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Pediatric reports

ISSN 2036-749X

2 papers in the library · 6 citations · publishing 2025

Papers

Mindfulness in Mental Health and Psychiatric Disorders of Children and Adolescents: A Systematic Review and Meta-Analysis of Randomized Controlled Trials.

Pediatric reports May 14, 2025 Bruno Daniel Carneiro, Daniel Humberto Pozza, José Tiago Costa-Pereira et al. 6 citations

A review of thirteen randomized clinical trials found that the effectiveness of mindfulness-based interventions for anxiety, depression, and stress in children and adolescents remains uncertain due to highly variable results. Mindfulness-Based Stress Reduction showed a small positive effect on depression and anxiety, while non-specific mindfulness-based interventions showed a moderate positive effect on both. Mindfulness-Based Cognitive Therapy was effective in reducing anxiety and depression (moderate positive effects) and stress symptoms. However, one study found no significant improvements for anxiety and depression with MBCT, and another found no improvement for anxiety with MBCT/MBSR. The meta-analysis did not identify a significant overall effect on depression or anxiety. High heterogeneity suggests outcomes depend on intervention type, duration, and moderating factors like age.

Exploring the Effects of a School Mindfulness-Based Intervention in French Primary Public Schools-A Pilot Study.

Pediatric reports March 5, 2025 Jessica Monsillion, Lucia Romo, Rafika Zebdi

A pilot mindfulness program for French primary school students (average age about 9.7 years) produced no statistically significant changes in anxiety, depression, mindfulness, emotional awareness, executive functioning, or school well-being. Slight numerical trends in anxiety and mindfulness scores hint at possible benefits, but the program's short duration, small sample, reliance on self-reports, and disruption from the COVID-19 pandemic may explain the null results. The authors suggest that larger studies with longer programs, multi-informant assessments, and integration with social-emotional learning could better detect effects.