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Dunning et al. (2019). Research review: The effects of mindfulness-based interventions on cognition and mental health in children and adolescents – A meta-analysis of randomized controlled trials.” – Article summary

Mindfulness refers to intentionally directing attention to present moment experiences with an attitude of curiosity and acceptance. Higher levels of mindfulness is associated with better functioning for several psychological and physical health outcomes. Mindfulness skills can be augmented through training. The enhancement of proximal skills (e.g. non-judgemental attention control) may influence distal outcomes (e.g. reduced symptoms; improved behaviour).

Mindfulness may be introduced to youth to enhance core cognitive skills to support academic and social functioning. Mindfulness may be especially useful as self-regulation and executive functioning strongly develop during this period. Next, it is also a period in which many mental disorders first appear.

An active control group in MBI studies refers to something that is expected to benefit its participants and matches the MBI in non-specific factors (e.g. engagement with therapist).  

Mindfulness-based interventions (MBI) lead to greater improvements of mindfulness (1), executive functions (2) and attention (3) compared to controls. There were improvements in depression (1), anxiety and stress (2) and negative behaviours (3).

Age moderates the effects of MBIs on executive functions. There are greater benefits when a child is older. Older adolescents may benefit more from MBIs than younger children due to the window of opportunity. This refers to the period between 14-18 years and is a key time for mindfulness to be effective due to heightened brain plasticity. During this period, there is also an increase in self-reflection (1), social-perspective taking (2) and a greater interest in understanding the self and others (3). The dose of MBI moderates negative behaviour. More training is associated with fewer negative behaviours. MBI effects on negative behaviour are also moderated by age. Younger children have greater improvements than older children or adolescents.

When MBI is compared to an active control group, there were improvements on mindfulness (1), depression (2) and anxiety and stress (3). The other positive outcomes are still there but are not significantly higher compared to an active control group.  

Publication bias may play a role in the positive effects of MBIs.

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Youth Interventions: Theory, Research, and Practice – Article overview (UNIVERSITY OF AMSTERDAM)
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Youth Interventions: Theory, Research, and Practice – Article overview (UNIVERSITY OF AMSTERDAM)

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Youth Interventions: Theory, Research, and Practice – Article overview (UNIVERSITY OF AMSTERDAM)

This bundle contains all the articles that have been discussed and were part of the mandatory literature for the course: "Youth Interventions: Theory, Research, and Practice" given at the University of Amsterdam. It contains the following articles:

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Prins, Ollendick, Maric, & MacKinnon (2015). Moderators and mediators of youth treatment outcomes.” – Article summary
Weersing, Schwartz, & Bolano (2015). Moderators and mediators of youth treatment outcomes.” – Article summary
Hudson et al. (2015). Comparing outcomes for children with different anxiety disorders following cognitive behavioural therapy.” – Article summary
Telman et al. (2020). Modular CBT for youth social anxiety disorder: A case series examining initial effectiveness.” – Article summary
Koegel, Koegel, Ashbaugh, & Bradshaw (2014). The importance of early identification and intervention for children with or at risk for autism spectrum disorders” – Article summary
Schreibman et al. (2015). Naturalistic developmental behavioural interventions: Validated treatments for autism spectrum disorder”. – Article summary
Daley et al. (2014). Practitioner review: Current best practice in the use of parent training and other behavioural interventions in the treatment of children and adolescents with ADHD” – Article summary
Evans et al. (2021). The efficacy of cognitive video game training for ADHD and what FDA clearance means for clinicians.” – Article summary
Staff et al. (2021). Effectiveness of specific techniques in behavioral teacher training for childhood ADHD: A randomized controlled microtrial.” – Article summary
Van der Pol et al. (2019). Common elements of evidence-based systemic treatments for adolescents with disruptive behaviour problems.” – Article summary
Price & Ansari (2013). Dyscalculia: Characteristics, causes and treatments.” – Article summary
Vellutino, Scanlon, Zhang, & Schatschneider (2008). Using response to kindergarten and first grade intervention to identify children at-risk for long-term reading difficulties.” – Article summary
Dunning et al. (2019). Research review: The effects of mindfulness-based interventions on cognition and mental health in children and adolescents – A meta-analysis of randomized controlled trials.” – Article summary
Lynch et al. (2006). Mechanisms of change in dialectical behavior therapy: Theoretical and empirical observations.” – Article summary
De Roos et al. (2017). Comparison of eye movement desensitization and reprocessing theory, cognitive behavioural writing therapy, and wait-list in pediatric posttraumtic stress disorder.” – Article summary
Maric, Willard, Wrzesien, & Bögels (2019). Innovations in the treatment of childhood anxiety disorders: Mindfulness and self-compassion approaches." - Article summary
Van der Oord, Lucassen, van Emmerik, & Emmelkamp (2010). Treatment of post-traumatic stress disorder in children using cognitive behavioural writing therapy
McCauley et al. (2018). Efficacy of dialectical behavior therapy for adolescents at high risk for suicide: A randomized clinical trial.” – Article summary
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