Mindfulness for Children, Adolescents, and Families: Integrating Research into Practice

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