Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. Journal of School Psychology, 52, 263–278.Ĭhiesa, A., Calati, R., & Serretti, A. ![]() A randomized controlled pilot trial of classroom-based mindfulness meditation compared to an active control condition in sixth-grade children. Qualitative Research in Psychology, 3(2), 77–101.īritton, W. Journal of Consulting and Clinical Psychology, 77(5), 855–866.īraun, V., & Clarke, V. Mindfulness-based stress reduction for the treatment of adolescent psychiatric outpatients: A randomized clinical trial. Child Indicators Research, 3–16.īiegel, G. The child indicators movement: Past, present, and future. Social Indicators Research, 74, 573–596.īen-Arieh, A. Where are the children? Children’s role in measuring and monitoring their well-being. Bethesda, MD: National Association of School Psychologists.īen-Arieh, A. Minke (Eds.), Children’s needs III: Development, prevention, and intervention (pp. ![]() Finally, we discuss potential directions for future research on mindfulness-based SEL programs. Furthermore, we report findings from research examining students’ and teachers’ descriptions of their experiences with MindUP as a way in which to further understand the program’s effectiveness from the perspectives of the consumers. To illustrate our perspective on implementation science and mindfulness programs in education, we provide an overview of several studies conducted on MindUP. We emphasize the importance of interdisciplinary research in evaluating mindfulness-based interventions (MBIs) for students and teachers alike, research that utilizes mixed-method designs and that examines multiple outcomes from multiple observers (e.g., self-reports, teacher reports, peer reports). We suggest that the transitional years of pre- and early adolescence (i.e., 9–12 year olds) may be a particularly effective time to introduce mindfulness practices to young people. We discuss how mindfulness practices and SEL activities may be synergistic, potentially bolstering the efficacy of each, and describe the iterative process of developing, implementing, and evaluating a program that includes both elements. The Scholastic curriculum was released in March of 2011, so there a roadmap is now available for teachers to use in their classrooms.In this chapter, we describe the MindUP program: A universal, mindfulness-based social and emotional learning (SEL) program designed to be implemented in schools by regular classroom teachers. ![]() But there must be a commitment in the classroom to 10 minutes, three times a day, for the "Core Practice" to set the stage at the beginning of the day, at the end of the day, and during a transition like lunch or for older students when going from one classroom to another. That gives it a real chance for adoption since adding to or changing fundamental curricula in a school district, system or throughout this country seems as implausible as putting an astronaut on Pluto (whether or not either is a good idea are different matters). ![]() The MindUp curriculum is not a replacement to the school's usual reading, writing and arithmetic (and other subjects like social studies and science) it is interwoven into the students' lessons. Fifteen lessons are simply and artfully depicted for three age groups (grades K-2, 3-5 and 6-8). Their joint effort has produced a guided curriculum for teachers implementing MindUP. To translate the science of brain-based learning into practice, the Hawn Foundation turned to Scholastic, one of the oldest publishers of educational materials in this country.
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