Mindfulness with children: a content analysis of evidence-based interventions from a developmental perspective

Abstract

ABSTRACT Objective As the number of mindfulness-based interventions (MBIs) for children has been constantly growing, there is a benefit to be derived for a comprehensive study that gathers what mindfulness activities have been reported to be effective at particular developmental stages, and how these practices have been modified to make them age-appropriate. Method To address this problem, the content of 26 (cluster-) randomised controlled studies was analysed to identify any quantitative and qualitative differences. Results The duration of MBIs varied greatly ranging from 4 to 25 weeks, 8 to 144 sessions, and 3 to 45 h, with session duration from 3 to 90 min, which is an important factor to take into account. However, there were no age group differences due to number of sessions or program length. MBIs for early childhood were more likely to use mindful movement practice, psychoeducation, and story-based context. In case of other components, such as breathing awareness or working with thoughts and emotions, qualitative differences were found between early and middle childhood regarding how the activities were implemented age appropriately. Conclusions The present study offers practical implications and distinguishes differences in mindfulness activities for early and middle childhood. Important developmental considerations have been raised for future program developers and practitioners. KEY POINTS What is already known about this topic: (1) Mindfulness-based interventions for children have gained popularity in the last decade. (2) Adult mindfulness program components have been modified to make them developmentally appropriate for children. (3) There is a lack of clarity concerning age-appropriate components for children in different developmental stages and how these components were modified. What this topic adds: (1) Early childhood mindfulness programs used mindful movement and body practices, story-based context, and psychoeducation more frequently than middle childhood programs. (2) Age–related qualitative differences were identified between younger and older children regarding many mindfulness components and activities, such as breathing awareness or psychoeducation. (3) The lack of mindful movement practices and psychoeducation in many middle childhood programs raises some important development–related questions which might be considered by future program developers and practitioners.