References
- Alampay, L. P., Galvez Tan, L. J. T., Tuliao, A. P., Baranek, P., Ofreneo, M. A., Lopez, G. D., Fernandez, K. G., Rockman, P., Villasanta, A., Angangco, T., Freedman, L., Cerswell, L., & Guintu, V. (2020). A pilot randomized controlled trial of a mindfulness program for Filipino children. Mindfulness, 11(2), 303–316. https://doi.org/https://doi.org/10.1007/s12671-019-01124-8
- Ames, C., Richardson, J., Payne, S., Smith, P., & Leigh, E. (2014). Innovations in practice: Mindfulness-based cognitive therapy for depression in adolescents. Child and Adolescent Mental Health, 19(1), 74–78. https://doi.org/https://doi.org/10.1111/camh.12034
- Angold, A., Costello, E. J., Messer, S. C., Pickles, A., Winder, F., & Silverman, D. (1995). The development of a short questionnaire for use in epidemiological studies of children and adolescents. International Journal of Methods in Psychiatric Research, 5(4), 237–249
- Ateneo Bulatao Center for Psychological Services & Centre for Mindfulness Studies. (2015). Kamalayan para sa Kabataan (mindfulness-based therapy for children) [Unpublished curriculum].
- Baer, R. A. (2003). Mindfulness Training as a Clinical Intervention: A Conceptual and Empirical Review. Clinical Psychology: Science and Practice, 10(2), 125–143. https://doi.org/https://doi.org/10.1093/clipsy.bpg015
- Biegel, G. M., Brown, K. W., Shapiro, S. L., & Schubert, C. M. (2009). Mindfulness-based stress reduction for the treatment of adolescent outpatients: A randomized clinical trial. Journal of Consulting and Clinical Psychology, 77(5), 855–866. https://doi.org/https://doi.org/10.1037/a0016241
- Black, D. S., & Fernando, R. (2014). Mindfulness training and classroom behavior among lower-income and ethnic minority elementary school children. Journal of Child and Family Studies, 23(7), 1242–1246. https://doi.org/https://doi.org/10.1007/s10826-013-9784-4
- Britton, W. B., Lepp, N. E., Niles, H. F., Rocha, T., Fisher, N. E., & Gold, J. S. (2014). A randomized controlled pilot trial of classroom-based mindfulness meditation compared to an active control condition in sixth-grade children. Journal of School of Psychology, 52(3), 263–278. https://doi.org/https://doi.org/10.1016/j.jsp.2014.03.002
- Broderick, P. C., & Metz, S. (2009). Learning to BREATHE: A pilot trial of a mindfulness curriculum for adolescents. Advances in School Mental Health Promotion, 2(1), 35–46. https://doi.org/https://doi.org/10.1080/1754730X.2009.9715696
- Burke, C. A. (2010). Mindfulness-based approaches with children and adolescents: A preliminary review of current research in an emergent field. Journal of Child and Family Studies, 19(2), 133–144. https://doi.org/https://doi.org/10.1007/s10826-009-9282-x
- Carsley, D., Heath, N. L., & Fajnerova, S. (2015). Effectiveness of a classroom mindfulness coloring activity for test anxiety in children. Journal of Applied School Psychology, 31(3), 239–255. https://doi.org/https://doi.org/10.1080/15377903.2015.1056925
- Carsley, D., Khoury, B., & Heath, N. L. (2018). Effectiveness of mindfulness interventions for mental health in schools: A comprehensive meta-analysis. Mindfulness, 9(3), 693–707. https://doi.org/https://doi.org/10.1007/s12671-017-0839-2
- Chambers, R., Gullone, E., & Allen, N.B. (2009). Mindful emotion regulation: An integrative review. Clinical Psychology Review, 29(6), 560–572. https://doi.org/https://doi.org/10.1016/j.cpr.2009.06.005
- Chaplin, T. M., & Aldao, A. (2013). Gender differences in emotion expression in children: A meta-analytic review. Psychological Bulletin, 139(4), 735–765. https://doi.org/https://doi.org/10.1037/a0030737
- Chen, K. W., Comerford, A., Shinnick, P., & Ziedonis, D. M. (2010). Introducing qigong meditation into residential addiction treatment: A pilot study where gender makes a difference. The Journal of Alternative and Complementary Medicine, 16(8), 875–882. h ttps://d oi.org/1 0.1089/acm.2009.04438
- Coffey, K. A., Hartman, M., & Frederickson, B. L. (2010). Deconstructing mindfulness and constructing mental health: Understanding mindfulness and its mechanisms of action. Mindfulness, 1(4), 235–253. https://doi.org/https://doi.org/10.1007/s12671-010-0033-2
- de Vibe, M., Solhaug, I., Tyssen, R., Friborg, O., Rosenvinge, J. H., Sorlie, T., & Bjorndal, A. (2013). Mindfulness training for stress management: A randomised controlled approach study of medical and psychology students. BMC Medical Education, 13(107), 2013. https://doi.org/https://doi.org/10.1186/1472–6920–13–107
- Djambazova-Popordanoska, S. (2016). Implications of emotion regulation on young children’s emotional well-being and educational achivement. Educational Review, 68(4), 497–515. https://doi.org/https://doi.org/10.1080/00131911.2016.1144559
- Dunning, D. L., Griffiths, K., Kuyken, W., Crane, C., Foulkes, L., Parker, J., & Dalgleish, T. (2018). 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, 60(3), 244–258. https://doi.org/https://doi.org/10.1111/jcpp.12980
- Felver, J. C., Celis-de Hoyos, C. E., Tezanos, K., & Singh, N. N. (2016). A systematic review of mindfulness-based interventions for youth in school settings. Mindfulness, 7(1), 34–45. https://doi.org/https://doi.org/10.1007/s12671-015-0389-4
- Freidlmeier, W., Corapci, F., & Cole, P. M. (2011). Emotion socialization in cross-cultural perspective. Social and Personality Psychology Compass, 5(7), 410–427. https://doi.org/https://doi.org/10.1111/j.1751-9004.2011.00362.x
- Fung, J., Guo, S., Jin, J., Bear, L., & Lau, A. (2016). A pilot randomized trial evaluating a school-based mindfulness intervention for ethnic minority youth. Mindfulness, 7(4), 819–828. https://doi.org/https://doi.org/10.1007/s12671-016-0519-7
- Goodman, A., & Goodman, R. (2009). Strengths and difficulties questionnaire as a dimensional measure of child mental health. Journal of the American Academy of Child and Adolescent Psychiatry, 48(4), 400–403. https://doi.org/https://doi.org/10.1097/CHI.0b013e3181985068
- Gould, L. F., Dariotis, J. K., Mendelson, T., & Greenberg, M. T. (2012). A school-based mindfulness intervention for urban youth: Exploring moderators of intervention effects. Journal of Community Psychology, 40(8), 968–982. https://doi.org/https://doi.org/10.1002/jcop.21505
- Gratz, K. M., & Roemer, L. (2004). Multidimensional assessment of emotion regulation and dysregulation: Development, factor structure, and initial validation of the difficulties in emotion regulation scale. Journal of Psychopathology and Behavioral Assessment, 26(1), 41–54. https://doi.org/https://doi.org/10.1023/B:JOBA.0000007455.08539.94
- Grecucci, A., Pappaianni, E., Siugzdaite, R., Theuninck, A., & Job, R. (2015). Mindful emotion regulation: Exploring the neurocognitive mechanisms behind mindfulness. Biomed Research International, 2015, 1–9. https://doi.org/https://doi.org/10.1155/2015/670724
- Gross, J. J., & Muñoz, R. F. (1995). Emotion regulation and mental health. Clinical Psychology: Science and Practice, 2(2), 151–164. https://doi.org/https://doi.org/10.1111/j.1468-2850.1995.tb00036.x
- Hayes, A. F. (2012). PROCESS (Computer software).
- Hayes, A. F. (2013). An introduction to mediation, moderation, and conditional process analysis: A regression-based approach. Guilford Press.
- Hernan, M. A., & Robins, J. M. (2017). Per-protocol analyses of pragmatic trials. The New England Journal of Medicine, 377(14), 1391–1398. https://doi.org/https://doi.org/10.1056/NEJMsm1605385
- Hunsley, J., & Lee, C. M. (2007). Research-informed benchmarks for psychological treatments: Efficacy studies, effectiveness studies, and beyond. Professional Psychology: Research and Practice, 38(1), 21–33. https://doi.org/https://doi.org/10.1037/0735-7028.38.1.21
- Kabat-Zinn, J. (1993). Wherever you go, there you are: Mindfulness meditation in everyday life. Hyperion.
- Kallapiran, K., Koo, S., Kirunakaran, R., & Hancock, K. (2015). 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/https://doi.org/10.1111/camh.12113
- Kang, Y., Rahrig, H., Eichel, K., Niles, H. F., Rocha, T., Lepp, N. E., Gold, J., & Britton, W. B. (2018). Gender differences in response to a school-based mindfulness training intervention for early adolecents. Journal of School Psychology, 68, 163–176. https://doi.org/https://doi.org/10.1016/j.jsp.2018.03.004
- Kaunhoven, R. J., & Dorjee, D. (2017). How does mindfulness moderate self-regulation in pre-adolescent children? An intergrative neurocognitive review. Neuroscience Biobehavioral Review, 74, 163–184. https://doi.org/https://doi.org/10.1016/j.neubiorev.2017.01.007
- Kazdin, A. E. (2003). Research design in clinical psychology (4th ed.). Allyn & Bacon.
- Khoury, B., Lecomte, T., Fortin, G., Masse, M., Therien, P., Bouchard, V., Chapleau, M. A., Paquin, K., & Hofman, S. (2013). Mindfulness-based therapy: A comprehensive meta-analysis. Clinical Psychology Review, 33(6), 763–771. https://doi.org/https://doi.org/10.1016/j.cpr.2013.05.005
- Kraemer, H. C., Stice, E., Kazdin, A., & Kupfer, D. (2001). How do risk factors work together to produce an outcome? Mediators, moderators, and independent, overlapping, and proxy risk factors. American Journal of Psychiatry, 158(6), 848–856. https://doi.org/https://doi.org/10.1176/appi.ajp.158.6.848
- Kraemer, H. C., Wilson, G. T., Fairburn, C. G., & Agras, W. S. (2002). Mediators and moderators of treatment effects in randomized clinical trials. Archives of General Psychiatry, 59(10), 877–883. https://doi.org/https://doi.org/10.1001/archpsyc.59.10.877
- Kral, T. R. A., Schuyler, B. S., Mumford, J. A., Rosenkranz, M. A., Lutz, A., & Davidson, R. J. (2018). Impact of short- and tong-term mindfulness meditation training on amygdala reactivity to emotional stimuli. Neuroimage, 181(1), 301–313. https://doi.org/https://doi.org/10.1016/j.neuroimage.2018.07.013
- Roemer, L., Lee, J. K., Salters-Pedneault, K., Erisman, S. M., Orsillo, S. M., & Mennin, D. D. (2009). Mindfulness and emotion regulation difficulties in generalized anxiety disorder: Preliminary evidence for independent and overlapping contributions. Behavior Therapy, 40(2), 142–154. https://doi.org/https://doi.org/10.1016/j.beth.2008.04.001
- Lau, N., & Hue, M. (2011). Preliminary outcomes of a mindfulness-based for Hong-Kong adolescents in schools: Well-being, stress, and depressive symptoms. International Journal of Children’s Spirituality, 16(4), 315–330. https://doi.org/https://doi.org/10.1080/1364436X.2011.639747
- Lee, J., Semple, R., Rosa, D., & Miller, L. (2008). Mindfulness-based cognitive therapy for children: Results of a pilot study. Journal of Cognitive Psychotherapy: An International Quarterly, 22(1), 16–27. https://doi.org/https://doi.org/10.1891/0889.8391.22.1.15
- Liehr, P., & Diaz, N. (2010). A pilot study examining the effect of mindfulness on depression and anxiety for minority children. Archives of Psychiatric Nursing, 24(11), 69–71. https://doi.org/https://doi.org/10.1016/j.apnu.2009.0.001
- Liwag, M. E. C. D., de la Cruz, A. S., & Macapagal, M. E. J. (1998). How we raise our daughters and sons: Child-rearing and gender socialization in the Philippines. Philippine Journal of Psychology, 3(1–4), 1–46.
- Maynard, B. R., Solis, M. R., Miller, V. L., & Brendel, K. E. (2017). Mindfulness-based interventions for improving cognition, academic achievement, behavior, and socio-emotional functioning of primary and secondary school students. Campbell Systematic Reviews, 13(1), 1–144. https://doi.org/https://doi.org/10.1002/CL2.177
- Meiklejohn, J., Phillips, C., Freedman, M. L., Griffin, M. L., Biegel, G., Roach, A., Frank, J. K. C., Pinger, L., Soloway, G., Isberg, R., Sibinga, E., Grossman, L., & Saltzmam, A. (2012). Integrating mindfulness training into K-12 education: Fostering the resilience of teachers and students. Mindfulness, 3(4), 291–307. https://doi.org/https://doi.org/10.1007/s12671-012-0094-5
- Metz, S. M., Frank, J. L., Reibel, D., Cantrell, T., Sanders, R., & Broderick, P. C. (2013). The effectiveness of the learning to BREATHE program on adolescent emotion regulation. Research in Human Development, 10(3), 252–272. https://doi.org/https://doi.org/10.1080/15427609.2013.818488
- Ojeda, L., Rocio, R., & Good, G. E. (2008). Socioeconomic status and cultural predictors of male role attitudes among Mexican American men: Son mas machos? Psychology of Men & Masculinity, 9(3), 133–138. https://doi.org/https://doi.org/10.1037/1524-9220.9.3.133
- Parker, A. E., Kupersmidt, J. B., Mathis, E. T., Scull, T. M., & Sims, C. (2014). The impact of mindfulness education on elementary school students: Evaluation of the master mind program. Advances in School Mental Health Promotion, 7(3), 184–204. https://doi.org/https://doi.org/10.1080/1754730X.2014.916497
- Peltzer, K., & Pengpid, S. (2015). Health risk behavior among in-school adolescents in the Philippines: Trends between 2003, 2007 and 2011, a cross-sectional study. International Journal of Environmental Research and Public Health, 13(1), 73. https://doi.org/https://doi.org/10.3390/ijerph13010073
- Razza, R. A., Bergen-Cico, D., & Raymond, K. (2013). Enhancing preschooler’s self-regulation via mindful yoga. Journal of Child and Family Studies, 24(2), 372–385. https://doi.org/https://doi.org/10.1007/s10826-013-9847-6
- Rempel, K. D. (2012). Mindfulness for children and youth: A review of the literature with an argument for school-based implementation. Canadian Journal of Counselling and Psychotherapy, 46(3), 201–220. https://cjc-rcc.ucalgary.ca/article/view/59860
- Roemer, L., Williston, S. K., & Rollins, L. G. (2015). Mindfulness and emotion regulation. Current Opinion in Psychology, 3, 52–57. https://doi.org/https://doi.org/10.1016/j.copsyc.2015.02.006
- Roeser, R. W., & Pinela, C. (2014). Mindfulness and compassion training in adolescence: A developmental contemplative science perspective. New Directions in Youth Development, 2014(142), 9–30. https://doi.org/https://doi.org/10.1002/yd.20094
- Rojiani, R., Santoyo, J. F., Rahrig, H., Roth, H. D., & Britton, W. B. (2017). Women benefit more than men in response to college-based meditation training. Frontiers in Psychology, 8(551), 1–11. https://doi.org/https://doi.org/10.3389/fpsyg.2017.00551
- Semple, R. J., Lee, J., Rosa, D., & Miller, L. (2010). A randomized trial of mindfulness-based cognitive therapy for children: Promoting mindful attention to enhance social-emotional resiliency in children. Journal of Child and Family Studies, 19(2), 218–229. https://doi.org/https://doi.org/10.1007/s10826-009-9301-y
- Siener, S., & Kerns, K. A. (2012). Emotion regulation and depressive symptoms in preadolescence. Child Psychiatry and Human Development, 43(3), 414–430. https://doi.org/https://doi.org/10.1007/s10578-011-0274-x
- Silk, J. S., Steinberg, L., & Morris, A. S. (2003). Adolescents’ emotion regulation in daily life: Links to depressive symptoms and problem behavior. Child Development, 74(6), 1869–1880. https://doi.org/https://doi.org/10.1046/j.1467-8624.2003.00643.x
- Singh, N. N., Lancioni, G. E., Singh Joy, S. D., Winton, A. S. W., Sabaawi, M., Wahler, R. G., & Singh, J. (2007). Adolescents with conduct disorder can be mindful of their aggressive behavior. Journal of Emotional and Behavioral Disorders, 15(1), 56–63. https://doi.org/https://doi.org/10.1177/10634266070150010601
- Singh, P., & Singh, N. (2013). Difficulties in emotion regulation: A barrier to academic motivation and performance. Journal of Indian Academy of Applied Psychology, 39(2), 289–297.
- Snel, E., & Kabat-Zinn, J. (2013). Sitting still like a frog: Mindfulness exercises for kids and (their parents). Shambahala Publishing.
- Spielberger, C. D. (1973). State-trait anxiety inventory for children. Consulting.
- Valledor-Lukey, V. V. (2012). Pagkababae at pagkalalake (Femininity and masculinity: Developing a Filipino gender trait inventory and predicting self-esteem and sexism [ Unpublished doctoral dissertation]. Syracuse University.
- Van der Gucht, K., Takano, K., Juppens, P., & Raes, F. (2017). Potential moderators of the effects of a school-based mindfulness program on symptoms of depression in adolescents. Mindfulness., 8(3), 797–806. https://doi.org/https://doi.org/10.1007/s12671-016-0658-x
- Weare, K., & Nind, M. (2011). Mental health promotion and problem prevention in schools: What does the evidence say? Health Promotion International, 26(1), 29–69. https://doi.org/https://doi.org/10.1093/heapro/dar075
- World Health Organization. (2011) . Health of adolescents in the Philippines.
- Zelazo, P., & Lyons, K. (2012). The potential benefits of mindfulness training in early childhood: A developmental social cognitive neuroscience perspective. Child Development Perspective, 6(2), 154–160. https://doi.org/https://doi.org/10.1111/j.1750-8606.2012.00241.x
- Zelazo, P. D., Forston, J. L., Masten, A. S., & Carlson, S. M. (2018). Mindfulness plus reflection training: Effects on executive function in early childhood. Frontiers in Psychology, 9(208), 1–12. https://doi.org/https://doi.org/10.3389/fpsyg.2018.00208
- Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2014). Mindfulness-based interventions in schools: A systematic review and meta-analysis. Frontiers in Psychology, 5(603), 1–20. https://doi.org/https://doi.org/10.3389/fpsyg.2014.00603
- Zoogman, A., Goldberg, S. B., Hoyt, W. T., & Miller, L. (2015). Mindfulness interventions with youth: A meta-analysis. Mindfulness, 6(2), 290–302. https://doi.org/https://doi.org/10.1007/s12671-013-0260-4