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Working on the Inside: Mindfulness for Adolescents

  • Patricia C. BroderickEmail author
  • Stacie M. Metz
Chapter
Part of the Mindfulness in Behavioral Health book series (MIBH)

Abstract

Adolescence is a period of enormous physical, psychological, and social change leading to great opportunity along with some risk. This chapter begins with a brief overview of developmental strengths, vulnerabilities, and neurobiological changes during adolescence when physical and mental health disorders often manifest. Understanding adolescent development can help researchers and educators recognize the importance of prevention for reducing problems while also supporting a skill set that is a foundation for academic success. Social-emotional learning (SEL) interventions, including mindfulness-based programming, can teach adolescents skills such as emotion management, compassion, and purposeful, nonjudgmental attention, which are associated with improvements in academics, behavior, and well-being. These skills are beneficial for all adolescents; hence, school-based universal prevention programs are highlighted. Learning to BREATHE, a mindfulness education program, is presented as an example of a universal prevention program implemented and evaluated in school settings. Finally, the acronym, S.C.H.O.O.L.S., is presented as a framework for researchers and educators considering the implementation and evaluation of evidence-based mindfulness programs in schools.

Keywords

Mindfulness Adolescents Mindfulness-based stress reduction Social-emotional learning (SEL) School health Universal prevention Resiliency 

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Copyright information

© Springer-Verlag New York 2016

Authors and Affiliations

  1. 1.Bennett Pierce Prevention Research Center, The Pennsylvania State UniversityUniversity ParkUSA
  2. 2.West Chester University of PAWest ChesterUSA

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