Caleb Douglas Farley

Mindfulness-based interventions have been shown to be mild to moderately effective at decreasing the stress of parents raising children with behavior difficulties. However, questions surround whether mindfulness practices cause changes in specific mindfulness processes—present-moment awareness and responding with acceptance—and how these changes relate to decreased stress. This single-case design pilot study examined how practicing a daily mindfulness exercise affected parents’ mindfulness processes, stress, and happiness over time. Participants were four parents with clinically elevated levels of stress who had a child experiencing clinical levels of behavior problems. Each participated in a non-intervention baseline phase and then was introduced to an audio-recorded mindful breathing exercise. In the intervention phase, participants were asked to complete the mindful breathing exercise twice a day for 14 days. Across phases, participants completed daily single-item ratings of mindfulness processes (i.e., awareness and acceptance) and stress as well as weekly probes of mindfulness and stress using multi-item rating scales. Results showed that practicing the mindfulness exercise had a functional relationship with gradual improvements in participants’ awareness, stress, and happiness; however, a functional relationship was not supported between practicing the mindfulness exercise and changes in acceptance. We conclude that practicing mindful breathing consistently through small and simple daily exercises appears beneficial for improving some aspects of mindfulness and decreasing stress for parents with children demonstrating significant behavioral problems. Changes in mindfulness and desired outcomes may depend, in part, on the consistency with which specific mindfulness processes are practiced. Recommendations for future research and practice are discussed.

Validating measures of psychological flexibility (PF) and psychological inflexibility (PI) has occurred in multiple adult samples, but little research has validated PF and PI measures with adolescents. This manuscript describes two studies exploring the validity of responses to the Multidimensional Psychological Flexibility Inventory (MPFI) with two samples of adolescents. The first study used exploratory factor analyses on responses to the MPFI with a sample of 16–17-year-olds (N = 249). The results yielded a reduced and simplified measurement model that consisted of two general factors: one for PF and the other for PI. These exploratory findings were further investigated with confirmatory factor analyses in the second study, with a larger sample of 14–17-year-olds (N = 503). The results from the second study generally confirmed the factor model from the first study. Findings from both studies showed that scores derived from the reduced MPFI measurement model evidenced convergent and divergent validity with a variety of mental health criterion measures. Moreover, findings from the second study showed that PF and PI scores had differential predictive power on different concurrent mental health outcomes. This discussion highlights the implications of measuring PF and PI in adolescents, considers limitations of the present studies, and recommends next steps for research.

Mindfulness-based interventions (MBIs) in schools have become increasingly popular, as these practices can be integrated into classrooms by teachers, adapted to fit the individual needs of students or groups of students, and implemented as a schoolwide commitment to improve well-being. Research shows that MBIs are broadly effective for improving a variety of social, emotional, behavioral, and academic outcomes for diverse students. However, implementation of MBIs in under-resourced schools presents a unique set of challenges for school staff. This paper addresses this issue constructively by providing guidelines for increasing access to MBIs in under-resourced schools. First, we provide a brief overview of common ecological barriers—and potential solutions—to implementing MBIs in under-resourced schools at the individual-level, team-level, school-level, and macro-level. This overview is followed by recommendations for de-implementing outdated interventions and implementing MBIs instead. Finally, we complete our guidelines by describing the Adapting Strategies to Promote Implementation Reach and Equity (ASPIRE) framework and how this heuristic can be applied to guide culturally sensitive and equity-focused adaptations to MBIs in under-resourced schools.

Mindfulness-based interventions (MBIs) in schools have become increasingly popular, as these practices can be integrated into classrooms by teachers, adapted to fit the individual needs of students or groups of students, and implemented as a schoolwide commitment to improve well-being. Research shows that MBIs are broadly effective for improving a variety of social, emotional, behavioral, and academic outcomes for diverse students. However, implementation of MBIs in under-resourced schools presents a unique set of challenges for school staff. This paper addresses this issue constructively by providing guidelines for increasing access to MBIs in under-resourced schools. First, we provide a brief overview of common ecological barriers—and potential solutions—to implementing MBIs in under-resourced schools at the individual-level, team-level, school-level, and macro-level. This overview is followed by recommendations for de-implementing outdated interventions and implementing MBIs instead. Finally, we complete our guidelines by describing the Adapting Strategies to Promote Implementation Reach and Equity (ASPIRE) framework and how this heuristic can be applied to guide culturally sensitive and equity-focused adaptations to MBIs in under-resourced schools.

Social anxiety disorder (SAD) often develops during teenager years, and it is important to conceptualize developmentally appropriate interventions. Exposure therapy framed from a perspective of acceptance and commitment therapy (ACT) shows promise for decreasing pathology and increasing wellbeing. This case illustrates the process through which exposure therapy was integrated with ACT to elicit meaningful outcomes in a case of SAD with a 16-year-old female. Treatment outcomes assessed included engagement in values-based activities as well as assessments of depression, anxiety, experiential avoidance, and context-specific wellness. Intervention focused on learning ACT principles through relatable metaphors and experiential exercises and practicing them with values-guided social exposures. This integration resulted in increased engagement of socially meaningful experiences and associated changes in treatment outcomes. Implications, guidelines, and recommendations are presented, including the need for skill-focused treatments, identifying deficits in psychological flexibility, and maintaining a compassionate yet growth-oriented course of treatment.

This chapter orients readers to the landscape of mindfulness and mindfulness-based intervention (MBI) in schools. First, definitions and examples of the key constructs are given: mindfulness and MBI. Next, a discussion is provided on the empirical support and contemporary issues surrounding two aspects of evidence-based practice related to mindfulness in schools: MBI and mindfulness measurement. Following, major considerations are highlighted related to the practical application of mindfulness in schools, focusing on the benefit of a multireed service delivery and the relevance of diversity and developmental considerations when applying mindfulness for the benefit of all in schools. On the whole, this chapter offers a realistic yet optimistic perspective on mindfulness and MBI—suggesting a promising, empirically supported approach for promoting desirable positive psychological functioning among students and their caregivers. Yet much is still unknown; thus, much work remains to inform a thoroughgoing evidence-based approach to using mindfulness and MBI in schools.