Mindfulness in Children

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Top Contributors - Gabriele Dara, Merinda Rodseth, Kim Jackson, Jess Bell, Robin Tacchetti, Tarina van der Stockt, Chelsea Mclene and Ewa Jaraczewska  

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INTRODUCTION

The practice of mindfulness arose from ancient eastern cultures and it is, nowadays, widely practised and researched. This practice is defined as the ‘Psychological capacity to stay willfully present within an individual experience and with a non-judgemental or accepting attitude’ [1].

These abilities can formally be trained with specific/structured practices such as yoga, meditation or Tai Chi to cite some.

These practices have been researched and have proven to be helpful in inducing health-related benefits within groups of individuals of different characteristics [1], [2], [3].

The practice of mindfulness-based interventions (MBIs) and its effects have been researched also in children or younger individuals.

The research on the younger population aims to contrast the stress-related problems experienced during childhood, influencing the brain’s structures responsible for cognition [4] and the mental diseases, with wide prevalence in this age group [1].

BENEFITS ASSOCIATED WITH MINDFULNESS IN CHILDREN

School setting

A systematic review with meta-analysis has investigated the effect of MBIs implemented with children (age span 6-19) within the school setting. The study reported benefits in the cognitive domain but also in the stress-management abilities, coping and resilience.

The interventions, within this study, were based on theoretical frameworks (existing mindfulness programs) or ‘manualised’ program and were conducted by trained-professionals or by the school teachers themselves. The program’s length averaged 420min of total practice within 4-to-12 weeks [1].

The quality of the studies involved in this systematic review can be questioned as not all the studies were peer-reviewed and some of the trials had no randomisation or control group.

Attention deficit hyperactivity disorder (ADHD)

It is reported that children who have been diagnosed with ADHD, present deficits in diverse domain of the brain functions. Some examples are working memory or sustained attention. Due to the characteristics of this disease, individuals with ADHD, have been linked with a higher risk of social, educational and mental health issues. In recent years, literature has shown some interesting findings related to the application of MBIs to improve the quality of life of children with ADHD.

A systematic review from 2018 [5] investigated the role of MBIs in children with ADHD. The study included yoga, behavioural therapy programs, meditation, mindful martial arts and acceptance and commitment therapy (ACT). These therapies presented promising positive results for the psychological well-being of children with ADHD. However, the poor methodological quality of this research indicates that the findings cannot be conclusive and further research with higher quality is needed on the topic.

1. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4075476/pdf/fpsyg-05-00603.pdf
2. Gard T, Hölzel BK, Sack AT, Hempel H, Lazar SW, Vaitl D, Ott U. Pain attenuation through mindfulness is associated with decreased cognitive control and increased sensory processing in the brain. Cerebral cortex. 2012 Nov 1;22(11):2692-702.
3. https://psycnet.apa.org/buy/2003-02410-012
4. Lupien, S. J., McEwen, B. S., Gunnar, M. R., and Heim, C. (2009). Effects of stress throughout the lifespan on the brain, behaviour and cognition. Nat. Rev. Neurosci. 10, 434–445. doi: 10.1038/nrn2639
5. Evans S, Ling M, Hill B, Rinehart N, Austin D, Sciberras E. Systematic review of meditation-based interventions for children with ADHD. Eur Child Adolesc Psychiatry. 2018 Jan;27(1):9-27. doi: 10.1007/s00787-017-1008-9. Epub 2017 May 25. PMID: 28547119.