Characteristics of Mindfulness-Based Interventions in Schools: a Systematic Review in School Psychology Journals.

Mindfulness-based interventions (MBIs) have been evaluated in terms of efficacy; however, little is known about implementation factors of MBIs in schools. The purpose of the current study was to systematically review MBI studies published in school psychology journals. This systematic review examined peer-reviewed MBI literature in nine school psychology journals from 2006 to 2020 to examine prevalence of MBI intervention studies, specific techniques taught in MBIs, if and how fidelity of MBI implementation was evaluated, and how mindfulness skills were measured for youth participating in MBIs. A total of 46 articles (out of 4415) were related to mindfulness and 23 articles (0.52%) focused on the implementation of MBIs in schools. Nine different mindfulness techniques were implemented as part of MBIs in studies with some of the most common including awareness, breathing, and meditation. This study also found scarce evidence of implementation fidelity, and limited use of mindfulness measures within MBI studies. Future research and limitations are also discussed.

Implementing a statewide early childhood mental health consultation approach to preventing childcare expulsion.

State- and local-level mental health administrators and practitioners can work collaboratively to provide effective early childhood mental health consultation (ECMHC) services that address the growing need in communities to promote healthy socioemotional functioning in infants and young children and prevent longer term mental health challenges. This article describes one state's model of ECMHC, the Child Care Expulsion Prevention Program (CCEP), as well as preliminary evaluation findings on consultants' fidelity to the developed approach to service within 31 counties in Michigan. The CCEP approach is flexible, yet adheres to six cornerstones which are essential to effectively and consistently carrying out services across local projects, including the provision of relationship-based programmatic and child/family-centered consultation, hiring and supporting high-quality consultants through professional development and reflective supervision, ongoing provision of state-level technical assistance, use of evidence-based practices, and collaboration with other early childhood service providers. In addition to the overview of CCEP's approach and effectiveness, lessons learned are provided to guide those engaged in policy development, practice, and applied research pertaining to ECMHC. Abstracts translated in Spanish, French, German, and Japanese can be found on the abstract page of each article on Wiley Online Library at http://wileyonlinelibrary.com/journal/imhj.

Randomized feedback about diagnosis influences statistical and clinical significance of self-report ADHD assessment in adults.

OBJECTIVE: An experiment was conducted to test the hypothesis that feedback about an ADHD diagnosis influences how a nonclinical sample scores on the Adult ADHD Self-Report Scale (ASRS) screener. METHOD: A total of 54 participants who scored below clinical significance on the ASRS in a pretest, that is, marked fewer than 4 of 6 items found to be most predictive of symptoms consistent with clinical diagnosis of adult ADHD, completed the assessment again 1 week later in a posttest with "negative," "positive," or no feedback written on the posttest to indicate how participants scored on the pretest. RESULTS: In all, 8 of 10 participants who scored in the clinical significance range for ADHD in the posttest were those who received positive feedback. Scores for the positive feedback group increased most from pretest to posttest for inattentive domain items (R(2) = .19). CONCLUSION: Patient beliefs prior to a diagnostic screening can influence ASRS self-report ratings.