ArticleDevelopmental science2018
Effects of school-based mindfulness training on emotion processing and well-being in adolescents: evidence from event-related potentials.
Article in Developmental science, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 13 papers.
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Who cites it
13 citing papers in PubMed.
- Mindfulness and mechanisms of attention in a neutral and palatable food context.Frontiers in psychology · 2024Article
- Mindfulness and inhibitory control: Insights from the stop signal task with neutral and reward-associated stimuli.PloS one · 2024Article
- Changes in Mental Health and EEG Biomarkers of Undergraduates Under Different Patterns of Mindfulness.Brain topography · 2024Article
- Brain imaging studies of emotional well-being: a scoping review.Frontiers in psychology · 2023Article
- Article
- Creating mindful heroes: a case study with ninth grade students.Frontiers in psychology · 2023Article
- Mindfulness, Interoception, and the Body.Brain sciences · 2022Article
- Comparing emotional working memory in adolescents and young adults with and without depressive symptoms: developmental and psychopathological differences.BMC psychology · 2022Article
- School educational models and child mental health among K-12 students: a scoping review.Child and adolescent psychiatry and mental health · 2022Article
- Neurofeedback-Augmented Mindfulness Training Elicits Distinct Responses in the Subregions of the Insular Cortex in Healthy Adolescents.Brain sciences · 2022Article
- Article
- Effects of school-based mindfulness training on emotion processing and well-being in adolescents: evidence from event-related potentials.Developmental science · 2018Article
- Comparing the effectiveness of the unified protocol in combination with an additional mindfulness treatment to the unified protocol alone as treatment for adolescents diagnosed with emotional disorders.Trends in psychiatry and psychotherapyArticle
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
In a non-randomized controlled study, we investigated the efficacy of a school-based mindfulness curriculum delivered by schoolteachers to older secondary school students (16-18 years). We measured changes in emotion processing indexed by P3b event-related potential (ERP) modulations in an affective oddball task using static human faces. ERPs were recorded to happy and sad face oddballs presented in a stimulus stream of frequent faces with neutral expression, before and after 8 weeks of mindfulness training. Whilst the mean amplitude of the P3b, an ERP component typically elicited by infrequent oddballs, decreased between testing sessions in the control group, it remained unchanged in the training group. Significant increases in self-reported well-being and fewer doctor visits for mental health support were also reported in the training group as compared to controls. The observed habituation to emotional stimuli in controls thus contrasted with maintained sensitivity in mindfulness-trained students. These results suggest that in-school mindfulness training for adolescents has scope for increasing awareness of socially relevant emotional stimuli, irrespective of valence, and thus may decrease vulnerability to depression.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.