Annotated Bibliography:
Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness
and its role in psychological well-being. Journal of Personality and Social
Psychology, 84(4), 822-848.
Brown and Ryan conduct five studies examining the nature of mindfulness and its relation to psychological well-being, finding that mindfulness may be reliably measured, and that it does play a significant role in mental health. They suggest that future research is indicated in order to further explore the application of mindfulness.
Burke, C. A. (2010). Mindfulness-based approaches with children and adolescents: A preliminary review of current research in an emergent field. Journal of Child and Family Studies,19(2), 133-144.
Burke reviews a number of mindfulness based approaches for promoting psychological health and well-being, finding that they are feasible and acceptable for children and adolescents, but that additional, empirically sound evidence should be pursued.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). Enhancing students’ social and emotional development promotes success in school: Results of a meta-analysis. Child Development, 82, 474-501.
The authors conducted a meta-analysis of 213 school based social and emotional learning (SEL) programs, finding that SEL programs have a significant positive impact on targeted social-emotional competencies, and that teachers and other school staff are effective in delivering these programs.
Hawn, G., & Siegel, D. (2010, May 3). Goldie Hawn and Dan Siegel at TEDMED 2009 [Video file]. Retrieved from http://www.youtube.com/watch?v=1OdBXGHwNCk
This TEDMED talk seeks to clarify the origins of the MindUP curriculum as a tool for helping children reduce their own stress and get in touch with their emotions. Hawn describes the neuroscience embedded in the program and touches briefly on the extensive research that has occurred since the introduction of MindUP in classrooms, including links to academic improvements. Siegel’s previous research regarding mindfulness further supports the use of programs such as MindUP.
Home. (2013). Collaborative for Academic, Social, and Emotional Learning (CASEL). Retrieved July 22, 2014, from http://www.casel.org
The primary purpose of this website is to serve its mission to “help make social and emotional learning (SEL) an integral part of education from preschool through high school”. The Collaborative for Academic, Social, and Emotional Learning (CASEL) organization strives to support the development of SEL through research, practice and policy. The website provides extensive information including definitions, updated policy information, research in the area of SEL and examples of SEL in action. The site also maintains a listing of SEL related research published in its own and other publications.
Home. (2014). The Hawn Foundation. Retrieved July 23, 2014, from http://thehawnfoundation.org/
The Hawn Foundation website is the home base on the internet for MindUP, with a mission to "help young minds by nurturing resilience, hope, and optimism" (Goldie Hawn). The website includes information on the MindUP program, with links to research, resources, and a learning community.
Kabat-Zinn, J. (1990). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain, and illness. New York: Delacourt.
Introductory book for anyone who has considered meditating but was afraid it would be too difficult or would include religious practices they found foreign. Kabat-Zinn focuses on "mindfulness," a concept that involves living in the moment, paying attention, and simply "being" rather than "doing."
Payton, J., Weissberg, R. P., Durlak, J. A., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B., et al. (2008). The positive impact of social and emotional learning for kindergarten to eighth-grade students: Findings from three scientific reviews. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning. Retrieved from: http://files.eric.ed.gov/fulltext/ED505370.pdf
The authors of this report summarize the findings of three large scale reviews, concluding that social and emotional learning (SEL) programs are effective across the K-8 grade range, in diverse settings. Among the benefits noted are improved social and emotional skills, social behaviour, and academic performance.
Schonert-Reichl, K. A.,& Hymel, S. (2007). Educating the heart as well as the mind: Why social and emotional learning is critical for students’ school and life success. Education Canada. 47(2), 20-24.
Schonert-Reichl and Hymel review CASEL’s five SEL competency areas, and connect them with SEL initiatives in Canada, including BC’s Social Responsibility Standards. The authors find that learning is a social process, and as such, fostering social and emotional skills helps to prepare children for success in school and the community.
Schonert-Reichl, K.A. & Lawlor, M. (2010). The effects of a mindfulness-based education program on pre- and early adolescents’ well-being and social and emotional competence. Springer Science & Business Media
The primary purpose of this article focused on the examination of the effectiveness of the Mindfulness Education program on pre- and early adolescents’ functioning in four domains: optimism, self-concept, postivie affect and social emotional functioning.
A second purpose of the study was to examine the fidelity and acceptability of the Mindfulness Education program when implemented in a “real world” setting delivered by regular elementary school teachers in regular classrooms.
Schonert-Reichl, K.A, Oberle, E., Lawlor, M.S., Abbot, D., Thomson, K., Oberlander, T.F., & Diamond, A. (2014). Enhancing Cognitive and Social-Emotional Development Through a Simple-to-Administer School Program. University of British Columbia, cited with permission of the author.
This paper, currently under review, examines the effects of implementing The MindUP Curriculum in randomly assigned 4th and 5th grade classrooms. The study suggests that mindfulness education positively impacts many areas of the children’s social and emotional development as well as their academic achievement.
The Hawn Foundation. (2011). MindUP curriculum: Brain-focused strategies for learning - and living. Grades Pre-K-2. New York, NY: Scholastic Inc.
This curriculum guide shares background information on the MindUP program, as well as lesson plans with extensions for use in the early years. It also includes a resource list, as well as a pull out, double sided poster with information on the brain. While we reviewed the Pre-K-2 guide, there are also guides available for grades 3-5 and grades 6-8.
Zack, S., Saekow, J., Kelly, M. Radke, A. (2014). Mindfulness interventions for youth. Journal of Rational-Emotive and Cognitive-Behaviour Therapy, 32(1), 44-56.
The authors note that mindfulness-based interventions are on the rise, and show promise as an effective method of intervention, but caution that there is a lack of standard measurement, and that there is little evidence related to children and youth. They suggest a cautious enthusiasm toward mindfulness-based approaches, and call for evidence from well-controlled trials to confirm the potential of mindfulness.
Brown and Ryan conduct five studies examining the nature of mindfulness and its relation to psychological well-being, finding that mindfulness may be reliably measured, and that it does play a significant role in mental health. They suggest that future research is indicated in order to further explore the application of mindfulness.
Burke, C. A. (2010). Mindfulness-based approaches with children and adolescents: A preliminary review of current research in an emergent field. Journal of Child and Family Studies,19(2), 133-144.
Burke reviews a number of mindfulness based approaches for promoting psychological health and well-being, finding that they are feasible and acceptable for children and adolescents, but that additional, empirically sound evidence should be pursued.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). Enhancing students’ social and emotional development promotes success in school: Results of a meta-analysis. Child Development, 82, 474-501.
The authors conducted a meta-analysis of 213 school based social and emotional learning (SEL) programs, finding that SEL programs have a significant positive impact on targeted social-emotional competencies, and that teachers and other school staff are effective in delivering these programs.
Hawn, G., & Siegel, D. (2010, May 3). Goldie Hawn and Dan Siegel at TEDMED 2009 [Video file]. Retrieved from http://www.youtube.com/watch?v=1OdBXGHwNCk
This TEDMED talk seeks to clarify the origins of the MindUP curriculum as a tool for helping children reduce their own stress and get in touch with their emotions. Hawn describes the neuroscience embedded in the program and touches briefly on the extensive research that has occurred since the introduction of MindUP in classrooms, including links to academic improvements. Siegel’s previous research regarding mindfulness further supports the use of programs such as MindUP.
Home. (2013). Collaborative for Academic, Social, and Emotional Learning (CASEL). Retrieved July 22, 2014, from http://www.casel.org
The primary purpose of this website is to serve its mission to “help make social and emotional learning (SEL) an integral part of education from preschool through high school”. The Collaborative for Academic, Social, and Emotional Learning (CASEL) organization strives to support the development of SEL through research, practice and policy. The website provides extensive information including definitions, updated policy information, research in the area of SEL and examples of SEL in action. The site also maintains a listing of SEL related research published in its own and other publications.
Home. (2014). The Hawn Foundation. Retrieved July 23, 2014, from http://thehawnfoundation.org/
The Hawn Foundation website is the home base on the internet for MindUP, with a mission to "help young minds by nurturing resilience, hope, and optimism" (Goldie Hawn). The website includes information on the MindUP program, with links to research, resources, and a learning community.
Kabat-Zinn, J. (1990). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain, and illness. New York: Delacourt.
Introductory book for anyone who has considered meditating but was afraid it would be too difficult or would include religious practices they found foreign. Kabat-Zinn focuses on "mindfulness," a concept that involves living in the moment, paying attention, and simply "being" rather than "doing."
Payton, J., Weissberg, R. P., Durlak, J. A., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B., et al. (2008). The positive impact of social and emotional learning for kindergarten to eighth-grade students: Findings from three scientific reviews. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning. Retrieved from: http://files.eric.ed.gov/fulltext/ED505370.pdf
The authors of this report summarize the findings of three large scale reviews, concluding that social and emotional learning (SEL) programs are effective across the K-8 grade range, in diverse settings. Among the benefits noted are improved social and emotional skills, social behaviour, and academic performance.
Schonert-Reichl, K. A.,& Hymel, S. (2007). Educating the heart as well as the mind: Why social and emotional learning is critical for students’ school and life success. Education Canada. 47(2), 20-24.
Schonert-Reichl and Hymel review CASEL’s five SEL competency areas, and connect them with SEL initiatives in Canada, including BC’s Social Responsibility Standards. The authors find that learning is a social process, and as such, fostering social and emotional skills helps to prepare children for success in school and the community.
Schonert-Reichl, K.A. & Lawlor, M. (2010). The effects of a mindfulness-based education program on pre- and early adolescents’ well-being and social and emotional competence. Springer Science & Business Media
The primary purpose of this article focused on the examination of the effectiveness of the Mindfulness Education program on pre- and early adolescents’ functioning in four domains: optimism, self-concept, postivie affect and social emotional functioning.
A second purpose of the study was to examine the fidelity and acceptability of the Mindfulness Education program when implemented in a “real world” setting delivered by regular elementary school teachers in regular classrooms.
Schonert-Reichl, K.A, Oberle, E., Lawlor, M.S., Abbot, D., Thomson, K., Oberlander, T.F., & Diamond, A. (2014). Enhancing Cognitive and Social-Emotional Development Through a Simple-to-Administer School Program. University of British Columbia, cited with permission of the author.
This paper, currently under review, examines the effects of implementing The MindUP Curriculum in randomly assigned 4th and 5th grade classrooms. The study suggests that mindfulness education positively impacts many areas of the children’s social and emotional development as well as their academic achievement.
The Hawn Foundation. (2011). MindUP curriculum: Brain-focused strategies for learning - and living. Grades Pre-K-2. New York, NY: Scholastic Inc.
This curriculum guide shares background information on the MindUP program, as well as lesson plans with extensions for use in the early years. It also includes a resource list, as well as a pull out, double sided poster with information on the brain. While we reviewed the Pre-K-2 guide, there are also guides available for grades 3-5 and grades 6-8.
Zack, S., Saekow, J., Kelly, M. Radke, A. (2014). Mindfulness interventions for youth. Journal of Rational-Emotive and Cognitive-Behaviour Therapy, 32(1), 44-56.
The authors note that mindfulness-based interventions are on the rise, and show promise as an effective method of intervention, but caution that there is a lack of standard measurement, and that there is little evidence related to children and youth. They suggest a cautious enthusiasm toward mindfulness-based approaches, and call for evidence from well-controlled trials to confirm the potential of mindfulness.