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The Effects of a Mindfulness-Based Education Program on Pre- and Early Adolescents' Well-Being and Social and Emotional Competence

NCJ Number
306993
Journal
Mindfulness Volume: 1 Issue: 3 Dated: 2010 Pages: 137-151
Author(s)
Kimberly A. Schonert-Reichl; Molly Stewart Lawlor
Date Published
2010
Length
15 pages
Annotation

This quasi-experimental study evaluating the effectiveness of a Mindfulness Education (ME) program revealed that pre- and early adolescents who participated in the ME program, compared to those who did not, showed significant increases in optimism from pretest to posttest as well as improvements on dimensions of teacher-rated classroom social competent behaviors.

Abstract

This quasi-experimental study evaluated the effectiveness of a Mindfulness Education (ME) program of daily lessons in mindfulness attention training to facilitate the development of social and emotional competence and positive emotions. Results revealed that pre- and early adolescents who participated in the ME program, compared to those who did not, showed significant increases in optimism from pretest to posttest as well as improvements on dimensions of teacher-rated classroom social competent behaviors. Program effects also were found for self-concept, although the ME program demonstrated more positive benefits for preadolescents than for early adolescents. Teacher reports of implementation fidelity and dosage for the mindfulness activities were high and teachers reported that they were easily able to integrate the mindful attention exercises within their classrooms. Pre- and early adolescent students in the 4th to 7th grades (N = 246) drawn from six ME program classrooms and six comparison classrooms (wait-list controls) completed pretest and posttest self-report measures assessing optimism, general and school self-concept, and positive and negative affect. Teachers rated pre- and early adolescents on dimensions of classroom social and emotional competence. Theoretical issues linking mindful attention awareness to social and emotional competence and implications for the development of school-based interventions are discussed. (Published Abstract Provided)