Mindfulness for Children, Adolescents, and Families: Integrating Research into Practice (Mindfulness in Behavioral Health)

This book examines mindfulness-based programs for children and adolescents with diverse needs as well as their parents and other family members. It addresses how a mindfulness approach has been translated to this specific population. Chapters explore theories and evidence in this growing field of interest, adaptations for children and teens with different diagnoses and their families, mindful parenting in relation to the developmental needs of children, implementation issues in everyday life, and the required competencies of mindfulness instructors. Key areas of coverage include: Application of mindfulness-based programs to address the developmental tasks and diverse needs of children and adolescents encountering challenges in mental health and social care. Mindfulness-based programs for parents and teachers and their impacts on children. Implementation science and ethics of mindfulness training across child developmental stages. Mindfulness for Children, Adolescents, and Families is an essential resource for researchers, professors, and graduate students as well as clinicians, therapists, and allied practitioners in developmental psychology, school psychology, child and adolescent psychology, social work, public health, pediatrics, complementary and alternative medicine, and all related disciplines. Preface Introduction References Contents Chapter 1: Mindfulness-Based Programs: Origins, Emergence, and Adaptations Mindfulness as a Traditional Buddhist Teaching Emergence of Mindfulness-Based Programs in a Secular Context Defining Mindfulness-Based Programs Adaptations of MBPs and Their Considerations Framework Informing Program Adaptations and Study Designs National Institute of Health Stage Model (Onken et al., 2014) Medical Research Council Guidance on Developing and Evaluating Complex Interventions (Skivington et al., 2021) Theory of Change (Breuer et al., 2016) Community-Based Participatory Research (Wallerstein & Duran, 2010) Implications for Research Implications for Practice References Chapter 2: Mindfulness and Developmental Needs of Children Mindfulness, Meditation, and Spirituality for Children Mindfulness-Based Programs as a Unique Intervention for Children Common Mindfulness Practice and Adaptations for Child MBPs Mindfulness and Cognitive Development of Children Mindfulness and Social and Emotional Development of Children Age and Sex Effects on the Outcomes of Child Mindfulness Programs Can Mindfulness Programs Benefit Preschool Children? Can Children and Adolescents Benefit Equally from Mindfulness Programs? Gender Differences in the Outcomes of Mindfulness-Based Programs Implications for Research Implications for Practice References Chapter 3: Measurements Used in Studying Mindfulness-Based Programs Measuring Mindfulness in Children The Child and Adolescent Mindfulness Measure (CAMM) The Mindful Attention and Awareness Scale (MAAS) The Comprehensive Inventory of Mindfulness Experiences-Adolescents (CHIME-A) Five-Facet Mindfulness Questionnaire Adolescent-Short Form (FFMQ-A-SF) Adolescent and Adult Mindfulness Scale (AAMS) Relaxation-Mindfulness Scale for Adolescents (EREMIND-A) Mindful Student Questionnaire (MSQ) Behavioral Measurements, Biomarkers, and Other Measures That Can Be Used in Evaluating MBPs Breath Counting Task Attention Network Test Ecological Momentary Analysis Salivary Cortisol Photovoice The Head–Toes–Knees–Shoulders (HTKS) Task Test for Creative Thinking Drawing Production (TCT-DP) Stroop Task Difficulties in the Emotion Regulation Scale Implications for Research Implications for Practice References Chapter 4: Mindfulness in School-Based Curricula MindUP Learning to BREATHE Mindful School .b and Paws b Other Curricula Worldwide Major Findings of Recent Systematic Reviews and Meta-analyses on School-Based Mindfulness Curriculum The Findings of the MYRIAD Project and Its Impact Implications for Research Implications for Practice Appendix: Useful Websites for School-Based Mindfulness Projects References Chapter 5: Mindfulness-Based Programs for Children with Developmental Challenges Attention-Deficit/Hyperactivity Disorder (ADHD) Autism Spectrum Disorder (ASD) Intellectual Disability (ID) and Specific Learning Difficulties (SLDs) Implications for Research Implications for Practice References Chapter 6: Mindfulness-Based Program for Children Facing Mental Health and Sociocultural Challenges Anxiety Depression Aggression and Disruptive Behaviors Transdiagnostic Psychiatric Conditions Suicide Substance Use Other Health Challenges Chronic Pain HIV Cancer Cardiac Diagnoses Diabetes Obesity Psychosocial Challenges Racial Minorities, Low-Income Children from Disadvantaged Families Children of Divorced Parents and from Migrant Families Sexual and Gender Minorities Implications for Research References Chapter 7: Mindful Parenting and Mindfulness-Based Programs on Parents Evolution of the Construct of Mindful Parenting Assessment of Mindful Parenting Interpersonal Mindfulness in Parenting (IM-P) Mindfulness in Parenting Questionnaire (MIPQ) Bangor Mindful Parenting Scale (BMPS) Mindful Parenting Inventories for Parents (MPIP) and Children (MPIC) Behavioral Observation: Mindful Parenting Observation Scale (MPOS) Adapting MBPs for Parents Programs for Parents of Children with Developmental Challenges Programs for Parents of Children with Mental Health Challenges Programs for Parents Encountering Social Challenges Parents of Children in Nonclinical Samples Online MBPs for Parents Evidence of MBPs for Parents in Systematic Reviews and Meta-Analyses Implications for Research Implications for Practice References Chapter 8: Mindfulness in Teaching and Education The Role of Mindfulness in Teaching and the Role of Teachers in Mindfulness Teaching Assessing Mindfulness in Teaching Mindfulness-Informed Programs for Teachers CARE for Teachers SMART Program .begin More Evidence About Students’ Benefits from MBPs for Teachers A Whole-School Approach: An Answer for Effective Promotion of Mindfulness in Schools? Implications for Research Implications for Practice Appendix: Information About Teacher Mindfulness Programs References Chapter 9: Implementing Mindfulness-Based Programs for Children A Growing Attention in Implementation Science Factors Contributing to Effective Implementation of an MBP Consolidated Framework for Implementation Research (CFIR) The School-Based Mindfulness Program Implementation Framework (SBMP-IF) Who Implements SMBP Better? The Roles and Outcomes of Schoolteachers vs External Instructors Implications for Research Implications for Practice References Chapter 10: Ethical Issues in Teaching Mindfulness to Children and Adolescents Ethics from the Perspectives of Religious and Psychological Practice Common Ethical Issues in MBPs Ethical Considerations Relating to Program Development of MBPs Ethics Relating to the Implementation of the MBPs Teacher Training and Development Awareness of the Impact of Mindfulness Practices on Participants Who May Misapply Implication for Research Implications for Practice References Index