![]() Statistical power analysis for the behavior science (2nd ed.). International Journal of Transpersonal Studies, 33(1), 15–26.Ĭohen, J. Walking between worlds: holding multiple worldviews as a key for ecological transformation. Journal of Child and Family Studies, 19, 133–144.Ĭanty, J. Mindfulness-based approaches with children and adolescents: a preliminary review of current research in an emergent field. Journal of Personality and Social Psychology, 84(4), 822–848.īurke, C. The benefits of being present: mindfulness and its role in psychological well-being. Psychology Research and Behavior Management, 11, 81–89.īrown, K. Effect of mindfulness and yoga on quality of life for elementary school students and teachers: results of a randomized controlled school-based study. Journal of Statistical Software, 67(1), 1–48.īazzano, A. Fitting linear mixed-effects models using lme4. ![]() International Body Psychotherapy Journal: The Art and Science of Somatic Praxis, 15(2), 78–86.īates, D., Mächler, M., Bolker, B., & Walker, S. Neuropersonality: a psychosomatic unity paradigm. Touching the earth with the heart of enlightened mind: the buddhist practice of mindfulness for environmental education. Australian and New Zealand Journal of Psychiatry, 40(4), 285–294.īai, H., & Scutt, G. Mindfulness-based psychotherapies: a review of conceptual foundations, empirical evidence and practical considerations. Australian Journal of Teacher Education, (12), 1–14.Īllen, N., Blashki, G., & Gullone, E. Mindfully teaching in the classroom: a literature review. Multiple regression: testing and interpreting interactions. Burlington, VT: University of Vermont, Research Center for Children, Youth, and Families.Īiken, L. Manual for the ASEBA school-age forms & profiles. ![]() Kamphaus (Eds.), Handbook of psychological and educational assessment of children: personality, behaviour, and context (pp. The Achenbach System of empirically based assessment. Burlington, VT: University of Vermont, Department of Psychiatry.Īchenbach, T. Manual for the teacher’s report form and 1991 profile. Conclusionsįindings from this study indicate that the Gaia program can be delivered by school instructors during a regular curriculum and the intervention is promising for reducing children’s emotional and behavioral problems.Īchenbach, T. showed clinical/borderline levels of total problems before the intervention, 3.87% of this group still showed clinical/borderline levels after the intervention, whereas no children deteriorated, with a significant difference in the direction of change. The effect sizes were medium for total problems, externalizing, and attention problems, small to medium for rule-breaking behavior and aggressive behavior, while they resulted small for internalizing and anxiety/depression. showed significant decreases in total problems, internalizing, externalizing, and in most narrow-band scales at post-intervention. ![]() Teacher-report comparisons revealed that, relative to controls, the E.G. Four hundred participants aged 6–12 years were recruited from six primary schools (E.G., n = 232 C.G., n = 168). Emotional/behavioral problems were assessed with the Achenbach Teacher’s Report Form at pre-test and post-test. The intervention was led by instructors within the school curriculum. To evaluate the effectiveness of the intervention, we conducted a cluster randomized controlled trial that compared outcomes for children assigned to the experimental group (E.G., Gaia program) with those of the control group (C.G.) using hierarchical linear modeling. ![]() The present study reports the effectiveness of Gaia, a 12-week program integrating a mindfulness approach into an ecological paradigm. Studies examining the effectiveness of school-based mindfulness interventions on children’s emotional/behavioral problems when delivered by school teachers and professionals are still limited. ![]()
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