AbstractThis assignment consists of a Journal Article Review related to the topic chosen for the Final Project: The Effect of Mindfulness-Based Interventionson Social and Emotional Wellbeing for Elementary School Children. The article reviewed in this paper, Enhancing Cognitive and Social-Emotional Development Through a Simple-to-Administer Mindfulness-Based School Program for Elementary School Children (Schonert-Reichl et al., 2015), employs a randomized control trial study design. It is relevant to the topic of the Final Project because it evaluates the effectiveness of amindfulness-based school programdirected at promoting the social and emotional wellbeing of children at the elementary level.Keywords: Mindfulness, Mindfulness-Based Interventions, Education, School, Children, Social-Emotional, Well-being, Competence, Development, Prevention
1Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social-emotional development through asimple-to-administer mindfulness-based school program for elementary school children: a randomized controlled trial.Developmental psychology,51(1), 52–66. 10.1037/a0038454Statement of ProblemLittle empirical support exists for mindfulness-based interventions (MBIs) and social emotional learning (SEL) programs for children. The researchers from this article are trying to determine if a classroom-based SEL program, will promote children’s cognition, stress regulation, well-being, prosociality, and academic performance.Literature ReviewA meta-analysis, conducted by Durlak et al.(2011), provides evidence thatSELprogramswith the addition of MBIs can develop the aforementioned skills and outcomes of interest. Further evidence suggests that mindfulness improves executive functions(EFs) and self-regulation which are strong predictors of children's altruistic behaviour, socialand emotional competence, academic achievement and life success (Moffitt et al., 2011).HypothesesThe authors hypothesized that an SEL program, called MindUP (Hawn Foundation, 2008) would improveEFs, cognitive control, stressreduction, well-being, prosociality, and academic outcomes. They also hypothesized that when compared with a Business As Usual (BAU) social responsibility group, children in the MindUP program would show positive changes from pretest to post-test on all aforementioned measures.
2MethodParticipantsFour elementary schools within British Colombia, Canada, were selected. The sample included 99 children from grades 4 and 5. Ages ranged from 9.00 to 11.16 years. The