PDF
ePub
Citation
Print
Abstract
Meditation is one of the psychological therapeutic techniques that can be applied to many conditions, including stress reduction. Meditation can be an alternative to overcoming the limitations of existing therapies, including medication. In particular, this can be helpful for children who have limitations in using medication due to brain development and limitations of psychotherapy, which is done mainly by language. Previous studies have shown that mindfulness meditation helped enhance attention, increase the coping ability, reduce stress, and reduce depression and anxiety in children and adolescents, but there is insufficient evidence to use it as a primary treatment. A larger number of well-controlled studies will be needed to obtain an evidence base for expanding clinical application. J Korean Neuropsychiatr Assoc 2020;59(1):36-43
REFERENCES
1). Emslie GJ, Mayes TL, Laptook RS, Batt M. Predictors of response to treatment in children and adolescents with mood disorders. Psychiatr Clin North Am. 2003; 26:435–456.
2). Biegel GM, Brown KW, Shapiro SL, Schubert CM. Mindfulness-based stress reduction for the treatment of adolescent psychiatric outpatients: a randomized clinical trial. J Consult Clin Psychol. 2009; 77:855–866.
3). Kabat-Zinn J. Wherever you Go, There you are: mindfulness meditation in everyday life. New York, NY: Hyper-ion;1994.
4). Kim CK, Lee SY, Lee YJ, Jeong JJ, Choi WY. Dictionary of counselling. Seoul: Hakjisa;2016.
5). Simkin DR, Black NB. Meditation and mindfulness in clinical practice. Child Adolesc Psychiatr Clin N Am. 2014; 23:487–534.
6). Perry-Parrish C, Copeland-Linder N, Webb L, Shields AH, Sibinga EM. Improving self-regulation in adolescents: current evidence for the role of mindfulness-based cognitive therapy. Adolesc Health Med Ther. 2016; 7:101–108.
7). O'Brien KM, Larson CM, Murrell AR. Third-wave behavior therapies for children and adolescents: progress, challenges, and future directions. Greco LA, Hayes SC, editors. editors.Acceptance & mindfulness treatments for children and adolescents: a practitioner's guide. Oakland, CA: New Harbinger Publications;2008. p. 15–35.
8). Kabat-Zinn J. An outpatient program in behavioral medicine for chronic pain patients based on the practice of mindfulness meditation: theoretical considerations and preliminary results. Gen Hosp Psychiatry. 1982; 4:33–47.
9). Grossman P, Niemann L, Schmidt S, Walach H. Mindfulness-based stress reduction and health benefits. A metaanalysis. J Psychosom Res. 2004; 57:35–43.
10). Teasdale JD, Segal Z, Williams JM. How does cognitive therapy prevent depressive relapse and why should attentional control (mindfulness) training help? Behav Res Ther. 1995; 33:25–39.
11). Felder JN, Dimidjian S, Segal Z. Collaboration in mindfulness-based cognitive therapy. J Clin Psychol. 2012; 68:179–186.
12). Harrison LJ, Manocha R, Rubia K. Sahaja Yoga meditation as a family treatment programme for children with attention deficit-hyperactivity disorder. Clin Child Psychol Psychiatry. 2004; 9:479–497.
13). Travis F, Shear J. Focused attention, open monitoring and automatic self-transcending: categories to organize meditations from Vedic, Buddhist and Chinese traditions. Conscious Cogn. 2010; 19:1110–1118.
14). Catani C, Kohiladevy M, Ruf M, Schauer E, Elbert T, Neuner F. Treating children traumatized by war and Tsunami: a comparison between exposure therapy and meditation-relaxation in North-East Sri Lanka. BMC Psychiatry. 2009; 9:22.
15). Fisher R. Still thinking: the case for meditation with children. Think Skills Creat. 2006; 1(2):146–151.
16). Rubia K. The neurobiology of meditation and its clinical effectiveness in psychiatric disorders. Biol Psychol. 2009; 82:1–11.
17). Ames CS, Richardson J, Payne S, Smith P, Leigh E. Innovations in practice: mindfulness-based cognitive therapy for depression in adolescents. Child Adolesc Ment Health. 2014; 19:74–78.
18). Haydicky J, Shecter C, Wiener J, Ducharme JM. Evaluation of MBCT for adolescents with ADHD and their parents: Impact on individual and family functioning. J Child Fam Stud. 2015; 24:76–94.
19). Bögels S, Hoogstad B, van Dun L, de Schutter S, Restifo K. Mindfulness training for adolescents with externalizing disorders and their parents. Behav Cogn Psychother. 2008; 36:193–209.
20). Semple RJ, Lee J, Rosa D, Miller LF. A randomized trial of mindfulness-based cognitive therapy for children: promoting mindful attention to enhance social-emotional resiliency in children. J Child Fam Stud. 2010; 19:218–229.
21). Kim DY, Son CN. The effects of a mindfulness based teenager suicide prevention program (MBTP) on suicidal ideation, depression and self-esteem. Kor J Psychol Health. 2012; 17:323–339.
22). Eom JW, Kim JM. The effects of the mindfulness-based cognitive therapy program on attention and reduction in depression and anxiety of high school student. Korean Journal of Youth Studies. 2013; 20:159–185.
23). Yoo YG, Lee DJ, Lee IS, Shin N, Park JY, Yoon MR, et al. The effects of mind subtraction meditation on depression, social anxiety, aggression, and salivary cortisol levels of elementary school children in South Korea. J Pediatr Nurs. 2016; 31:e185–e197.
24). Crescentini C, Capurso V, Furlan S, Fabbro F. Mindfulness-oriented meditation for primary school children: effects on attention and psychological well-being. Front Psychol. 2016; 7:805.
25). Eklund K, O'malley M, Meyer L. Gauging mindfulness in children and youth: school-based applications. Psychol Sch. 2016; 54:101–114.
26). Drigas A, Karyotaki M. Mindfulness skills training & assessment and intelligence. iJES. 2018; 6:70–85.
27). Greenland SK. Mindful games: sharing mindfulness and meditation with children, teens and families. Boulder, CO: Shambhahala Publications;2016.
28). Greenland SK. Mindful games. Lee JS, trans. Seoul: Bulkwang;2018.
29). Armon E, Kohls NB, Giordano J. On the viability of neurotechnology and mind–body methods in pediatric mental health: perspectives on integrating new tools to complement old techniques. Eur J Integr Med. 2016; 8:137–140.
30). Cebolla A, Demarzo M, Martins P, Soler J, Garcia-Campayo J. Unwanted effects: is there a negative side of meditation? A multicentre survey. PLoS One. 2017; 12:e0183137.
31). Lustyk MK, Chawla N, Nolan RS, Marlatt GA. Mindfulness meditation research: issues of participant screening, safety procedures, and researcher training. Adv Mind Body Med. 2009; 24:20–30.
32). Sibinga EM, Perry-Parrish C, Thorpe K, Mika M, Ellen JM. A small mixed-method RCT of mindfulness instruction for urban youth. Explore (NY). 2014; 10:180–186.
XML Download