Learning to BREATHE: an intervention to foster mindfulness in adolescence

Patricia C. Broderick, Jennifer L. Frank

Research output: Contribution to journalArticle

19 Citations (Scopus)

Abstract

During adolescence, young people are traversing exciting and also challenging stages in their development. Mindfulness, if taught in a developmentally appropriate way, has the potential to be an asset in adolescents' lives. Developmentally appropriate approaches of mindfulness intervention during adolescence need to consider adolescents' social contexts (for example, school setting, peer group, family), their cognitive and emotional stages in development, and age-specific strength and vulnerabilities. This chapter puts mindfulness education into a developmental perspective, and presents the Learning to BREATHE program as a school-based universal intervention for adolescents. The authors describe developmental dimensions and themes of the program, and discuss common challenges of program implementation in schools. A case example of bringing the Learning to BREATHE program into the school context is provided.

Original languageEnglish (US)
Pages (from-to)31-44
Number of pages14
JournalNew directions for youth development
Volume2014
Issue number142
DOIs
StatePublished - Jun 1 2014

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Mindfulness
Learning
Peer Group
Education

All Science Journal Classification (ASJC) codes

  • Medicine(all)

Cite this

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Learning to BREATHE : an intervention to foster mindfulness in adolescence. / Broderick, Patricia C.; Frank, Jennifer L.

In: New directions for youth development, Vol. 2014, No. 142, 01.06.2014, p. 31-44.

Research output: Contribution to journalArticle

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