Exploring the Effects of Meditation Techniques Used by Mindfulness-Based Programs on the Cognitive, Social-Emotional, and Academic Skills of Children: A Systematic Review

There is evidence for the positive impact of mindfulness in children. However, little is known about the techniques through which mindfulness practice results in differential outcomes. Therefore, this study intended to systematically review the available evidence about the efficacy of meditation tec...

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Autores principales:	Marisa G. Filipe, Sofia Magalhães, Andreia S. Veloso, Ana Filipa Costa, Lúcia Ribeiro, Patrícia Araújo, São Luís Castro, Teresa Limpo
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	meditation mindfulness mindfulness techniques children systematic review Psychology BF1-990
Acceso en línea:	https://doaj.org/article/ccb2a09a849f467897cf2f4fa14bb264
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spelling	oai:doaj.org-article:ccb2a09a849f467897cf2f4fa14bb2642021-11-12T04:36:01ZExploring the Effects of Meditation Techniques Used by Mindfulness-Based Programs on the Cognitive, Social-Emotional, and Academic Skills of Children: A Systematic Review1664-107810.3389/fpsyg.2021.660650https://doaj.org/article/ccb2a09a849f467897cf2f4fa14bb2642021-11-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/fpsyg.2021.660650/fullhttps://doaj.org/toc/1664-1078There is evidence for the positive impact of mindfulness in children. However, little is known about the techniques through which mindfulness practice results in differential outcomes. Therefore, this study intended to systematically review the available evidence about the efficacy of meditation techniques used by mindfulness-based programs on cognitive, socio-emotional, and academic skills of children from 6 to 12 years of age. The review was registered on the PROSPERO database, and the literature search was conducted according to PICO criteria and PRISMA guidelines. The EBSCO databases were searched, and 29 studies were eligible: nine randomized controlled trials and 20 quasi-experimental studies. All the included randomized controlled trials were rated as having a high risk of bias. Overall, the evidence for mindfulness techniques improving cognitive and socio-emotional skills was reasonably strong. Specifically, for cognitive skills, results showed that all the interventions used “body-centered meditations” and “mindful observations.” Regarding socio-emotional skills, although all the studies applied “body-centered meditations” and “mindful observations,” “affect-centered meditations” were also frequent. For academic skills, just one quasi-experimental trial found improvements, thus making it difficult to draw conclusions. Further research is crucial to evaluate the unique effects of different meditation techniques on the cognitive, social-emotional, and academic skills of children.Systematic Review Registration: Identifier: RD42019126767.Marisa G. FilipeSofia MagalhãesAndreia S. VelosoAna Filipa CostaLúcia RibeiroPatrícia AraújoSão Luís CastroTeresa LimpoFrontiers Media S.A.articlemeditationmindfulnessmindfulness techniqueschildrensystematic reviewPsychologyBF1-990ENFrontiers in Psychology, Vol 12 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	meditation mindfulness mindfulness techniques children systematic review Psychology BF1-990
spellingShingle	meditation mindfulness mindfulness techniques children systematic review Psychology BF1-990 Marisa G. Filipe Sofia Magalhães Andreia S. Veloso Ana Filipa Costa Lúcia Ribeiro Patrícia Araújo São Luís Castro Teresa Limpo Exploring the Effects of Meditation Techniques Used by Mindfulness-Based Programs on the Cognitive, Social-Emotional, and Academic Skills of Children: A Systematic Review
description	There is evidence for the positive impact of mindfulness in children. However, little is known about the techniques through which mindfulness practice results in differential outcomes. Therefore, this study intended to systematically review the available evidence about the efficacy of meditation techniques used by mindfulness-based programs on cognitive, socio-emotional, and academic skills of children from 6 to 12 years of age. The review was registered on the PROSPERO database, and the literature search was conducted according to PICO criteria and PRISMA guidelines. The EBSCO databases were searched, and 29 studies were eligible: nine randomized controlled trials and 20 quasi-experimental studies. All the included randomized controlled trials were rated as having a high risk of bias. Overall, the evidence for mindfulness techniques improving cognitive and socio-emotional skills was reasonably strong. Specifically, for cognitive skills, results showed that all the interventions used “body-centered meditations” and “mindful observations.” Regarding socio-emotional skills, although all the studies applied “body-centered meditations” and “mindful observations,” “affect-centered meditations” were also frequent. For academic skills, just one quasi-experimental trial found improvements, thus making it difficult to draw conclusions. Further research is crucial to evaluate the unique effects of different meditation techniques on the cognitive, social-emotional, and academic skills of children.Systematic Review Registration: Identifier: RD42019126767.
format	article
author	Marisa G. Filipe Sofia Magalhães Andreia S. Veloso Ana Filipa Costa Lúcia Ribeiro Patrícia Araújo São Luís Castro Teresa Limpo
author_facet	Marisa G. Filipe Sofia Magalhães Andreia S. Veloso Ana Filipa Costa Lúcia Ribeiro Patrícia Araújo São Luís Castro Teresa Limpo
author_sort	Marisa G. Filipe
title	Exploring the Effects of Meditation Techniques Used by Mindfulness-Based Programs on the Cognitive, Social-Emotional, and Academic Skills of Children: A Systematic Review
title_short	Exploring the Effects of Meditation Techniques Used by Mindfulness-Based Programs on the Cognitive, Social-Emotional, and Academic Skills of Children: A Systematic Review
title_full	Exploring the Effects of Meditation Techniques Used by Mindfulness-Based Programs on the Cognitive, Social-Emotional, and Academic Skills of Children: A Systematic Review
title_fullStr	Exploring the Effects of Meditation Techniques Used by Mindfulness-Based Programs on the Cognitive, Social-Emotional, and Academic Skills of Children: A Systematic Review
title_full_unstemmed	Exploring the Effects of Meditation Techniques Used by Mindfulness-Based Programs on the Cognitive, Social-Emotional, and Academic Skills of Children: A Systematic Review
title_sort	exploring the effects of meditation techniques used by mindfulness-based programs on the cognitive, social-emotional, and academic skills of children: a systematic review
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/ccb2a09a849f467897cf2f4fa14bb264
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Exploring the Effects of Meditation Techniques Used by Mindfulness-Based Programs on the Cognitive, Social-Emotional, and Academic Skills of Children: A Systematic Review

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