What is mindfulness?

“Mindfulness is: the awareness that emerges through paying attention on purpose, in the present moment, and nonjudgmentally to the unfolding of experience moment by moment.” –Jon Kabat-Zinn (2003) 1

What is Mindfulness…And What Does It Mean to You? by Melissa O’Brien

Just Breathe: Kindergarteners describe using mindfulness to calm powerful emotions.

AnneMarie Rossi (Mindfulness Educator) talks about the importance of teaching mindfulness in schools.

Who Needs Mindfulness?

  • A high percentage of the population experiences adverse childhood events (ACEs) (including abuse, neglect, exposure to violence or mental illness, and parental absence or incarceration).2
  • Higher ACE scores and younger age at exposure increase risk for emotional, mental, and behavioral conditions and risk-taking behaviors. 3
  • 13% to 20% of children experience a mental health disorder in any given year.4
  • 24% of California’s seventh graders and 32% of eleventh graders experience chronic sadness/hopelessness. 5
  • Nearly 80% of children between the ages of 6 to 18 years with a mental health disorder will not receive treatment.6

Why Does Mindfulness Matter

There is strong research to show that:

  • Meditation causes structural and functional changes in the brain in areas involving executive function, including those areas associated with memory, attention, processing, self-regulation, and emotional regulation. 7,8
  • Mindfulness-based therapy strategies help reduce stress, anxiety, and depressive symptoms in children and adolescents. 9
  • By promoting self-regulation, improved coping, and resiliency, mindfulness can reduce the lifelong impacts of trauma, and is considered to be a key evidence-based intervention for mitigating the impact of ACES. 1
  • Incorporating mindfulness practices in the classroom has beneficial effects on students’ self-regulation, emotional regulation, classroom behaviors, cognitive function, and academic achievement. 10, 11, 12

*The information and links provided in this website are intended to provide helpful resources and information on the topics discussed.  The website is not meant to be used, nor should it be used, to diagnose or treat any medical or mental health condition.  For diagnosis or treatment of any medical or mental health problem, consult your physician.  The author does not assume care or responsibility for any specific health or mental health needs that may require the supervision of a medical or mental health professional and is not liable for any damages or negative consequences from any treatment, action, or application of the information contained in the website to any person accessing the contents therein.  References and links are provided for informational purposes only and do not constitute endorsement of any websites or other sources.  Users should be aware that website content from linked websites could change.

References

  • 1 Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology-Science and Practice, 10(2), 144-156. doi:10.1093/clipsy/bpg016
  • 2 Ortiz, R., & Sibinga, E. (2017). The role of mindfulness in reducing the adverse effects of childhood stress and trauma. Children, 4(3), 16.
  • 3 Bethell, C., Gombojav, N., Solloway, M., & Wissow, L. (2016). Adverse Childhood Experiences, Resilience and Mindfulness-Based Approaches: Common Denominator Issues for Children with Emotional, Mental, or Behavioral Problems. Child and adolescent psychiatric clinics of North America, 25(2), 139–156. doi:10.1016/j.chc.2015.12.001
  • 4 Perou, R., Bitsko, R., Blumberg, S., Pastor, P., Ghandour, R., Gfroerer, J, …Huang, L. (2013).  Mental health surveillance among children:  United States, 2005-2011.  Centers for Disease Control and Prevention:  Morbidity and Mortality Weekly Report Supplements 62(02), 1-35.  Retrieved from:  https://www.cdc.gov/mmwr/preview/mmwrhtml/su6202a1.htm?s_cid=su6201a2_w
  • 5 California Department of Education. (2018). CalSCHLS Data Dashboard. Retrieved from https://calschls.org/reports-data/dashboard/
  • 6 Coles, M., Ravid, A., Gibb, B., George-Denn, D., Bronstein, L., McLeod, S. (2016).  Adolescent mental health literacy: Young people’s knowledge of depression and social anxiety disorder.  Journal of Adolescent Health, 58(1), 57-62. doi: 10.1016/j.jadohealth.2015.09.017
  • 7 Fox, K.,  Nijeboer, S., Dixon, M.,  Floman, J.,  Ellamil, M., Rumak, S. . . . Christoff, K. (2014). Is meditation associated with altered brain structure? A systematic review and meta-analysis of morphometric neuroimaging in meditation practitioners. Neuroscience and Biobehavioral Reviews, 43, 48-73.  doi: 10.1016/j.neubiorev.2014.03.016
  • 8 Gotink, R., Meijboom, R.,   Vernooij, M., Smits, M. & Hunink, M. (2016). 8-week mindfulness based stress reduction induces brain changes similar to traditional long-term meditation practice – A systematic review. Brain and Cognition, 108, 32-41.  doi: 10.1016/j.bandc.2016.07.001
  • 9 Kallapiran, K., Koo, S., Kirubakaran, R,  & Hancock, K. (2015). Review: Effectiveness of mindfulness in improving mental health symptoms of children and adolescents: a meta-analysis. Child and Adolescent Mental Health 20(4). 182-194.
  • 10 Bergen-Cico, D., Razza, R., & Timmins, A. (2015). Fostering self-regulation through curriculum infusion of mindful yoga: A pilot study of efficacy and feasibility. Journal of Child and Family Studies 24:3448–3461. doi 10.1007/s10826-015-0146-2
  • 11 Harpin, S., Rossi, A., Kim, A., & Swanson, L. (2016). Behavioral impacts of a mindfulness pilot intervention for elementary school students. Education, 137(2), 149-156.
  • 12 Waters, L.  Barsky, A., Ridd, A,  & Allen, K. (2014).  Contemplative education: A systematic, evidence-based review of the effect of meditation interventions in schools.  Educational Psychology Review, 27(1), 103-134. doi: 10.1007/s10648-014-9258-2