The authors concluded that the field was still in its infancy and that the variability across studies (i.e., inconsistencies in findings) and small sample sizes precluded clear conclusions. The same meta-analysis did not find an overall effect on emotional problems. A systematic review and meta-analysis of school-based programs concluded that such approaches hold promise and may provide benefits in the areas of cognition performance, stress, and resilience (Zenner et al. Despite an explosion in popularity, there are relatively few evaluations, particularly with younger students (Maynard et al. Mindfulness-informed programs are a more recent addition to school-based programming for children. Third, although overall, immediate effects have been found to be stronger than delayed effects, there is evidence that the benefits conferred by these programs can be long-lasting (Taylor et al.
Meta-analysis findings revealed that SEL universal programming has a significant positive impact on social and emotional skills, attitudes toward self and others, internalizing and externalizing behaviors, and academic achievement (Durlak et al. Second, well-implemented programs have been shown to lead to a range of benefits versus single problem behavior targeted programs. Therefore, rather than being an add-on to classroom instruction, they can be integrated into the curriculum. First, many can be integrated into the daily teaching practice of educators (Greenberg et al. The popularity of these approaches likely stems from several factors. Enhancing social and emotional competencies in children through universal programming within classrooms has been a growing area of school-based program development, and in turn, a significant body of evaluation studies (including meta-analyses) has emerged (Durlak et al. Over the past nearly two decades, there has been a growing recognition that to succeed in the twenty-first century, children need to be taught not only academic skills, but also social and emotional skills.
The study suggests that mindfulness-based SEL intervention can improve psychosocial and behavioral outcomes in young children. There were no gender differences regarding changes in any of the five study outcomes. Additionally, there was a significant decrease in executive functioning deficits among students who participated in MindUP. Students who received the intervention demonstrated an improvement in adaptive skills and reduction in behavioral symptoms, internalizing composite, and externalizing composite outcomes. Teachers assessed the behavior of students ( N = 584 intervention n = 261 comparison n = 323) both pre- and post-intervention with two measures: the Behavior Assessment System for Children, Third Edition, Teacher Rating Scales (BASC-3 TRS) and the Behavior Rating Inventory of Executive Function-Preschool and Child Version (BRIEF-P BRIEF-2). MethodsĪ total of 23 classrooms were assigned to the intervention group, in which the teachers implemented MindUP, and 19 classrooms were assigned to the comparison group, in which the teachers delivered their classes as usual. OL17459134W Page_number_confidence 90.36 Pages 168 Partner Innodata Pdf_module_version 0.0.18 Ppi 360 Rcs_key 24143 Republisher_date 20220217104852 Republisher_operator Republisher_time 437 Scandate 20220212131305 Scanner Scanningcenter cebu Scribe3_search_catalog isbn Scribe3_search_id 9780545267144 Tts_version 4.We evaluated the impacts of a mindfulness-based social and emotional learning (SEL) program on behavioral problems, adaptive skills, and executive functioning among kindergarten students. Urn:oclc:record:1302144039 Foldoutcount 0 Identifier mindupcurriculum0000unse Identifier-ark ark:/13960/s2v83x7t2vg Invoice 1652 Isbn 9780545267120Ġ545267145 Ocr tesseract 5.0.0-1-g862e Ocr_detected_lang en Ocr_detected_lang_conf 1.0000 Ocr_detected_script Latin Ocr_detected_script_conf 0.9587 Ocr_module_version 0.0.15 Ocr_parameters -l eng Old_pallet IA-NS-1300255 Openlibrary_edition Access-restricted-item true Addeddate 05:24:46 Associated-names Scholastic Inc., issuing body Hawn Foundation, issuing body Bookplateleaf 0002 Boxid IA40368721 Camera USB PTP Class Camera Collection_set printdisabled External-identifier
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