| Title |
Assessing Fidelity of Implementation (FOI) for School-Based Mindfulness and Yoga Interventions: A Systematic Review
|
|---|---|
| Published in |
Mindfulness, April 2015
|
| DOI | 10.1007/s12671-015-0395-6 |
| Pubmed ID | |
| Authors |
Laura Feagans Gould, Jacinda K. Dariotis, Mark T. Greenberg, Tamar Mendelson |
| Abstract |
As school-based mindfulness and yoga programs gain popularity, the systematic study of fidelity of program implementation (FOI) is critical to provide a more robust understanding of the core components of mindfulness and yoga interventions, their potential to improve specified teacher and student outcomes, and our ability to implement these programs consistently and effectively. This paper reviews the current state of the science with respect to inclusion and reporting of FOI in peer-reviewed studies examining the effects of school-based mindfulness and/or yoga programs targeting students and/or teachers implemented in grades kindergarten through twelve (K-12) in North America. Electronic searches in PsychInfo and Web of Science from their inception through May 2014, in addition to hand searches of relevant review articles, identified 312 publications, 48 of which met inclusion criteria. Findings indicated a relative paucity of rigorous FOI. Fewer than 10% of studies outlined potential core program components or referenced a formal theory of action, and fewer than 20% assessed any aspect of FOI beyond participant dosage. The emerging nature of the evidence base provides a critical window of opportunity to grapple with key issues relevant to FOI of mindfulness-based and yoga programs, including identifying essential elements of these programs that should be faithfully implemented and how we might develop rigorous measures to accurately capture them. Consideration of these questions and suggested next steps are intended to help advance the emerging field of school-based mindfulness and yoga interventions. |
X Demographics
The data shown below were collected from the profiles of 5 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Japan | 3 | 60% |
| Iran, Islamic Republic of | 1 | 20% |
| Unknown | 1 | 20% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 4 | 80% |
| Practitioners (doctors, other healthcare professionals) | 1 | 20% |
Mendeley readers
The data shown below were compiled from readership statistics for 288 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 2 | <1% |
| Nepal | 1 | <1% |
| Unknown | 285 | 99% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 46 | 16% |
| Student > Master | 38 | 13% |
| Student > Doctoral Student | 32 | 11% |
| Researcher | 28 | 10% |
| Student > Bachelor | 23 | 8% |
| Other | 70 | 24% |
| Unknown | 51 | 18% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 98 | 34% |
| Social Sciences | 46 | 16% |
| Medicine and Dentistry | 21 | 7% |
| Nursing and Health Professions | 12 | 4% |
| Arts and Humanities | 8 | 3% |
| Other | 44 | 15% |
| Unknown | 59 | 20% |
Attention Score in Context
This research output has an Altmetric Attention Score of 3. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 17 April 2015.
All research outputs
#13,374,110
of 23,577,654 outputs
Outputs from Mindfulness
#801
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Outputs of similar age
#122,695
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Outputs of similar age from Mindfulness
#12
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