The Role of Mindfulness in Reducing the Adverse Effects of Childhood Stress and Trauma
Abstract
:1. Introduction
2. ACEs and Trauma
3. Mindfulness
3.1. Mindfulness in Trauma
3.2. Mindfulness in Youth
3.3. Resilience and Mindfulness
4. Mindfulness Program Considerations
4.1. Mindfulness Practice and Instructor Training
4.2. Trauma-Informed Care
5. Conclusions and Future Directions
Conflicts of Interest
References
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Outcome | Reference |
---|---|
Decreased anxiety | Sibinga et al., 2013 [78] |
Jee et al., 2015 [80] | |
Decreased rumination | Sibinga et al., 2013 [78] |
Decreased school related stress, coping with stress | Sibinga et al., 2013 [78] |
Jee et al., 2015 [80] | |
Flatter cortisol curve | Sibinga et al., 2013 [78] |
Lower levels of somatization | Sibinga et al., 2016 [79] |
Biegel et al., 2009 [87] | |
Decreased depressive symptoms | Sibinga et al., 2016 [79] |
Kuyken et al., 2013 [83] | |
Effectiveness in social gains | Jee et al., 2015 [80] |
Classroom behavior | Black et al., 2015 [86] |
van de Weijer-Bergsma et al., 2012 [85] | |
Decreased hostility | Biegel et al., 2009 [87] |
Sibinga et al., 2016 [79] | |
Decreased suicidal ideation | Britton et al., 2014 [84] |
Decreased self-harm | Britton et al., 2014 [84] |
Reduced child abuse potential by parents | Dawe and Harnett, 2007 [95] |
Conflict avoidance | Sibinga et al., 2014 [81] |
Improved attention | van de Weijer-Bergsma et al., 2012 [85] |
Greater well-being | Kuyken et al., 2013 [83] |
Decreased post traumatic symptoms severity | Sibinga et al., 2016 [79] |
Population | Program | Instruction | Setting | Duration | Reference |
---|---|---|---|---|---|
Public urban middle school (5th–8th grade; avg. 12 years), n = 300 | Adapted MBSR | Trained MBSR instructors and personal practice 10+ years | School | 12 weekly 50-min sessions | Sibinga et al., 2016 [79] |
Foster care youth ages 14–21, n = 42 | Adapted MBSR | Psychologist with expertise in mindfulness, two pediatrician lead group activities | Conference room of a joint family visitation and clinic space | 10 weekly 2-h sessions | Jee et al., 2015 [80] |
Kindergarten through 6th grade, low-income and ethnic minority students, n = 409 | Mindful Schools (MS) Program or MS Plus | MS instructor with 3–20 years mindful meditation experience and classroom teacher facilitated | School | 5-week (MS) or 7-week (MS Plus), 15-min sessions running three times per week | Black and Fernando, 2014 [118] |
Ages 13–21, underserved youth, n = 43 | Adapted MBSR | Instructors trained in MBSR, 10+ years’ experience | Primary care pediatric clinic | 8 weekly 2-h sessions | Sibinga et al., 2014 [81] |
Middle-school, urban youth, n = 41 | Adapted MBSR | Trained MBSR instructor, 10+ years’ experience | School | 12 weekly 50-min sessions | Sibinga et al., 2013 [78] |
Adolescents ages 12–16 years, multiple schools, n = 522 | School teacher facilitated adapted MBSR (Mindfulness in Schools Project – UK) | Teachers trained by instructors with MBSR training | School | 9-week | Kuyken et al., 2013 [83] |
6th grade students, n = 101 | Meditation instruction and student writing exercises | One teacher with meditation training and 5+ years’ experience, one teacher who completed MBSR course, no experience | School | Daily for 6 weeks | Britton et al., 2014 [84] |
Adolescents ages 14–18, n = 104 | Adapted MBSR | Instructors MBSR trained | Outpatient psychiatric facility | 8-week, 2 h/week, home 20–25 min homework daily | Biegel et al., 2009 [87] |
Age 11–15 years, with ADHD, parents, and tutors; n = 38 | Adapted MBSR combining Mindfulness in Schools Project, and methods for children with ADHD | Instructors trained in MBSR | Group program at an academic treatment center | 8-week | van de Weijer-Bergsma et al., 2012 [85] |
Ages 13–21, HIV infected, n = 11 | Adapted MBSR | Instructor trained in MBSR, prior experience | Group at specialty HIV clinic | Eight 2-h sessions and a 3-h retreat | Sibinga et al., 2008 [82] |
Program Title | Website |
---|---|
Inner Resilience Program | http://www.innerresilience-tidescenter.org/ |
Wellness and Resilience Program | http://sbsd.schoolfusion.us/modules/cms/pages.phtml?pageid=195404&SID |
Mindful Schools | www.mindfulschools.org |
Learning to Breathe | www.learning2breathe.org |
Mindfulness in Schools Project (“.b”, or “Stop and Be!” curriculum) | www.mindfulnessinschools.org |
Still Quiet Place | www.stillquietplace.com |
Stressed Teens | www.stressedteens.com |
Wellness Works in Schools | www.wellnessworksinschools.com |
Center for Mindful Awareness | www.centerformindfulawareness.org |
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Ortiz, R.; Sibinga, E.M. The Role of Mindfulness in Reducing the Adverse Effects of Childhood Stress and Trauma. Children 2017, 4, 16. https://doi.org/10.3390/children4030016
Ortiz R, Sibinga EM. The Role of Mindfulness in Reducing the Adverse Effects of Childhood Stress and Trauma. Children. 2017; 4(3):16. https://doi.org/10.3390/children4030016
Chicago/Turabian StyleOrtiz, Robin, and Erica M. Sibinga. 2017. "The Role of Mindfulness in Reducing the Adverse Effects of Childhood Stress and Trauma" Children 4, no. 3: 16. https://doi.org/10.3390/children4030016