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

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dc.contributor.authorLanger, Álvaro I.
dc.contributor.authorUlloa Jiménez, Valentina
dc.contributor.authorCangas, Adolfo J.
dc.contributor.authorRojas, Graciela
dc.contributor.authorKrause, Mariane
dc.date.accessioned2016-05-31T00:26:13Z
dc.date.available2016-05-31T00:26:13Z
dc.date.issued2015
dc.description.abstractIn 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.
dc.identifier.citationÁlvaro 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,
dc.identifier.urihttp://hdl.handle.net/11447/344
dc.identifier.urihttp://dx.doi.org/10.1080/02109395.2015.1078553
dc.language.isoen_US
dc.subjectMindfulness
dc.subjectPrevention
dc.subjectMental Health
dc.subjectSchools
dc.subjectAdolescent development
dc.titleMindfulness-based interventions in secondary education: a qualitative systematic review.
dc.typeArtículo

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