Mindfulness-based interventions in secondary education: a qualitative systematic review.

Date

2015

Type:

Artículo

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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

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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

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