Author: Semple RJ1, Droutman V2, Reid BA3
Affiliation: <sup>1</sup>Department of Psychiatry and Behavioral Sciences, Keck School of Medicine, University of Southern California.
<sup>2</sup>Department of Psychology, University of Southern California.
<sup>3</sup>California School of Professional Psychology, Alliant International University.
Conference/Journal: Psychol Sch.
Date published: 2017 Jan
Other:
Volume ID: 54 , Issue ID: 1 , Pages: 29-52 , Special Notes: doi: 10.1002/pits.21981. Epub 2016 Nov 30. , Word Count: 151
Mindfulness-based curricula are being implemented in K-12 schools across the nation. Many of these programs, although well-considered and implemented, have little or no research support for their effectiveness. Recognizing the paucity of published research in this area, a sampling of school-based programs currently being implemented in the schools is reviewed. The programs reviewed are Inner Explorer, Master Mind and Moment Program, Mindfulness and Mind-Body Skills for Children, Mindful Schools, Resilient Kids, Still Quiet Place, Stress Reduction and Mindfulness Curriculum and Mindful Moment, and Wellness and Resilience Program. We offer a summary of research support for each program and discussion of unpublished, mostly qualitative indicators of feasibility, acceptability, efficacy, and effectiveness. Strengths and limitations of each program are described, along with suggestions for bolstering informative and useful research. We encourage researchers, educators, and mindfulness practitioners to work collaboratively to conduct rigorous program evaluations.
PMID: 28458403 PMCID: PMC5405439 [Available on 2018-01-01] DOI: 10.1002/pits.21981