Calmer Choice, non-profit organization in Barnstable, Massachusetts Calmer Choice, non-profit organization in Barnstable, Massachusetts

reference list

Children and Adolescents

Carsley, D., Khoury, B., & Heath, N. L. (2018). Effectiveness of mindfulness interventions for mental health in schools: A comprehensive meta-analysis. Mindfulness, 9(3), 693–707.

Cheang, R., Gillions, A. & Sparkes. (2019). Do mindfulness-based interventions increase empathy and compassion in children and adolescents: A systematic review. Journal of Child and Family Studies, 28(7), 1765-1779.

Dunning, D. L., Griffiths, K., Kuyken, W., Crane, C., Foulkes, L., Parker, J., & Dalgleish, T. (2018). Research review: The effects of mindfulness‐based interventions on cognition and mental health in children and adolescents – a meta‐analysis of randomized controlled trials. Journal of Child Psychology and Psychiatry, 60(3), 244-258

Dunning, D., Tudor, K., Radley, L., Dalrymple, N., Funk, J., Vainre, M., Ford, T., Montero- Marin, J., Kuyken, W., & Dalgeish, T. (2022). Do mindfulness-based programmes improve the cognitive skills, behaviour, and mental health of children and adolescents? An updated meta-analysis of randomised controlled trials. Evidence-Based Mental Health, 0, 1-8.

Feuerborn, L. L. & Gueldner, B. (2019). Mindfulness and social-emotional competencies: Proposing connections through a review of the research. Mindfulness, 10, 1707-1720.

Klingbeil, D. A., Renshaw, T. L., Willenbrink, J. B., Copek, R. A., Chan, K. T., Haddock, A., Yassine, J., & Clifton, J. (2017). Mindfulness-based interventions with youth: A comprehensive meta-analysis of group-design studies. Journal of School Psychology, 63, 77–103.

McKeering, P., Hwang, Y.-S. (2019). A systematic review of mindfulness-based school interventions with early adolescents. Mindfulness, 10, 593–610.

Sun, Y., Lamoreau, R., O’Connell, S., Horlick, R., & Bazzano, A. N. (2021). Yoga and mindfulness interventions for preschool-aged children in educational settings: A systematic review. International Journal of Environmental Research and Public Health, 18(11), 6091.

Tao, S., Li, J., Zhang, M., Zheng, P., Lau, E. Y. H., Sun, J., & Zhu, Y. (2021). The effects of mindfulness-based interventions on child and adolescent aggression: A systematic review and meta-analysis. Mindfulness, 12(6), 1301–1315.

Vekety, B., Logemann, H. N. A., & Takacs, Z. K. (2021). The effect of mindfulness-based interventions on inattentive and hyperactive–impulsive behavior in childhood: A meta- analysis. International Journal of Behavioral Development, 45(2), 133–145.

Zhang, Y., Chen, S., Wu, H., & Guo, C. (2022). Effect of mindfulness on psychological distress and well-being of children and adolescents: A meta-analysis. Mindfulness, 13(2), 285– 300.

Teachers and Employees

Bartlett, L., Martin, A., Neil, A. L., Memish, K., Otahal, P., Kilpatrick, M., & Sanderson, K. (2019). A systematic review and meta-analysis of workplace mindfulness training randomized controlled trials. Journal of Occupational Health Psychology, 24(1), 108– 126.

Hwang, Y.-S., Bartlett, B., Greben, M., & Hand, K. (2017). A systematic review of mindfulness interventions for in-service teachers: A tool to enhance teacher wellbeing and performance. Teaching and Teacher Education, 64, 26-42.

Janssen, M., Heerkens, Y., Kuijer, W., van der Heijden, B., & Engels, J. (2018). Effects of mindfulness-based stress reduction on employees’ mental health: A systematic review. PloS One, 13(1), e0191332.

Madigan, D. J. & Kim, L. E. (2021). Does teacher burnout affect students? A systematic review of its association with academic achievement and student reported outcomes. International Journal of Educational Research, 105, 101714.

Paudel, N., Adhikari, B., Prakash, K. C., Kyrönlahti, S., Nygård, C.-H., & Neupane, S. (2022). Effectiveness of interventions on the stress management of schoolteachers: A systematic review and meta-analysis. Occupational and Environmental Medicine, 79(7), 477-485.

von der Embse, N., Ryan, S., Gibbs, T., & Mankin, A. (2019). Teacher stress interventions: A systematic review. Psychology in the Schools, 56(8), 1328–1343.

Zarate, K. Maggin, D., & Passmore, A. (2019). Meta‐analysis of mindfulness training on teacher well‐being. Psychology in the Schools, 56(10), 1700-1715.

Calmer Choice Research Projects

Bauer, C. C. C., Rozenkrantz, L., Caballero, C., Nieto-Castanon, A., Scherer, E., West, M. R., Mrazek, M., Phillips, D. T., Gabrieli, J. D. E., & Whitfield-Gabrieli, S. (2020). Mindfulness training preserves sustained attention and resting state anticorrelation between default-mode network and dorsolateral prefrontal cortex: A randomized controlled trial. Human Brain Mapping, 41(18), 5356-5369. 1-14.

Crowley, M. J., Nicholls, S. S., Wu, J., Jensen, F., Laws, H. B., Mayes, L. C., Willner, C. J., Sarles-Whittlesey, H., & Kennedy, A. (2020). Psychological inflexibility partially mediates change in youth anxiety: Results of a school-based quasi-experimental mindfulness trial [Manuscript submitted for publication]. Yale Child Study Center, Yale University.

Hall, S. V., Barnes, M. A., & Jensen, F. (2012, October 26). Mindfulness in schools: An outcomes approach [Conference session]. Massachusetts Association of Occupational Therapy, Norwood, MA, United States.

Hall, S. V., Alvin, M., Barnes, M. A., McCutcheon, C., Jensen, F., Kennedy, A., & Bedel, G. (2013). Calmer Choice outcomes report: School year 2012-2013 [PowerPoint slides].

Loring, K. L., Barnes, M. A., Smalley, E., & Jensen, F. (2022). Evaluating an eight-week online mindfulness program for adults in the community: A pilot study [Manuscript in preparation]. Department of Occupational Therapy, Tufts University.