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Got a new––and fairly critical––chapter on *#mindfulness-based interventions* coming soon in a book on mind–body health in schools.
For all ya'll who are interested ... here's the #PREPRINT! Hope this helps contribute to better research and practice.
psyarxiv.com/wc2pt/
For all ya'll who are interested ... here's the #PREPRINT! Hope this helps contribute to better research and practice.
psyarxiv.com/wc2pt/
To motivate folks to actually read this chapter, I'll share some "big points" buried in its pages.
Big point #1/n (pp. 4–5): There's a difference between *process* & *primary* outcomes for MBI, and evidence of both is needed to differentiate *purported* vs. *verified* MBI.
Big point #1/n (pp. 4–5): There's a difference between *process* & *primary* outcomes for MBI, and evidence of both is needed to differentiate *purported* vs. *verified* MBI.
Big point #2/n (pp. 7–8): There's no scientific reason (yet) to prefer any one trade-marked MBI to any other in schools. This decision is likely based on pragmatics, not evidence.
(*Interpretive note: PMA = present moment awareness; RWA = responding with acceptance.)
(*Interpretive note: PMA = present moment awareness; RWA = responding with acceptance.)
Big point #3/n (pp. 10–11)
Evidence from meta-analyses with youth (covering dozens of studies) suggests a few clear conclusions: (a) MBI aren't harmful, (b) MBI have consistently small treatment effects, and (c) MBI affect broad or diffuse (not targeted) behavior change.
Evidence from meta-analyses with youth (covering dozens of studies) suggests a few clear conclusions: (a) MBI aren't harmful, (b) MBI have consistently small treatment effects, and (c) MBI affect broad or diffuse (not targeted) behavior change.
Big point #4/n (p. 13):
We don't know if any given MBI is more-or-less effective than any other. And we don't know if MBI are more-or-less effective than other approaches targeting broad outcomes (e.g., traditional #SEL). Ergo, *comparison studies* are sorely needed.
We don't know if any given MBI is more-or-less effective than any other. And we don't know if MBI are more-or-less effective than other approaches targeting broad outcomes (e.g., traditional #SEL). Ergo, *comparison studies* are sorely needed.
Big point #5/n (p. 14):
We don’t know whether current MBI curricula or treatment packages might be *optimized* to be more efficient and/or effective for promting #mindfulness. Thus, *component analysis* studies are sorely needed!
Read the chapter here: psyarxiv.com/wc2pt/
We don’t know whether current MBI curricula or treatment packages might be *optimized* to be more efficient and/or effective for promting #mindfulness. Thus, *component analysis* studies are sorely needed!
Read the chapter here: psyarxiv.com/wc2pt/
