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Prevalence of mindfulness literature and intervention in school psychology journals from 2006 to 2016
Author(s) -
Bender Stacy L.,
Roth Rachel,
Zielenski Alicia,
Longo Zachary,
Chermak Ashley
Publication year - 2018
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.22132
Subject(s) - mindfulness , psychological intervention , psychology , intervention (counseling) , school psychology , compassion , mandala , positive psychology , clinical psychology , applied psychology , psychotherapist , psychiatry , philosophy , theology , political science , law
Abstract Mindfulness has been gaining momentum in the field of school psychology, however compared to other applied psychology fields, less research on mindfulness interventions has been conducted. This study systematically reviewed mindfulness literature and empirical studies in nine school psychology journals from 2006–2016. The prevalence of mindfulness articles and research specifically focused on mindfulness intervention were examined. Additionally, the type of intervention implemented, tier of intervention, and targets of intervention were examined. Results indicated that .57% of articles during the ten‐year time frame were related to mindfulness ( n = 17). Eight of the 17 articles investigated mindfulness interventions, with interventions ranging from informal practices (e.g., Mandala coloring) to specific intervention programs (e.g., Compassion and Attention in the Schools). Majority of interventions were implemented at the universal level for students. Future directions for mindfulness research and the importance of mindfulness in school psychology are discussed.