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dc.contributor.authorSapthiang, Supakyada
dc.contributor.authorVan Gordon, William
dc.contributor.authorShonin, Edo
dc.date.accessioned2020-02-21T16:51:23Z
dc.date.available2020-02-21T16:51:23Z
dc.date.issued2019-06-05
dc.identifier.citationSapthiang, S., Van Gordon, W. and Shonin, E., (2019). 'Health school-based mindfulness interventions for improving mental health: a systematic review and thematic synthesis of qualitative studies'. Journal of Child and Family Studies, pp.1-9. DOI: 10.1007/s10826-019-01482-wen_US
dc.identifier.issn1062-1024
dc.identifier.doi10.1007/s10826-019-01482-w
dc.identifier.urihttp://hdl.handle.net/10545/624500
dc.description.abstractSchool-based mindfulness interventions have recently shown promise for treating and preventing mental health issues in young people. However, the literature lacks a high-level perspective of the impact of mindfulness on young people’s mental health according to their own first-hand accounts. Therefore, the objective of this study was to conduct the first systematic review and thematic synthesis to rigorously evaluate the qualitative evidence pertaining to students’ experiences of school-based MBIs. The following electronic databases were searched for qualitative school-based mindfulness intervention papers published up until the end of March 2019: PubMed, Web of Science, Scopus, ProQuest, and Google Scholar. An assessment of study quality was undertaken using the Critical Appraisal Skills Programme qualitative checklist. The initial literature search returned 4102 papers and seven studies met all of the inclusion criteria. The thematic synthesis identified four major themes of (i) using attentional processes to regulate emotions and cognitions, (ii) stress reduction, (iii) improved coping and social skills, and (iv) calming and/or relaxation. Findings show that school-based MBIs are experienced by students as having a range of benefits to mental health, including in both preventative and treatment contexts. However, efforts should be made to improve methodological quality, including taking steps to minimise recall bias and provide a greater degree of transparency regarding how students are selected to attend qualitative interviews or focus groups.en_US
dc.description.sponsorshipNAen_US
dc.language.isoenen_US
dc.publisherSpringer Science and Business Media LLCen_US
dc.relation.urlhttps://link.springer.com/article/10.1007%2Fs10826-019-01482-wen_US
dc.subjectLife-span and Life-course Studiesen_US
dc.subjectDevelopmental and Educational Psychologyen_US
dc.titleHealth school-based mindfulness interventions for improving mental health: a systematic review and thematic synthesis of qualitative studiesen_US
dc.typeArticleen_US
dc.identifier.eissn1573-2843
dc.contributor.departmentUniversity of Derbyen_US
dc.contributor.departmentUniversity of Essexen_US
dc.contributor.departmentAwake to Wisdom Centre for Meditation and Mindfulness Research, Ragusa, Italyen_US
dc.identifier.journalJournal of Child and Family Studiesen_US
dc.identifier.pii1482
dc.source.journaltitleJournal of Child and Family Studies
dc.source.volume28
dc.source.issue10
dc.source.beginpage2650
dc.source.endpage2658
dcterms.dateAccepted2019-06-01
refterms.dateFOA2020-02-21T16:51:24Z
dc.author.detail785707en_US


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