دانلود کتاب Mindfulness for Children, Adolescents, and Families: Integrating Research into Practice

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Preface
Introduction
References
Contents
Chapter 1: Mindfulness-Based Programs: Origins, Emergence, and Adaptations
Mindfulness as a Traditional Buddhist Teaching
Emergence of Mindfulness-Based Programs in a Secular Context
Defining Mindfulness-Based Programs
Adaptations of MBPs and Their Considerations
Framework Informing Program Adaptations and Study Designs
National Institute of Health Stage Model (Onken et al., 2014)
Medical Research Council Guidance on Developing and Evaluating Complex Interventions (Skivington et al., 2021)
Theory of Change (Breuer et al., 2016)
Community-Based Participatory Research (Wallerstein & Duran, 2010)
Implications for Research
Implications for Practice
References
Chapter 2: Mindfulness and Developmental Needs of Children
Mindfulness, Meditation, and Spirituality for Children
Mindfulness-Based Programs as a Unique Intervention for Children
Common Mindfulness Practice and Adaptations for Child MBPs
Mindfulness and Cognitive Development of Children
Mindfulness and Social and Emotional Development of Children
Age and Sex Effects on the Outcomes of Child Mindfulness Programs
Can Mindfulness Programs Benefit Preschool Children?
Can Children and Adolescents Benefit Equally from Mindfulness Programs?
Gender Differences in the Outcomes of Mindfulness-Based Programs
Implications for Research
Implications for Practice
References
Chapter 3: Measurements Used in Studying Mindfulness-Based Programs
Measuring Mindfulness in Children
The Child and Adolescent Mindfulness Measure (CAMM)
The Mindful Attention and Awareness Scale (MAAS)
The Comprehensive Inventory of Mindfulness Experiences-Adolescents (CHIME-A)
Five-Facet Mindfulness Questionnaire Adolescent-Short Form (FFMQ-A-SF)
Adolescent and Adult Mindfulness Scale (AAMS)
Relaxation-Mindfulness Scale for Adolescents (EREMIND-A)
Mindful Student Questionnaire (MSQ)
Behavioral Measurements, Biomarkers, and Other Measures That Can Be Used in Evaluating MBPs
Breath Counting Task
Attention Network Test
Ecological Momentary Analysis
Salivary Cortisol
Photovoice
The Head–Toes–Knees–Shoulders (HTKS) Task
Test for Creative Thinking Drawing Production (TCT-DP)
Stroop Task
Difficulties in the Emotion Regulation Scale
Implications for Research
Implications for Practice
References
Chapter 4: Mindfulness in School-Based Curricula
MindUP
Learning to BREATHE
Mindful School
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Other Curricula Worldwide
Major Findings of Recent Systematic Reviews and Meta-analyses on School-Based Mindfulness Curriculum
The Findings of the MYRIAD Project and Its Impact
Implications for Research
Implications for Practice
Appendix: Useful Websites for School-Based Mindfulness Projects
References
Chapter 5: Mindfulness-Based Programs for Children with Developmental Challenges
Attention-Deficit/Hyperactivity Disorder (ADHD)
Autism Spectrum Disorder (ASD)
Intellectual Disability (ID) and Specific Learning Difficulties (SLDs)
Implications for Research
Implications for Practice
References
Chapter 6: Mindfulness-Based Program for Children Facing Mental Health and Sociocultural Challenges
Anxiety
Depression
Aggression and Disruptive Behaviors
Transdiagnostic Psychiatric Conditions
Suicide
Substance Use
Other Health Challenges
Chronic Pain
HIV
Cancer
Cardiac Diagnoses
Diabetes
Obesity
Psychosocial Challenges
Racial Minorities, Low-Income Children from Disadvantaged Families
Children of Divorced Parents and from Migrant Families
Sexual and Gender Minorities
Implications for Research
References
Chapter 7: Mindful Parenting and Mindfulness-Based Programs on Parents
Evolution of the Construct of Mindful Parenting
Assessment of Mindful Parenting
Interpersonal Mindfulness in Parenting (IM-P)
Mindfulness in Parenting Questionnaire (MIPQ)
Bangor Mindful Parenting Scale (BMPS)
Mindful Parenting Inventories for Parents (MPIP) and Children (MPIC)
Behavioral Observation: Mindful Parenting Observation Scale (MPOS)
Adapting MBPs for Parents
Programs for Parents of Children with Developmental Challenges
Programs for Parents of Children with Mental Health Challenges
Programs for Parents Encountering Social Challenges
Parents of Children in Nonclinical Samples
Online MBPs for Parents
Evidence of MBPs for Parents in Systematic Reviews and Meta-Analyses
Implications for Research
Implications for Practice
References
Chapter 8: Mindfulness in Teaching and Education
The Role of Mindfulness in Teaching and the Role of Teachers in Mindfulness Teaching
Assessing Mindfulness in Teaching
Mindfulness-Informed Programs for Teachers
CARE for Teachers
SMART Program
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More Evidence About Students’ Benefits from MBPs for Teachers
A Whole-School Approach: An Answer for Effective Promotion of Mindfulness in Schools?
Implications for Research
Implications for Practice
Appendix: Information About Teacher Mindfulness Programs
References
Chapter 9: Implementing Mindfulness-Based Programs for Children
A Growing Attention in Implementation Science
Factors Contributing to Effective Implementation of an MBP
Consolidated Framework for Implementation Research (CFIR)
The School-Based Mindfulness Program Implementation Framework (SBMP-IF)
Who Implements SMBP Better? The Roles and Outcomes of Schoolteachers vs External Instructors
Implications for Research
Implications for Practice
References
Chapter 10: Ethical Issues in Teaching Mindfulness to Children and Adolescents
Ethics from the Perspectives of Religious and Psychological Practice
Common Ethical Issues in MBPs
Ethical Considerations Relating to Program Development of MBPs
Ethics Relating to the Implementation of the MBPs
Teacher Training and Development
Awareness of the Impact of Mindfulness Practices on Participants Who May Misapply
Implication for Research
Implications for Practice
References
Index