Effectiveness of a School-Based Mindfulness and Art Therapy Group Program

References

• Achenbach, T. M., McConaughy, S. H., & Howell, C. T. (1987). Child/adolescent behavioral and emotional problems: Implications of cross-informant correlations for situational specificity. Psychological Bulletin, 101(2), 213–232. https://doi.org/10.1037/00332909.101.2.213
   PubMed Web of Science ®Google Scholar
• Björling, E. A., Stevens, C., & Singh, N. B. (2019). Participatory pilot of an art-based mindfulness intervention for adolescent girls with headache. Art Therapy: Journal of the American Art Therapy Association, 36(2), 86–92. https://doi.org/10.1080/07421656.2019.1609325
   Google Scholar
• Black, D. S., & Fernando, R. (2014). Mindfulness training and classroom behavior of lower-income and ethnic minority elementary school children. Journal of Child and Family Studies, 23(7), 1242–1246. https://doi.org/10.1007/s10826-013-9784-4
   PubMed Web of Science ®Google Scholar
• Bokoch, R. (2017). Acceptability, feasibility, and effectiveness of a mindfulness-based art therapy group curriculum on child mental health outcomes in a school-based setting: A program evaluation [Unpublished doctoral dissertation]. Alliant International University, Los Angeles.
   Google Scholar
• Burack, J. A., D’Arrisso, A., Ponizovsky, V., Troop Gordon, W., Mandour, T., Tootoosis Robinson, S., Iarocci, G., & Fryberg, S. (2013). ‘Friends and grades’: Peer preference and attachment predict academic success among Naskapi youth. School Psychology International, 34(4), 371–386. https://doi.org/10.1177/0143034312446888
   Web of Science ®Google Scholar
• Burgdorf, V., Szabó, M., & Abbott, M. J. (2019). The effect of mindfulness interventions for parents on parenting stress and youth psychological outcomes: A systematic review and meta-analysis. Frontiers in Psychology, 10, 1336–1327. https://doi.org/10.3389/fpsyg.2019.01336
   PubMed Web of Science ®Google Scholar
• Chimiklis, A. L., Dahl, V., Spears, A. P., Goss, K., Fogarty, K., & Chacko, A. (2018). Yoga, mindfulness, and meditation interventions for youth with ADHD: Systematic review and meta-analysis. Journal of Child and Family Studies, 27(10), 3155–3168. https://doi.org/10.1007/s10826-018-1148-7
   Web of Science ®Google Scholar
• Coatsworth, J. D., Duncan, L. G., Greenberg, M. T., & Nix, R. L. (2010). Changing parent's mindfulness, child management skills and relationship quality with their youth: Results from a randomized pilot intervention trial. Journal of Child and Family Studies, 19(2), 203–217. https://doi.org/10.1007/s10826-009-9304-8
   PubMed Web of Science ®Google Scholar
• Coholic, D., & Eys, M. (2016). Benefits of an arts-based mindfulness group intervention for vulnerable children. Child and Adolescent Social Work Journal, 33(1), 1–13. https://doi.org/10.1007/s10560-015-0431-3
   Web of Science ®Google Scholar
• Conners, C. K. (2008). Conners 3rd Edition [Assessment instrument]. Multi Health Systems Inc.
   Google Scholar
• Danieli, Y., Snir, S., Regev, D., & Adoni-Kroyanker, M. (2019). Suitability of the art therapy room and changes in outcome measures in the education system. International Journal of Art Therapy, 24(2), 68–75. https://doi.org/10.1080/17454832.2018.1564778
   Google Scholar
• Duncan, B. L., Miller, S. D., & Sparks, J. A. (2003). Child Outcome Rating Scale and Child Session Rating Scale. [Assessment instruments]. Institute for Study of Therapeutic Change.
   Google Scholar
• Duncan, B. L., Miller, S. D., Sparks, J. A., Claud, D. A., Reynolds, L. R., Brown, J., & Johnson, L. D. (2003). The Session Rating Scale: Preliminary psychometric properties of a “working” alliance measure. Journal of Brief Therapy, 3(1), 3–12.
   Google Scholar
• Duncan, L. (2007). Interpersonal Mindfulness in Parenting Scale [Assessment instrument]. Pennsylvania State University.
   Google Scholar
• Dunning, D. L., Griffiths, K., Kuyken, W., Crane, C., Foulkes, L., Parker, J., & Dalgleish, T. (2019). Research review: The effects of mindfulness-based interventions on cognition and mental health in children and adolescents – A meta-analysis of randomized controlled trials. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 60(3), 244–258. https://doi.org/10.1111/jcpp.12980
   PubMed Web of Science ®Google Scholar
• Emerson, L. M., de Diaz, N. N., Sherwood, A., Waters, A., & Farrell, L. (2020). Mindfulness interventions in schools: Integrity and feasibility of implementation. International Journal of Behavioral Development, 44(1), 62–75. https://doi.org/10.1177/0165025419866906
   Web of Science ®Google Scholar
• Flook, L., Goldberg, S. B., Pinger, L., & Davidson, R. J. (2015). Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum. Developmental Psychology, 51(1), 44–51. https://doi.org/10.1037/a0038256
   PubMed Web of Science ®Google Scholar
• Franklin, M. (2010). Affect regulation, mirror neurons, and the third hand: Formulating mindful, empathic, art therapy interventions. Art Therapy: Journal of the American Art Therapy Association, 27(4), 160–167. https://doi.org/10.1080/07421656.2010.10129385
   Google Scholar
• Friedmutter, R. (2016). The effectiveness of mindful parenting interventions: A meta-analysis. Dissertation Abstracts International: The Sciences and Engineering, 76(10b), 1336.
   Google Scholar
• Germer, C., & Neff, K. (2019). Teaching the mindful self-compassion program: A guide for professionals. The Guilford Press.
   Google Scholar
• Goldstein, J. (2013). Mindfulness: A practical guide to awakening. Sounds True.
   Google Scholar
• Greco, L., Baer, R. A., & Smith, G. T. (2011). Child and Adolescent Mindfulness Measure [Assessment instrument]. University of Kentucky.
   Google Scholar
• Harnett, P. H., & Dawe, S. (2012). The contribution of mindfulness-based therapies for children and families and proposed conceptual integration. Child and Adolescent Mental Health, 17(4), 195–208. https://doi.org/10.1111/j.1475-3588.2011.00643.x
   PubMed Web of Science ®Google Scholar
• Harrison, L. J., Manocha, R., & Rubia, K. (2004). Sahaja yoga meditation as a family treatment programme for children with attention deficit-hyperactivity disorder. Clinical Child Psychology and Psychiatry, 9(4), 479–497. https://doi.org/10.1177/1359104504046155
   Google Scholar
• Hass-Cohen, N., & Clyde Findlay, J. (2015). Art therapy and the neuroscience of relationships, creativity, and resiliency. W. W. Norton & Company.
   Google Scholar
• Isis, P. D. (2019). The mindful doodle book: 75 creative exercises to help you live in the moment. PESI Publishing.
   Google Scholar
• Isis, P. D., Bush, J., Siegel, C. A., & Ventura, Y. (2010). Empowering students through creativity: Art therapy in Miami-Dade County Public Schools. Art Therapy: Journal of the American Art Therapy Association, 27(2), 56–61. https://doi.org/10.1080/07421656.2010.10129712
   Google Scholar
• Kabat-Zinn, J. (1990). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain, and illness. Dell Publishing.
   Google Scholar
• Kallapiran, K., Koo, S., Kirubakaran, R., & Hancock, K. (2015). Review: Effectiveness of mindfulness in improving mental health symptoms of children and adolescents: A meta-analysis. Child and Adolescent Mental Health, 20(4), 182–194. https://doi.org/10.1111/camh.12113
   PubMed Web of Science ®Google Scholar
• Kao, G. S., & Thomas, H. M. (2010). Test Review: C. Keith Conners Conners 3rd Edition Toronto, Ontario, Canada: Multi-Health Systems, 2008. Journal of Psychoeducational Assessment, 28(6), 598–602. https://doi.org/10.1177/0734282909360011
   Google Scholar
• Karkou, V. (2010). Art therapy in schools: Research and practice. Jessica Kingsley.
   Google Scholar
• Karver, M. S., Handelsman, J. B., Fields, S., & Bickman, L. (2006). Meta-analysis of therapeutic relationship variables in youth and family therapy: The evidence for different relationship variables in the child and adolescent treatment outcome literature. Clinical Psychology Review, 26(1), 50–65. https://doi.org/10.1016/j.cpr.2005.09.001
   PubMed Web of Science ®Google Scholar
• Kim, J., & Kwon, M. (2018). Effects of mindfulness-based intervention to improve task performance for children with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities: JARID, 31(1), 87–97. https://doi.org/10.1111/jar.12333
   PubMed Web of Science ®Google Scholar
• Klatt, M., Harpster, K., Browne, E., White, S., & Case-Smith, J. (2013). Feasibility and preliminary outcomes for Move-Into-Learning: An arts-based mindfulness classroom intervention. The Journal of Positive Psychology, 8(3), 233–241. https://doi.org/10.1080/17439760.2013.779011
   Web of Science ®Google Scholar
• Kokkinos, C. M., Panayiotou, G., & Davazoglou, A. M. (2004). Perceived seriousness of students’ undesirable behaviors: The student teachers’ perspective. Educational Psychology, 24(1), 109–120. https://doi.org/10.1080/0144341032000146458
   Google Scholar
• Lambert, M. C., Hurley, K. D., Gross, T. J., Epstein, M. H., & Stevens, A. L. (2015). Validation of the Symptoms and Functioning Severity Scale in residential group care. Administration and Policy in Mental Health, 42(3), 356–362. https://doi.org/10.1007/s10488-014-0575-z
   PubMed Web of Science ®Google Scholar
• Lindsey, L., Robertson, P., & Lindsey, B. (2018). Expressive arts and mindfulness: Aiding adolescents in understanding and managing their stress. Journal of Creativity in Mental Health, 13(3), 288–297. https://doi.org/10.1080/15401383.2018.1427167
   Web of Science ®Google Scholar
• Lo, H. H. M., Wong, S. W. L., Wong, J. Y. H., Yeung, J. W. K., Snel, E., & Wong, S. Y. S. (2020). The effects of family-based mindfulness intervention on ADHD symptomology in young children and their parents: A randomized control trial. Journal of Attention Disorders, 24(5), 667–680. https://doi.org/10.1177/1087054717743330
   PubMed Web of Science ®Google Scholar
• Malchiodi, C. A., & Crenshaw, D. A. (2017). What to do when children clam up in therapy: Interventions to facilitate communication. The Guilford Press.
   Google Scholar
• McDonald, A., & Drey, N. S. (2018). Primary-school-based art therapy: A review of controlled studies. International Journal of Art Therapy, 23(1), 33–44. https://doi.org/10.1080/17454832.2017.1338741
   Google Scholar
• Neff, K. D., & Germer, C. K. (2013). A pilot study and randomized controlled trial of the mindful self-compassion program. Journal of Clinical Psychology, 69(1), 28–44. https://doi.org/10.1002/jclp.21923
   PubMed Web of Science ®Google Scholar
• Nelson, C. L. (2010). Meeting the needs of urban students: Creative arts therapy in Jersey City public schools. Art Therapy: Journal of the American Art Therapy Association, 27(2), 62–68. https://doi.org/10.1080/07421656.2010.10129711
   Google Scholar
• Rappaport, L. (2014). Mindfulness and the arts therapies: Theory and practice. Jessica Kingsley.
   Google Scholar
• Rempel, K. (2012). Mindfulness for children and youth: A review based on the literature with an argument for school-based implementation. Canadian Journal of Counselling and Psychotherapy, 46(3), 201–220.
   Google Scholar
• Rubin, J. (2005). Child art therapy. John Wiley & Sons, Inc.
   Google Scholar
• Ruiz, Í. R., Germán, M. Á. S., Burgos, J. F. A., Díaz, S. C., & Montero, A. C. (2020). Effectiveness of mindfulness‐based interventions on anxiety for children and adolescents: A systematic review and meta‐analysis. Early Intervention in Psychiatry, 14(3), 263–274. https://doi.org/10.1111/eip.12849
   PubMed Web of Science ®Google Scholar
• Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51(1), 52–66. https://doi.org/10.1037/a0038454.supp https://doi.org/10.1037/a0038454
   PubMed Web of Science ®Google Scholar
• Snir, S., Regev, D., Keinan, V., El Kader-Shahada, H. A., Salamey, A., Mekel, D., Melzak, D., Daoud, H., Green-Orlovich, A., Belity, I., & Alkara, M. (2018). Art therapy in the Israeli education system – A qualitative meta-analysis. International Journal of Art Therapy, 23(4), 169–179. https://doi.org/10.1080/17454832.2017.1409775
   Google Scholar
• Sturaro, C., van Lier, P. C., Cuijpers, P., & Koot, H. M. (2011). The role of peer relationships in the development of early school-age externalizing problems. Child Development, 82(3), 758–765. https://doi.org/10.1111/j.1467-8624.2010.01532.x
   PubMed Web of Science ®Google Scholar
• Willner, C. J., Gatzke-Kopp, L. M., & Bray, B. C. (2016). The dynamics of internalizing and externalizing comorbidity across the early school years. Development and Psychopathology, 28(4pt1), 1033–1052. https://doi.org/10.1017/S0954579416000687
   PubMed Web of Science ®Google Scholar
• Wyman, P. A., Cross, W., Hendricks Brown, C., Yu, Q., Tu, X., & Eberly, S. (2010). Intervention to strengthen emotional self-regulation in children with emerging mental health problems: Proximal impact on school behavior. Journal of Abnormal Child Psychology, 38(5), 707–720. https://doi.org/10.1007/s10802-010-9398-x
   PubMed Web of Science ®Google Scholar
• Zelazo, P. D., & Lyons, K. E. (2012). The potential benefits of mindfulness training in early childhood: A developmental social cognitive neuroscience perspective. Child Development Perspectives, 6(2), 154–157. https://doi.org/10.1111/j.1750-8606.2012.00241.x
   Web of Science ®Google Scholar
• Zoogman, S., Goldberg, S. B., Hoyt, W. T., & Miller, L. (2015). Mindfulness interventions with youth: A meta-analysis. Mindfulness, 6(2), 290–302. https://doi.org/10.1007/s12671-013-0260-4
   Web of Science ®Google Scholar