Mindfulness for adolescents: A promising approach to supporting emotion regulation and preventing risky behavior
Open accessAbstract
This article reviews the contextual and neuropsychological challenges of the adolescent period with particular attention to the role that universal prevention can play in moderating the harmful effects of stress. The centrality of emotion regulation skills to long‐term health and wellness suggests their importance in prevention and intervention efforts for youth. Mindfulness has been shown to be an effective means of reducing stress and improving emotion balance in research with adults, although research on mindfulness with adolescents is limited. The authors present available data and describe one potentially effective program for adolescent mindfulness: Learning to BREATHE.
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Combining CBT and mindfulness appears particularly effective for individuals exposed to chronic stress and trauma, including adolescents.
“Combining CBT and mindfulness appears particularly effective for individuals exposed to chronic stress and trauma (Linehan, 1993; Robins & Chapman, 2004), including adolescents (Broderick & Jennings, 2013; Durlak & Wells, 1997; Zoogman et al., 2015).”
From Positive impacts of a universal trauma-informed intervention on student mental health: The Project POWER trial (2025) · cites this paper as Broderick & Jennings, 2013
In “The contribution of mindfulness for training attention and emotion regulation” (page unavailable), the paper reports promising results for mindfulness-based approaches among adolescents. It does not establish that combining CBT with mindfulness is particularly effective for adolescents exposed to chronic stress or trauma; the cited passage also calls for more rigorous research among youth. (LLM, conf=0.84)
Experimental — accuracy not yet measuredAdolescence is a period of heightened sensitivity to stressors.
“Adolescence also appears to be a period of development in which individuals are particularly sensitive to stressors (Broderick and Jennings 2012; Romeo 2013).”
From Mindfulness Interventions to Reduce Impact of Interparental Conflict on Adolescents. (2020) · cites this paper as Broderick and Jennings 2012
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Tasarım Eğitiminde Duyusal Farkındalık Ve Yaratıcılık İlişkisi Üzerine
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- Authors
- Broderick, P. C., & Jennings, P. A.
- Affiliations
- West Chester University (US)
- Pennsylvania State University (US)
- Venue
- New Directions for Youth Development
- Publisher
- Wiley
- Published
- 2012-12
- Volume
- 2012
- Issue
- 136
- Pages
- 111-126
- ISSN
- 1533-8916 (ISSN-L)
- 1537-5781
- OpenAlex
- W2129569284
- Cited by
- 150
- References
- 67
- Citations by year
- 2026: 8 · 2025: 7 · 2024: 12 · 2023: 14 · 2022: 13 · 2021: 19 · 2020: 16 · 2019: 15 · 2018: 11 · 2017: 8 · 2016: 14 · 2015: 12 · 2014: 1
- FWCI
- 4.71
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- New Directions for Youth Development (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Clinical Psychology › Mindfulness and Compassion Interventions
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Social Sciences › Psychology › Clinical Psychology › Personality Disorders and Psychopathology
- Keywords
- mindfulness, adolescents, emotion regulation, universal prevention, risk behavior prevention, stress, youth mental health
- MeSH terms
- Adaptation, Psychological, Adolescent, Attention, Brain, Child, Child Behavior Disorders, Health Promotion, Health Status, Humans, Preventive Health Services, Puberty, Quality of Life, Risk-Taking, Social Control, Informal, Stress, Psychological, United States, Behavioral Research, Adolescent Development, Mindfulness
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