School-based mindfulness programmes: Are they effective or developmentally inappropriate?

Abstract

The effect of anxiety on children is substantial and its impact can lead to detrimental consequences. Mindfulness-based interventions are effective in working with anxiety because they focus on self-awareness of both mind and physiology, and pay attention to the present moment rather than to ruminations (Costello and Lawler, 2014). Internationally, mindfulness-based programmes are becoming increasingly popular among adult populations, both as clinical interventions for depression and anxiety disorders, and as education and prevention tools. Initial research in the field suggests that mindfulness may be an effective tool when working with children. This systematic review analyses studies of national and international mindfulness-based school programmes for children aged from 5 to 12 who are experiencing anxiety. Twelve studies met the criteria for inclusion in this review. Five major themes are identified and discussed: the differing types of anxiety featured in the studies and how each was measured; the varying nature and outcome of the mindfulness-based interventions used in the studies; variability in support for mindfulness-based interventions; the developmental appropriateness of mindfulness for children; and the implications of conducting research in school settings. Limitations of the studies, along with recommendations for future research, are also outlined. [ABSTRACT FROM AUTHOR] Copyright of New Zealand Journal of Counselling is the property of New Zealand Association of Counsellors and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)