The effects of mindfulness-based programs on the executive functions among the school-aged children: a systematic review
Keywords:
executive function, mindfulness, school-aged childrenAbstract
Objective: To review the characteristics and effects of mindfulness-based programs on executive functions among the school-aged children.
Methods: PubMed, EMBASE and ThaiJO databases were searched for randomized controlled trials published from 1989 to 2021. The search terms by using PICO framework included child, children, school-age, student, mindfulness, mindfulness intervention, and executive function(s). The risk of bias was assessed by using the revised Cochrane risk-of-bias tool for randomized trials (RoB 2). Data were analyzed by using descriptive statistics including frequency, percentage, and mean.
Results: Of a total of 2,799 studies identified, 10 were included in the review, of which two had a high risk of bias, four had some concerns, and four had a low risk of bias. Most studies (60%) applied the mindfulness-based stress reduction (MBSR) approach in developing the program. Most studies implemented the program for eight weeks (60%), once a week (70%). Six elements of executive functions were measured as the main outcomes consisting of 1) attention 2) working memory 3) reduction in behavioral problems/attention problems/clinical syndromes 4) self-regulation 5) mindfulness and 6) executive function. Overall, mindfulness-based programs improved executive functions among the school-aged children except for the mindfulness.
Conclusion: Mindfulness-based programs appear to improve most executive functions among school-aged children.
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