166 • ii: MindFulnESS in EduCATing FOR SElF-REgulATiOn And EngAgEMEnT
- Prime participants with regard to the type of commitment needed, what the program will
be like, and the homework that is required. - Inform participants of the potential challenging nature of the practice and how to respond
when disconcerting emotions or thoughts arise. - Establish a referral system for participants who experience emotional or psychiatric
problems. - Emphasize that participants should prioritize well-being in both the present moment
and long term, giving permission and time for students to take breaks and check in with
instructors.
Aggregated Research
Generally, aggregated research on mindfulness in schools suggests that mindfulness helps
students in schools. The results are mild to moderate and may matter most for those stu-
dents, teachers, and schools that are struggling. Meditation and mindfulness techniques
appear to help both cognitive functioning and stress management. There is also some evi-
dence that mindfulness helps with self-regulation and, particularly, emotion regulation.
Many studies rely on self-report and teacher report. Few use direct measures of behavior
or physiological measures. Many studies self-describe as pilot and/or feasibility studies.
Currently, researchers believe that the key mechanisms of mindfulness are focused atten-
tion, decentering (i.e., a self-reflective stance toward inner and outer experiences), and emo-
tion regulation (Zoogman et al., 2015). Remember that many studies are at a lower quality
level and school personnel should read carefully the studies they use to make decisions and
those used to support packaged programs for schools.
EARlY MindFulnESS PROgRAMS
Mindfulness programs were originally implemented among adult populations. The first
empirically supported programs were utilized to support patients who were not respon-
sive to typical Western medical and psychological approaches. Early mindfulness programs
include MBSR, DBT, MBCT, and ACT. Across studies the main outcomes include increased
subjective well-being, reduced psychological symptoms and emotional reactivity, and
improved behavioral regulation (Cook-Cottone, 2015; Keng, Smoski, & Robins, 2011). Many
of the current school-based and youth programs have been inspired by these early programs
(Obrien, Larson, & Murrell, 2008; Zoogman et al., 2015).
Mindfulness-Based Stress Reduction (MBSR)
MBSR was the first mindfulness-based protocol (Black, 2014; Cook-Cottone, 2015; Obrien
et al., 2008; Shapiro & Carlson, 2009; Zoogman et al., 2014). It was developed by John Kabat-
Zinn in 1979 specific to a behavioral medicine setting to help patients with chronic pain and
stress (Baer & Krietemeyer, 2006; Black, 2014; Cook-Cottone, 2015; Felver, Doerner, Jones,
Kay, & Merrell, 2013; Shapiro & Carlson, 2009; Zoogman et al., 2014). Briefly, MBSR is a
standardized protocol with a duration of 8 weeks with weekly sessions from 2.5 to 3.0 hours
with an all-day intensive occurring on the sixth week (Baer & Krietemeyer, 2006; Black,