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  1. Mindfulness-Based Versus Story Reading Intervention in Public Elementary Schools: Effects on Executive Functions and Emotional Health.Claudete A. R. Milaré, Elisa H. Kozasa, Shirley Lacerda, Carla Barrichello, Patricia R. Tobo & Ana Lucia D. Horta - 2021 - Frontiers in Psychology 12.
    IntroductionIn this study we compared the effects of a mindfulness-based intervention with a story reading intervention on the executive functions and psychological profile of children in two different public schools in São Paulo, Brazil.MethodsIn this controlled clinical trial, 207 children aged 8 to 9 years old responded to the Five-Digit Test, stress levels, depression, anxiety, positive and negative affect, at baseline and 8 weeks later. From T0 to T1, school 1 participated in MBI classes and school 2 in IS classes.ResultsIn (...)
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  • Mindfulness and Empathy: Mediating Factors and Gender Differences in a Spanish Sample.Raquel de la Fuente-Anuncibay, Ángela González-Barbadillo, Delfín Ortega-Sánchez & Juan Pablo Pizarro-Ruiz - 2020 - Frontiers in Psychology 11.
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  • Impact of Meditation-Based Lifestyle Practices on Mindfulness, Wellbeing, and Plasma Telomerase Levels: A Case-Control Study.Nirodhi Namika Dasanayaka, Nirmala Dushyanthi Sirisena & Nilakshi Samaranayake - 2022 - Frontiers in Psychology 13.
    Meditation involves psychophysical training which can result in a range of benefits including creating a calm mind and increasing self-awareness, relaxation, and tranquility. Increasing evidence, mostly based on short-term focused interventions, suggests that meditation-based activities may also have favorable effects on physical wellbeing including cellular aging. Hence, the aim of this study was to investigate if continued practice of meditation benefited quality of life, state of mindfulness, and plasma telomerase level in healthy adults. 30 long-term and skilled meditators were recruited (...)
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  • A quiet revolution? Reflecting on the potentiality and ethics of mindfulness in a junior school.Andrea Crawford, Stephen Joseph & Edward Sellman - 2021 - British Journal of Educational Studies 69 (2):237-255.
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