Reducing Israeli-Jewish Pupils’ Outgroup Prejudice with a Mindfulness and Compassion-Based Social-Emotional Program
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Mindfulness practice among students reduces prejudice.
“Studies have shown that mindfulness practice among students has improved their interpersonal relationships (Mendelson et al., 2010), fostered pro-social behaviour (Harpin et al., 2016), enhanced consideration for others, including minority groups (Black & Fernando, 2014), reduced prejudice, and promoted positive thoughts towards minorities (Berger et al., 2018).”
From The influence of teacher-guided mindfulness practice on inter and intra-personal abilities among Israeli Arab students (2024) · cites this paper as Berger et al., 2018
Mindfulness practice among students promotes positive thoughts towards minorities.
“Studies have shown that mindfulness practice among students has improved their interpersonal relationships (Mendelson et al., 2010), fostered pro-social behaviour (Harpin et al., 2016), enhanced consideration for others, including minority groups (Black & Fernando, 2014), reduced prejudice, and promoted positive thoughts towards minorities (Berger et al., 2018).”
From The influence of teacher-guided mindfulness practice on inter and intra-personal abilities among Israeli Arab students (2024) · cites this paper as Berger et al., 2018
Cites
Mindfulness-based interventions in context: Past, present, and future
Kabat-Zinn, J. (2003) · Clinical Psychology: Science and Practice · doi:10.1093/clipsy.bpg016 · Cited by 8,615 · cited 2× · see citing works
“These researchers utilized interventions taken from the Mindfulness-Based Stress Reduction program (Kabat-Zinn 2003) in two studies: one field-based quasi-experiment with elementary and secondary school teachers and, the other, a laboratory-based experiment with college students.”
BackgroundMethodMindfulness-based interventions in context: Past, present, and future.
Kabat-Zinn, J. (2003) · Clinical Psychology: Science and Practice · doi:10.1093/clipsy/bpg016 · Cited by 8,612 · see citing works
Fredrickson, B. L. (2001) · American Psychologist · doi:10.1037//0003-066x.56.3.218 · Cited by 3,512 · see citing works
The consequences of perceived discrimination for psychological well-being: A meta-analytic review.
Schmitt, M. T., Branscombe, N. R., Postmes, T., & Garcia, A. (2014) · Psychological Bulletin · doi:10.1037/a0035754 · Cited by 1,804 · cited 1× · see citing works
“It is associated with profound negative outcomes, and its consequences on youth are observed on educational, social, physical, and psychological levels (see Inzlicht et al. 2011; Rutland and Killen 2015; Schmitt et al. 2014).”
BackgroundSchonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015) · Developmental Psychology · doi:10.1037/a0038454 · Cited by 813 · cited 1× · see citing works
“A handful of studies have found that children who were exposed to mindfulness and compassion-based interventions reported greater empathy and perspective taking and developed more prosocial behaviors (Flook et al. 2015; Schonert-Reichl et al. 2015).”
BackgroundLoving-kindness meditation increases social connectedness.
Hutcherson, C. A., Seppala, E. M., & Gross, J. J. (2008) · Emotion · doi:10.1037/a0013237 · Cited by 758 · see citing works
Mental balance and well-being: building bridges between Buddhism and Western psychology
Wallace, B. A., & Shapiro, S. L. (2006) · American Psychologist · doi:10.1037/0003-066x.61.7.690 · Cited by 605 · see citing works
Meditation increases compassionate responses to suffering.
Condon, P., Desbordes, G., Miller, W. B., & DeSteno, D. (2013) · Psychological Science · doi:10.1177/0956797613485603 · Cited by 451 · see citing works
Mindfulness and compassion: an examination of mechanism and scalability
Lim, D., Condon, P., & DeSteno, D. (2015) · PLOS ONE · doi:10.1371/journal.pone.0118221 · Cited by 291 · see citing works
Lueke, A., & Gibson, B. (2015) · Social Psychological and Personality Science · doi:10.1177/1948550614559651 · Cited by 265 · see citing works
Minding the interpersonal gap: Mindfulness-based interventions in the prevention of ostracism
Ramsey, A. T., & Jones, E. E. (2015) · Consciousness and Cognition · doi:10.1016/j.concog.2014.10.003 · Cited by 67 · see citing works
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Porter, B., Oyanadel, C., Sáez-Delgado, F., Andaur, A., & Peñate, W. (2022) · European Journal of Investigation in Health, Psychology and Education · doi:10.3390/ejihpe12080085 · Cited by 45 · see citing works
Tarrasch, R., & Berger, R. (2022) · Mindfulness · doi:10.1007/s12671-022-01955-y · Cited by 13 · see citing works
Self-citationKhalifa, G., & Tarrasch, R. (2024) · Educational Psychology · doi:10.1080/01443410.2024.2363336 · Cited by 3 · see citing works
“…their interpersonal relationships (Mendelson et al., 2010), fostered pro-social behaviour (Harpin et al., 2016), enhanced consideration for others, including minority groups (Black & Fernando, 2014), reduced prejudice, and promoted positive thoughts towards minorities (Berger et al., 2018).”
Self-citation
- Authors
- Berger, R., Brenick, A., & Tarrasch, R.
- Affiliations
- Ben-Gurion University of the Negev (IL)
- University of Connecticut (US)
- Tel Aviv University (IL)
- Corresponding author
- Brenick, Alaina
- Venue
- Mindfulness
- Published
- 2018-03-08
- Volume
- 9
- Issue
- 6
- Pages
- 1768-1779
- ISSN
- 1868-8527 (ISSN-L)
- 1868-8535
- OpenAlex
- W2793524403
- Cited by
- 60
- References
- 11
- Citations by year
- 2026: 3 · 2025: 8 · 2024: 12 · 2023: 6 · 2022: 15 · 2021: 5 · 2020: 5 · 2019: 5 · 2018: 1
- FWCI
- 9.10
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Mindfulness (publishedVersion)
- Funders
- Mind and Life Institure
- Topics
- Social Sciences › Sociology and Political Science › Social and Intergroup Psychology
- Social Sciences › Psychology › Clinical Psychology › Mindfulness and Compassion Interventions
- Social Sciences › Education › Early Childhood Education and Development
- Keywords
- outgroup prejudice, Israeli-Palestinian conflict, compassion, social-emotional intervention, stereotyping, intergroup relations, elementary school students, ethnic tensions, conflict escalation
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