement-Health Paradox. Clinical Child and Family Psychology Review 25:1, pages 75-92.
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Gio Iacono, Shelley L. Craig, Rachael Crowder, David J. Brennan & Emily K. Loveland. (2021) A Qualitative Study of the LGBTQ+ Youth Affirmative Mindfulness Program for Sexual and Gender Minority Youth. Mindfulness 13:1, pages 222-237.
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S. Reid & R. A. Razza. (2021) Exploring the Efficacy of a School-based Mindful Yoga Program on Socioemotional Awareness and Response to Stress among Elementary School Students. Journal of Child and Family Studies 31:1, pages 128-141.
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Hana-May Eadeh, Rosanna Breaux & Molly A. Nikolas. (2021) A Meta-Analytic Review of Emotion Regulation Focused Psychosocial Interventions for Adolescents. Clinical Child and Family Psychology Review 24:4, pages 684-706.
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Lorenzo Zamboni, Francesco Centoni, Francesca Fusina, Elisa Mantovani, Francesca Rubino, Fabio Lugoboni & Angela Federico. (2021) The Effectiveness of Cognitive Behavioral Therapy Techniques for the Treatment of Substance Use Disorders. Journal of Nervous & Mental Disease 209:11, pages 835-845.
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Natasha Chaku, Lindsay T. Hoyt & Kelly Barry. (2021) Executive functioning profiles in adolescence: Using person-centered approaches to understand heterogeneity. Cognitive Development 60, pages 101119.
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Emma L. M. Clark, Lauren D. Gulley, Mark A. Prince, Milena Casamassima, Natalia Sanchez, Virginia Jimenez, Sarah A. Johnson, Reagan L. Miller, Isabella Conte, Jill L. Kaar, Stacey L. Simon, Christopher Melby, Rachel G. Lucas-Thompson & Lauren B. Shomaker. (2021) The role of mindfulness in associations among depression symptoms, sleep duration, and insulin resistance in adolescents. Journal of Behavioral Medicine 44:5, pages 694-703.
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Caroline L. Boxmeyer, Shari Miller, Devon E. Romero, Nicole P. Powell, Shannon Jones, Lixin Qu, Stephen Tueller & John E. Lochman. (2021) Mindful Coping Power: Comparative Effects on Children’s Reactive Aggression and Self-Regulation. Brain Sciences 11:9, pages 1119.
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Daniel Reich, Subhadra Evans, Barnaby Nelson, Tara Hickey & Melissa O’Shea. (2021) Evidence Map of Mindfulness for Stages of Psychosis: State of the Literature and Implications for Future Research. Mindfulness 12:8, pages 1860-1877.
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Joana Gómez-Odriozola & Esther Calvete. (2021) Effects of a Mindfulness-based Intervention on Adolescents’ Depression and Self-concept: The Moderating Role of Age. Journal of Child and Family Studies 30:6, pages 1501-1515.
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Sarah A. Schnitker, Jennifer Shubert, Juliette L. Ratchford, Matt Lumpkin & Benjamin J. Houltberg. (2021) Mixed Results on the Efficacy of the CharacterMe Smartphone App to Improve Self-Control, Patience, and Emotional Regulation Competencies in Adolescents. Frontiers in Psychology 12.
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Jennifer L. Frank, Patricia C. Broderick, Yoonkyung Oh, Joy Mitra, Kimberly Kohler, Deborah L. Schussler, Charles Geier, Robert W. Roeser, Elaine Berrena, Julia Mahfouz, Joseph Levitan & Mark T. Greenberg. (2021) The Effectiveness of a Teacher-Delivered Mindfulness-Based Curriculum on Adolescent Social-Emotional and Executive Functioning. Mindfulness 12:5, pages 1234-1251.
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Rachel Razza, Dessa Bergen-Cico, Staceyann Reid & Rachel Linsner Uveges. (2021) The Benefits of Mindfulness for Promoting Resilience Among At-Risk Adolescents: Results From the Inner Strength Teen Program. ECNU Review of Education, pages 209653112098225.
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Andra S. Opalinski & Laurie A. Martinez. (2021) Mindfulness and Self-Regulation in a Summer Camp Setting: An EBP Project. Journal of Pediatric Nursing 57, pages 73-78.
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Kanei Lam & Doug Seiden. (2019) Effects of a Brief Mindfulness Curriculum on Self-reported Executive Functioning and Emotion Regulation in Hong Kong Adolescents. Mindfulness 11:3, pages 627-642.
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Liane Peña Alampay, Lourdes Joy T. Galvez Tan, Antover P. Tuliao, Patricia Baranek, Mira Alexis Ofreneo, Gilda Dans Lopez, Karina Galang Fernandez, Patricia Rockman, Angelique Villasanta, Teresita Angangco, M. Lee Freedman, Leysa Cerswell & Von Guintu. (2019) A Pilot Randomized Controlled Trial of a Mindfulness Program for Filipino Children. Mindfulness 11:2, pages 303-316.
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Rachel G. Lucas-Thompson, Natasha S. Seiter, Patricia C. Broderick & J. Douglas Coatsworth. (2019) Mindfulness Interventions to Reduce Impact of Interparental Conflict on Adolescents. Journal of Child and Family Studies 29:2, pages 392-402.
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Lisa-Marie Emerson, Natalja Nabinger de Diaz, Ashra Sherwood, Allison Waters & Lara Farrell. (2019) Mindfulness interventions in schools: Integrity and feasibility of implementation. International Journal of Behavioral Development 44:1, pages 62-75.
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Marissa S. Edwards, Jemma B. King & Neal M. Ashkanasy. (2019) Social and Emotional Learning in Graduate School to Improve Student Well‐Being and Performance: A Proposed Training Program. New Directions for Teaching and Learning 2019:160, pages 91-105.
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Marion C. E. van de Sande, Minne Fekkes, Paul L. Kocken, René F. W. Diekstra, Ria Reis & Carolien Gravesteijn. (2019) Do universal social and emotional learning programs for secondary school students enhance the competencies they address? A systematic review. Psychology in the Schools 56:10, pages 1545-1567.
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Nathaniel R. Riggs & Mark T. Greenberg. (2019) Mindful Awareness: Can a Neuro-Developmentally Timed Approach Prevent Youth Substance Misuse. The Journal of Primary Prevention 40:5, pages 493-503.
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Supakyada Sapthiang, William Van Gordon & Edo Shonin. (2019) Health School-based Mindfulness Interventions for Improving Mental Health: A Systematic Review and Thematic Synthesis of Qualitative Studies. Journal of Child and Family Studies 28:10, pages 2650-2658.
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Tracey Atkins & Ben Hayes. (2019) Evaluating the impact of an autogenic training relaxation intervention on levels of anxiety amongst adolescents in school. Educational and Child Psychology 36:3, pages 33-51.
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Luis López-González, David Herrero-Fernández, Alberto Amutio, Txemi Santamaría & William Van Gordon. (2019) Validation of a Scale for Assessing Social Validity in Mindfulness-Based Educational Programs. Mindfulness 10:9, pages 1870-1882.
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Laura L. Feuerborn & Barbara Gueldner. (2019) Mindfulness and Social-Emotional Competencies: Proposing Connections Through a Review of the Research. Mindfulness 10:9, pages 1707-1720.
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T. Meixner, A. Irwin, M. Wolfe Miscio, M. Cox, S. Woon, T. McKeough & K. Milligan. (2018) Delivery of Integra Mindfulness Martial Arts in the Secondary School Setting: Factors that Support Successful Implementation and Strategies for Navigating Implementation Challenges. School Mental Health 11:3, pages 549-561.
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Andrés S. Lombas, Teresa I. Jiménez, Ricardo Arguís-Rey, Silvia Hernández-Paniello, Sonsoles Valdivia-Salas & José Martín-Albo. (2019) Impact of the Happy Classrooms Programme on Psychological Well-being, School Aggression, and Classroom Climate. Mindfulness 10:8, pages 1642-1660.
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