Mindfulness in Adolescence

Description

Mindfulness in Adolescence Contents Issue Editors’ Notes Notes Executive Summary 1 Mindfulness and compassion training in adolescence: A developmental contemplative science perspective Adolescence as window of opportunity Introducing developmental contemplative science Stage-environment fit approach to identity development Defining mindfulness and compassion Secular mindfulness and compassion practices with adolescents Focused attention meditation Open monitoring meditation Loving-kindness meditation Mindful movement Research agenda Enhancing self-regulation Enhancing somatic and emotional awareness Promoting compassionate evaluations of self and others Promoting empathy and social-perspective taking Promoting prosocial motivation and behavior Summary Notes 2 Learning to BREATHE: An intervention to foster mindfulness in adolescence Mindfulness: An optimal intervention Mindfulness as school-based universal prevention: Learning to BREATHE Brief summary of research on L2B Developmental dimensions of a mindfulness curriculum Issues in implementing mindfulness-based programs in school settings Case example: South Burlington School District Wellness and Resilience Program Summary Notes 3 The Mindfulness-enhanced Strengthening Families Program: Integrating brief mindfulness activities and parent training within an evidence-based prevention program Adolescence: risk, family relationships, and interventions Parent–youth relationships Mindfulness in parenting and mindful parenting interventions Developing a mindful parenting intervention Mindful parenting activities in MSFP Breath awareness Emotions of parenting Managing automatic reactions Seeing youths clearly Strengthening the parent–youth relationship by being present Compassion for self and child Conclusions and recommendations Notes 4 Assessing fidelity of core components in a mindfulness and yoga intervention for urban youth: Applying the CORE Process Program core components Core components of mindfulness programs for adolescents A community-academic partnership Step 1 (C): Conceptualize core components Step 2 (O): Operationalize and measure Step 3 (R): Run analyses and review implementation findings Step 4 (E): Enhance and refine Relevance of the CORE Process and future directions Notes 5 Mindfulness in practice: Considerations for implementation of mindfulness-based programming for adolescents in school contexts Mindfulness practice in adolescence: What does the research say? Considerations for implementation of school-based mindfulness programs Ingredients for successful program implementation A focus on the teacher High-quality implementation Ongoing evaluation of program effectiveness Notes Index Order Form Advert EULA