Mindfulness-based interventions in secondary education: a qualitative systematic review.
Date
2015
Type:
Artículo
item.page.extent
item.page.accessRights
item.contributor.advisor
ORCID:
Journal Title
Journal ISSN
Volume Title
Publisher
item.page.isbn
item.page.issn
item.page.issne
item.page.doiurl
item.page.other
item.page.references
Abstract
In order to study the effects of mindfulness meditation interventions administered to adolescents within their educational institutions, a qualitative systematic review was conducted. Sixteen studies published in main databases were analysed. The results show that mindfulness, as a prevention strategy in educational contexts, resulted in significant changes in the followings variables: (a) psychological (e.g., reduction in depressive symptoms); (b) psychosocial (e.g., increased social skills); and (c) physiological (e.g., improvement of blood pressure). Although the results were conclusive, their interpretation and generalization should be carefully analysed as there were no medium- and long-term follow-up evaluations, in addition to the fact that there has been a minimal assessment of the psychological mechanisms involved in the change processes.
Description
item.page.coverage.spatial
item.page.sponsorship
Citation
Álvaro I. Langer, Valentina G. Ulloa, Adolfo J. Cangas, Graciela Rojas & Mariane Krause (2015) Mindfulness-based interventions in secondary education: a qualitative systematic review / Intervenciones basadas en mindfulness en educación secundaria: una revisión sistemática cualitativa, Studies in Psychology, 36:3, 533-570,
Keywords
Mindfulness, Prevention, Mental Health, Schools, Adolescent development