Exploring the Utility of Community-Based Participatory Research to Investigate Mindfulness-Based Interventions in Schools
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| Title: | Exploring the Utility of Community-Based Participatory Research to Investigate Mindfulness-Based Interventions in Schools |
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| Language: | English |
| Authors: | Mathur Grunewald, Nikki (ORCID |
| Source: | Psychology in the Schools. 2024 61(1):398-412. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Metacognition, Program Effectiveness, Intervention, Participatory Research, Cooperation, Context Effect, Program Implementation, Children, Adolescents |
| DOI: | 10.1002/pits.23059 |
| ISSN: | 0033-3085 1520-6807 |
| Abstract: | Mindfulness-based programs have become popular, empirically supported treatment modalities for increasing positive psychological outcomes for children and adolescents, with an overall effect size of 0.4. We argue for implementing community-based participatory research (CBPR) methodology to investigate the specific effects of mindfulness-based intervention (MBI) programs within schools. While interest in MBIs in schools has resulted in their increased application, research based on CBPR methodology can fill several gaps in the existing literature by collaborating with school personnel and viewing teachers, students, and staff members as equal research partners. A CBPR approach could help recognize individual differences and contextual factors that often inhibit MBI success, as well as address implementation issues, interventionist factors, and fill the science-to-practice gap. We end by providing practical information to help translate CBPR approaches into the school setting. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1403827 |
| Database: | ERIC |
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| Abstract: | Mindfulness-based programs have become popular, empirically supported treatment modalities for increasing positive psychological outcomes for children and adolescents, with an overall effect size of 0.4. We argue for implementing community-based participatory research (CBPR) methodology to investigate the specific effects of mindfulness-based intervention (MBI) programs within schools. While interest in MBIs in schools has resulted in their increased application, research based on CBPR methodology can fill several gaps in the existing literature by collaborating with school personnel and viewing teachers, students, and staff members as equal research partners. A CBPR approach could help recognize individual differences and contextual factors that often inhibit MBI success, as well as address implementation issues, interventionist factors, and fill the science-to-practice gap. We end by providing practical information to help translate CBPR approaches into the school setting. |
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| ISSN: | 0033-3085 1520-6807 |
| DOI: | 10.1002/pits.23059 |
