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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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2021-11-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2021.660650/full |
| _version_ | 1819002287517859840 |
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| 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 |
| collection | DOAJ |
| 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. |
| first_indexed | 2024-12-20T23:02:43Z |
| format | Article |
| id | doaj.art-ccb2a09a849f467897cf2f4fa14bb264 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-20T23:02:43Z |
| publishDate | 2021-11-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-ccb2a09a849f467897cf2f4fa14bb2642022-12-21T19:23:58ZengFrontiers Media S.A.Frontiers in Psychology1664-10782021-11-011210.3389/fpsyg.2021.660650660650Exploring the Effects of Meditation Techniques Used by Mindfulness-Based Programs on the Cognitive, Social-Emotional, and Academic Skills of Children: A Systematic ReviewMarisa G. Filipe0Sofia Magalhães1Andreia S. Veloso2Ana Filipa Costa3Lúcia Ribeiro4Patrícia Araújo5São Luís Castro6Teresa Limpo7Center of Linguistics, School of Arts and Humanities, University of Lisbon, Lisbon, PortugalCenter for Psychology at University of Porto, Faculty of Psychology and Education Sciences, University of Porto, Porto, PortugalCenter for Psychology at University of Porto, Faculty of Psychology and Education Sciences, University of Porto, Porto, PortugalCenter for Psychology at University of Porto, Faculty of Psychology and Education Sciences, University of Porto, Porto, PortugalCenter for Psychology at University of Porto, Faculty of Psychology and Education Sciences, University of Porto, Porto, PortugalTRIE-Transdisciplinary Research Center for Innovation & Entrepreneur Ecosystems, Manuel Teixeira Gomes Higher Education Institute (ISMAT), Portimão, PortugalCenter for Psychology at University of Porto, Faculty of Psychology and Education Sciences, University of Porto, Porto, PortugalCenter for Psychology at University of Porto, Faculty of Psychology and Education Sciences, University of Porto, Porto, PortugalThere 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.https://www.frontiersin.org/articles/10.3389/fpsyg.2021.660650/fullmeditationmindfulnessmindfulness techniqueschildrensystematic review |
| spellingShingle | 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 Frontiers in Psychology meditation mindfulness mindfulness techniques children systematic review |
| 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_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_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_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 |
| topic | meditation mindfulness mindfulness techniques children systematic review |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2021.660650/full |
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