Mindfulness in Schools: Exploring the impact on internalising difficulties, the role of home practice and the mechanisms of psychological change

This thesis evaluates the Mindful Attention Programme (MAP), in a school context, using a mixed methods design.

A systematic literature review explored the effectiveness of universal cognitive-behavioural programmes for reducing anxiety in children, which included mindfulness as a "third wave" cognitive-behavioural approach.

Fifteen studies were identified and analysed. It was concluded that some cognitive-behavioural programmes are effective in reducing anxiety.

Interestingly, it was a "third-wave" cognitive-behavioural approach (i.e. a mindfulness intervention) that was awarded the highest methodological rating and produced the largest effect size.

The review concluded by recommending further research in this area, with a particular focus on the mechanisms that underpin any effects as well as whether home practice has an enhancing effect on outcomes.

This provided a rationale for the empirical study.

One hundred and sixty-two children aged 9-10 years took part in the first phase of the empirical study.

A between groups design was used with 82 pupils receiving the intervention and 80 pupils in a wait-list control group. An ANOVA demonstrated that the MAP did not have a significant effect on anxiety scores or the frequency of negative thoughts.

It was found that the MAP had a significant effect on mindfulness scores. There was no significant relationship between home practice (i.e. meditations completed at home) and outcomes.

The second phase of the research explored these initial findings using: (1) a questionnaire and (2) focus groups.

The questionnaire was analysed using content analysis. It was found that there were a number of barriers to practicing at home (e.g. distractions).

The children made a number of recommendations with regard to making home practice easier.

Three focus groups were also facilitated and analysed using thematic analysis.

Three main themes were identified (reported change, mechanisms of change and home practice) and interpreted with reference with existing literature.