Mindfulness (N Y)
November 11, 2022
Robert W. Roeser, Mark T. Greenberg, Tyralynn Frazier et al.
71 citations
Research on mindfulness in schools is growing, mainly from psychology and prevention science. Evidence suggests school-based mindfulness programs can improve students' self-regulation, but effects on other outcomes across different ages are mixed. The current research has significant limitations, and wider critiques point to important future directions. The authors recommend improving experimental methods, expanding developmental research, and rethinking assumptions to build a more holistic, non-dualistic science grounded in relationships, culture, context, ethics, and development.
Mindfulness (N Y)
May 11, 2023
Maren M. Michaelsen, Johannes Graser, Miriam Onescheit et al.
58 citations
A systematic review and meta-regression analysis of randomized controlled trials examined the effectiveness of mindfulness-based and mindfulness-informed interventions in workplace settings. The findings indicate that these interventions produce small to moderate beneficial effects on employee mental health outcomes, including reductions in stress, anxiety, and burnout, as well as improvements in well-being. The analysis also suggests that intervention characteristics, such as duration and delivery format, may moderate these effects, but the overall evidence is limited by heterogeneity across studies and potential publication bias.
Mindfulness (N Y)
September 13, 2016
Nicholas M. Brisbon, Margie E. Lachman
30 citations
People who are more dispositionally mindful tend to report fewer memory problems, and this relationship appears to be partly explained by lower perceived stress and better sleep quality. The study suggests that mindfulness may help protect against memory difficulties by reducing stress and improving sleep.
Mindfulness (N Y)
January 1, 2015
Alison Evans, Rebecca Crane, Lucinda Cooper et al.
28 citations
A framework for supervising teachers of mindfulness-based interventions (MBIs) is presented, developed from the experience of eight supervisors, existing literature, and the authors' own training and supervision work. The framework maps the distinctive features of mindfulness-based supervision (MBS) using concentric circles that represent its essence, form, content, and process. The aim is to support the expansion of MBIs without compromising their integrity and efficacy by increasing the availability of competent supervision.
Mindfulness (N Y)
June 6, 2022
Rhiannon Y. Ueberholz, Alexandra J. Fiocco
20 citations
A brief mindfulness practice can reduce perceived stress and improve sustained attention, but the effect is not influenced by whether participants are first primed with mindfulness-related concepts. In a randomized experiment, participants who engaged in a short mindfulness exercise reported lower stress and performed better on an attention task compared to a control group, regardless of prior priming. The findings suggest that the benefits of a brief mindfulness practice are robust and do not depend on explicit expectation or context setting.
Mindfulness (N Y)
September 26, 2025
Saampras Ganesan, Nicholas T. Van Dam, Sunjeev K. Kamboj et al.
3 citations
A 7-Tesla MRI study found that neurofeedback training (NFT) helps people become more aware of their mental states and boosts emotional well-being during real-world meditation. Participants who received NFT showed improved self-awareness and greater emotional benefits from meditation compared to those who did not receive NFT. The results suggest that NFT can enhance the positive effects of meditation practice.
Mindfulness (N Y)
May 19, 2026
Polina Beloborodova, Matthew J. Hirshberg, Simon B. Goldberg
Contemplative ethics interventions, such as mindfulness and compassion training, show promise for improving ethical decision-making in scientific practice, but their translation into policy faces significant constraints. The paper examines how these interventions can address ethical lapses in research by cultivating moral awareness and behavior, yet it also highlights challenges including institutional resistance, scalability issues, and the need for empirical validation. The authors argue that while contemplative practices offer potential benefits, their integration into science policy requires careful consideration of contextual factors, measurement standards, and potential unintended consequences. The work calls for a balanced approach that recognizes both the possibilities and limitations of using contemplative methods to foster ethical conduct in scientific communities.