Mindfulness in Adolescence

Mindfulness in Adolescence
Contents
Issue Editors’ Notes
	Notes
Executive Summary
1 Mindfulness and compassion training in adolescence: A developmental contemplative science perspective
	Adolescence as window of opportunity
	Introducing developmental contemplative science
	Stage-environment fit approach to identity development
	Defining mindfulness and compassion
	Secular mindfulness and compassion practices with adolescents
		Focused attention meditation
		Open monitoring meditation
		Loving-kindness meditation
		Mindful movement
	Research agenda
		Enhancing self-regulation
		Enhancing somatic and emotional awareness
		Promoting compassionate evaluations of self and others
		Promoting empathy and social-perspective taking
		Promoting prosocial motivation and behavior
	Summary
	Notes
2 Learning to BREATHE: An intervention to foster mindfulness in adolescence
	Mindfulness: An optimal intervention
	Mindfulness as school-based universal prevention: Learning to BREATHE
		Brief summary of research on L2B
		Developmental dimensions of a mindfulness curriculum
	Issues in implementing mindfulness-based programs in school settings
	Case example: South Burlington School District Wellness and Resilience Program
	Summary
	Notes
3 The Mindfulness-enhanced Strengthening Families Program: Integrating brief mindfulness activities and parent training within an evidence-based prevention program
	Adolescence: risk, family relationships, and interventions
		Parent–youth relationships
	Mindfulness in parenting and mindful parenting interventions
		Developing a mindful parenting intervention
	Mindful parenting activities in MSFP
		Breath awareness
		Emotions of parenting
		Managing automatic reactions
		Seeing youths clearly
		Strengthening the parent–youth relationship by being present
		Compassion for self and child
	Conclusions and recommendations
	Notes
4 Assessing fidelity of core components in a mindfulness and yoga intervention for urban youth: Applying the CORE Process
	Program core components
	Core components of mindfulness programs for adolescents
	A community-academic partnership
		Step 1 (C): Conceptualize core components
		Step 2 (O): Operationalize and measure
		Step 3 (R): Run analyses and review implementation findings
		Step 4 (E): Enhance and refine
	Relevance of the CORE Process and future directions
	Notes
5 Mindfulness in practice: Considerations for implementation of mindfulness-based programming for adolescents in school contexts
	Mindfulness practice in adolescence: What does the research say?
	Considerations for implementation of school-based mindfulness programs
	Ingredients for successful program implementation
		A focus on the teacher
		High-quality implementation
		Ongoing evaluation of program effectiveness
	Notes
Index
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