Come back soon to read more about recent publications generated by the Mind Body Laboratory.
*indicates graduate student advisee
Felver, J. C., *Clawson, A. J., *Morton, M. L., Brier-Kennedy, E., Janack, P., & DiFlorio, R. A. (in press). School-based mindfulness intervention supports adolescent resiliency: A randomized controlled pilot study. International Journal of School and Educational Psychology,doi: 10.1080/21683603.2018.1461722
Abstract: This research evaluated the effects of a seven-session mindfulness intervention, Learning to BREATHE, on an ethnically diverse at-risk high school student sample. Two classrooms were randomly assigned to intervention or normal health-education programming. Results indicated significant effects to self-reported psychosocial resilience, with students receiving the intervention reporting stable levels of resilience over time and students in the control condition reporting significant reductions. Intervention groups did not evidence change to self-reported psychosocial problem behavior, school attendance, and quarterly academic grades. Findings suggest that MBI may offer an effective strategy for enhancing student dispositional resilience, and suggestions for further research are offered.
Felver, J. C., *Morton, M. L., & *Clawson, A. J. (in press). Mindfulness-Based Stress Reduction reduces psychological distress in college students. College Student Journal.
Abstract: Problem: Undergraduate and graduate students frequently experience psychological distress that often results in impairment and psychopathology, and effective interventions are thus needed. This work represents a replication of Mindfulness-Based Stress Reduction (MBSR) to reduce psychological distress; secondary objectives include: evaluating participant characteristics related to differential outcomes; exploring predictors of attrition; testing dose-response relations between attendance and practice, and psychological distress.Method: Twenty-one postsecondary students enrolled inMBSR. Using a non-experimental longitudinal design, student data collection included: psychological distress, trait mindfulness, attendance, and home-practice. Results: Repeated measures ANOVA yielded statistically significant reductions to psychological distress and increases in trait mindfulness. Mindfulness did not significantly moderate intervention effectiveness; no measured variable predicted attrition; and there was no observed dose-response relation. Conclusions: MBSR can reduce psychological distress in postsecondary students, however more research using larger samples is needed to fully understand this contemplative intervention.
Felver, J. C., *Clawson, A. J., *Helminen, E. C., *Koelmel, E. L., *Morton, M. L., & *Sinegar, S. E. (2018). Reconceptualizing the measurement of mindfulness. In D. Grimes, H. Lin, & Q. Wang (Eds.), Empirical Studies of Contemplative Practices(pp.19-42). New York, NY: Nova Science Publishers.
Abstract: This chapter proposes several alternative conceptualizations and methodologies regarding the measurement of mindfulness. Contemporary approaches to the measurement of the construct are reviewed and critically analyzed. Following this, several procedures are detailed to introduce novel measurement approaches. This chapter argues for a critical reexamination of how the field of contemplative science currently measures the construct of mindfulness in both basic and applied settings, and proposes innovate conceptualizations and methodologies for how to advance the scientific investigation of mindfulness.
Felver, J. C., Felver, S. L., Margolis, K. L., Ravitch, N. K., Romer, N., & Horner, R. H. (in press). Effectiveness and social validity of the Soles of the Feet mindfulness-based intervention with special education students. Contemporary School Psychology 10.1007/s40688-017-0133-2.
Abstract: Objective: Soles of the Feet for Students (SOF) has demonstrated effectiveness at increasing academic engagement among general education students. This work is intended to replicate and extend previous work by exploring the effectiveness and social validity of SOF among students receiving special education services, who had low levels of academic engagement and high levels of disruptive classroom behavior, in a public school setting. Methods: This study utilized a multiple-baseline single-subject design. Four students (grades 4-7) were taught SOF over the course of five 20-30 minute sessions. Direct observation data of student academically engaged behavior was collected during baseline and post intervention study phases. Students and teachers also completed social validity questionnaires. Results: Following SOF intervention, all four students demonstrated improved mean levels of academically engaged behavior. Students and teachers also reported that SOF was an acceptable, feasible, and effective intervention. Conclusions: SOF offers a brief and effective manualized intervention to improve student academic engagement, and conversely reduce classroom disruptive behavior, for students receiving special education services.
Felver, J. C., Jones, R., Killam, M. A., Kryger, C., Race, K., & McIntyre, L. L. (2017). Contemplative intervention reduces physical interventions for children in residential psychiatric treatment. Prevention Science 10.1007/s11121-016-0720-x.
Abstract: Objective: This research explored the effectiveness of a manualized contemplative intervention among children receiving intensive residential psychiatric care. Method: Ten children with severe psychiatric disabilities received 12 sessions (30-45 minutes) of “Mindful Life: Schools” (MLS) over the course of a month. Facility reported data on the use of physical intervention (i.e., seclusions and restraints) were analyzed. Acceptability questionnaires and broad-band behavioral questionnaire data were also collected from children and their primary clinicians. Results: Robust logistic regression analyses were conducted on person-period data for the 10 children to explore the timing of incidents resulting in the use of physical intervention. Incidents within each person-period were regressed on indicators of days of contemplative practice and days without contemplative practice. Results indicated that during the 24-hour period following MLS class, relative to a comparison 24-hour period, children had significantly reduced odds of receiving a physical intervention (OR = 0.3; 95% CI: 0.2, 0.5; p < 0.001). Behavioral questionnaires did not indicate significant contemplative intervention effects (ps > 0.05), and MLS was found to be generally acceptable in this population and setting. Conclusions: These data indicate that contemplative practices acutely reduced the utilization of physical interventions. Clinicians seeking to implement preventative strategies to reduce the necessity of physical intervention in response to dangerous behavior should consider contemplative practices. Those wishing to empirically evaluate the effectiveness of contemplative practices should consider evaluating objective measures, such as utilization of physical intervention strategies, as oppose to subjective reports.