本研究目的在探討「兒童正念團體」對國小六年級學童在注意力、同理心及正念的效果，以16名國小六年級學童為研究對象，研究方法採等組實驗設計，實驗組有8名學童，接受為期八週，每週2次，每次35分鐘，共16次的兒童正念團體，對照組有8名學童，在同一時間進行午休。資料分析包括量化和質性資料，在量化資料方面以「多向度注意力測驗」、「兒童同理心量表」和「華人兒童正念量表」為測量工具，收集前測、後測和追蹤測分數進行分析。質性資料係收集期中和期末團體回饋單、學童訪談和導師訪談內容等進行內容分析，用以輔助評估團體效果。研究結果：1.在注意力方面：「多向度注意力測驗」之「持續性注意力」分測驗前後測差異與前測和追蹤測差異皆達顯著，具有短期效果及一個月的持續效果，而在「選擇性注意力」和「分離性注意力」分測驗則皆無顯著差異，未具有短期效果及一個月的持續效果。2.在同理心方面：「兒童同理心量表」前後測差異達顯著，具有短期效果，但無一個月的持續效果。3.在正念方面：「華人兒童正念量表」之總分量表和「不評價」分量表之前後測差異達顯著，具有短期效果，但無一個月的持續效果，而在「專注覺察」、「接納」和「不纏繞」分量表則皆無顯著差異，未具有短期效果及一個月的持續效果。4.在質性資料方面，實驗組學童和導師都認同在學童參加完團體後，在不同情境的注意力有所提升，能展現情感性的同理心、認知性的同理心和行為性的同理心。實驗組學童也較能覺察自己的情緒狀態和人際關係，進而運用正念態度或技巧去調節情緒和人際因應。最後，提出研究相關討論與建議。

The purpose of the research was to explore the effect of children mindfulness group on the attention, empathy, and mindfulness of the sixth grade students in elementary school. The participants consisted 16 sixth grade students in elementary school. The researcher applied the equivalent pretest-posttest control group method. They were assigned into the experiment group (n=8) and the control group (n=8). The students of the experiment group were accepted for children mindfulness group of 8 weeks, 2 times per week, 35 minutes per session, and 16 total sessions. And the students of the control group were taking a lunch break as useal at the same time. The data analysis includes quantitative and qualitative data. The measurement included “Multi-dimensional Attention Test”, “Children's Empathy Scale” and “The Chinese Children Mindfulness Measure”. All participants received the pretest, the posttest and the follow-up test. The qualitative data were collected feedback during the middle and end of the experimental processing period and records from teacher and student interviewing that were used to support of supplement effects of this research findings. The findings of this research were illustrated as follows: 1.With the respect of attention: Children mindfulness group had short-term effect and one-month continuous effect on ”Sustained Attention Subtest” of “Multi-dimensional Attention Test” , but had no short-term effect and one-month continuous on “Selective Attention Subtest “ and “Separate Attention Subtest “ of “Multi-dimensional Attention Test” . 2. With the respect of empathy: Children mindfulness group had short-term effect on “Children's Empathy Scale “ , but had no one-month continuous effect. 3. With the respect of mindfulness: Children mindfulness group had short-term effect on “Mindfulness Total Scale” and “Non-judgement Subscale” of the “The Chinese Children Mindfulness Measure”, but had no short-term effect and one-month continuous on “Mindfulness Total Scale”, “Non-judgement Subscale”, “Attention and Observation Subscale”, “Acceptance Subscale”, and “Defusion Subscale”. 4. With the respect of qualitative data: The teachers and students of the experiment group agree that their attention in different situations were improved after the students participating in the group, and they could express in emotional, cognitive, and behavioral empathy. The students of the experiment group were also more cultivated aware of their emotional state and interpersonal relationship with mindfulness attitudes or techniques. Finally, the research related discussions and suggestions were also proposed.

一、中文部分
方臆涵（2015）。以正念為基礎之認知團體對國小高年級學童外向性行為問題之影響效果研究（未出版之碩士論文）。國立臺中教育大學，臺中市。
王立志（2010）。注意力缺陷過動症學生的聽覺注意力問題。特殊教育季刊，114，16-21。
王立志、張藝闡、何美慧（2011）。從注意力的成分探討學習障礙學生與注意力缺陷過動症學生在鑑定與教學上的迷思。2011年中華民國特殊教育學會年刊，336-360。
王雅君（1998）。讀書治療對兒童同理心輔導效果之研究（未出版之碩士論文）。國立臺南大學，臺南市。
朱麗葉（2009）。探索教育活動對國小學童同理心發展影響之研究—以臺北縣一所國小為例（未出版之碩士論文）。國立臺灣師範大學，臺北市。
江雅菁、張白蓉（2017）。淺談活在當下、幫助減壓的兒童正念減壓教育課程。臺灣教育評論月刊，6（4），181-186。
何享憫 （2010）。應用繪本實施國民小學同理心品格教育教學之研究。新竹縣教育研究集刊，10，71-108。
宋淑慧（1992）。多向度注意力測驗編製之研究（未出版之碩士論文）。國立彰化師範大學，彰化縣。
周台傑、邱上真、宋淑慧（1993）。多向度注意力測驗指導手冊。臺北市：心理。
林筠菁（2006）。運用故事教學發展學童同理心之行動研究（未出版之碩士論文）。國立屏東大學，屏東縣。
林鋐宇、周台傑（2010）。國小兒童注意力測驗之編製。特殊教育研究學刊，35（2），29-53。
林鋐宇、張文典、洪福源（2011）。國小學童注意力發展趨勢之探究。臺灣職能治療研究與實務，7（1），39-50。
施佩均（2015）。正念課程融入英語教學以提升國小四年級學童專注力與英語能力之成效（未出版之碩士論文）。私立南華大學，嘉義縣。
洪常晟（2014）。家庭作業遵從程度與成效間關聯的探討─以正念減壓團體為例（未出版之碩士論文）。國立彰化師範大學，彰化市。
胡君梅（2013）。正念減壓的學習梗要。健康世界，325，66-69。
胡宜芳（2009）。大學生「察覺他人苦難」之生命教育課程成效之研究。課程與教學季刊，12（3），57-78。
范姜郁美（1995）。禪坐訓練方案對國小學生注意力與生活適應的影響（未出版之碩士論文）。臺北市立大學，臺北市。
徐儀庭（2015）。正念靜觀運用在國小學童情緒穩定之行動研究－以國小四年級學生為例（未出版之碩士論文）。私立中華大學，新竹市。
張春興（2006）。張氏心理學辭典。臺北市：東華書局。
張曉玲（2004）。運用故事繪本於國小中年級學童同理心發展之研究（未出版之碩士論文）。國立嘉義大學，嘉義市。
教育部（2014）。十二年國民基本教育課程綱要總綱。取自https://www.naer.edu.tw/ezfiles/0/1000/attach/87/pta_5320_2729842_56626.pdf
許永芳（2002）。國小學童同理心發展及其相關因素之研究（未出版之碩士論文）。國立臺南大學，臺南市。
許芳菊（2008）。對症下藥治分心。親子天下，2，144-145。
許晉詮（2013）。禪定能幫您的大腦再充電【大腦的秘密】。取自http://secretbrain.weebly.com/22823331263074031350/1
郭姝欣（2013）。同理心訓練團體對高中生之情緒智能、人際關係、生活適應影響之研究（未出版之碩士論文）。國立彰化師範大學，彰化市。
曾建瑋（2011）。前後測之統計方法探討（未出版之碩士論文）。國立高雄師範大學，高雄市。
黃明圓（2014）。國小四年級學童同理心訓練之成效研究（未出版之碩士論文）。臺北市立大學，臺北市。
黃英鳳（2009）。注意力訓練方案對提升國小一年級學童注意力成效之研究（未出版之博士論文）。私立南華大學，嘉義縣。
黃碧雲（2007）。國小一般智能資優資源班實施放鬆靜坐教學影響學生注意力及壓力之研究（未出版之碩士論文）。國立高雄師範大學，高雄市。
黃鳳英（2015）。兒童正念教育。國民教育期刊，55（1），32-42。
黃鳳英、吳昌衛、釋惠敏、釋果暉、趙一平、戴志達（2015）。「臺灣版五因素正念量表」之信效度分析。測驗學刊，62（3），231-260。
楊坤堂（1999）：注意力不足過動異常：診斷與處遇。臺北市：五南。
溫宗堃（2013）。西方正念教育概觀：向融入正念訓練於我國教育邁進。生命教育研究，5（2），145-180。
詹志禹（1986）。年級、性別角色、人情取向與同理心的關係（未出版之碩士論文）。國立政治大學，臺北市。
詹楷伶（2010）。同理心訓練對改善國小五年級學童同儕衝突之研究（未出版之碩士論文）。臺北市立大學，臺北市。
劉中夫（2006）。同理心訓練課程對高職學生同理心情緒智力及人際關影響之研究影響之研究（未出版之碩士論文）。國立高雄師範大學，高雄市。
劉長宗（2016）。正念靜坐對國小學童放鬆力和專注力之影響（未出版之博士論文）。國立東華大學，花蓮縣。
蔡瓊儀（2008）。靜坐對注意力、情緒智力與人際關係影響之實驗研究（未出版之碩士論文）。私立靜宜大學，臺中市。
蔡麗芬（2012）。正念學應用對國小高年級兒童學習口風琴樂器之影響（未出版之碩士論文）。私立南華大學，嘉義縣。
鄧瑞瑋（2014）。兒童正念教育課程之成效研究—以臺北市某國小中年級學童為例（未出版之碩士論文）。國立臺北教育大學。臺北市。
鄭小萍（1991）。國小五年級兒童「同理心訓練方案」輔導效果之研究（未出版之碩士論文）。國立臺灣師範大學，臺北市。
鄭雅之（民102）。人格特質及作業執行情形對正念療法成效之預測（未出版之碩士論文）。私立中山醫學大學，臺中縣。
賴瀅如（2015）。華人兒童正念量表之編製（未出版之碩士論文）。國立臺北教育大學，臺北市。
戴臆芬（2016）。短期兒童正念教育課程對國小一年級學童注意力之成效研究（未出版之碩士論文）。國立臺北教育大學，臺北市。
謝宜華（2016）。正念教育課程對於國小高年級學童情緒調適能力影響之探究。（未出版之碩士論文）。國立臺北教育大學，臺北市。
丁凡、江孟蓉、李佳陵、黃淑錦、楊琇玲（譯）（2014）。正念的感官覺醒（原作者：J. Kabat-Zinn）。臺北市：張老師文化。（原著出版年：2005）
石世明（譯）（2015）。找回內心的寧靜：憂鬱症的正念認知療法第二版（原作者：Z. V. Segal Z. V., M. G. Williams M. G., & J. D. Teasdale J. D.）。臺北市：心靈工坊。（原著出版年：2013）
石世明、黃淑錦（譯）（2014）。像青蛙坐定-給孩童的正念練習（原作者：E. Snel）。臺北市：張老師文化。（原著出版年：2010）
周曉琪（譯）（2014）。專注的力量：不再分心的自我鍛鍊，讓你掌握APP世代的卓越關鍵（原作者：D. Golemon）。臺北市：時報文化。（原著出版年：2013）
胡君梅、黃小萍（譯）（2013）。正念療癒力：八週找回平靜、自信與智慧的自己（卡巴金博士二十年經典增訂版）（原作者：J. Kabat-Zinn）。新北市：野人文化。（原著出版年：1990，2013）
溫宗堃（譯）（2013）。關於MBSR的起源、善巧方便與地圖問題的一些思考（原作者：J. Kabat-Zinn）。福嚴佛學研究，8，187-214。（原著出版年：2011）

 
二、英文部分
Abrams, H. (2007). Towards an understanding of mindful practices with children and adolescents in residential treatment. Residential Treatment for Children & Youth, 24(1/2), 93–109. doi:10.1080/08865710802147497
Aiken, G. A. (2006). The potential effect of mindfulness meditation on the cultivation of empathy in psychotherapy: A qualitative inquiry. Dissertation Abstracts International: Section B: The Sciences and Engineering, 67(4-B), 2212.
Allen, N. B., Blashki, G., & Gullone, E. (2006). Mindfulness-based psychotherapies: A review of conceptual foundations, empirical evidence and practical considerations. Australian and New Zealand Journal of Psychiatry, 40, 285-294.
Baer, R. A. (2003). Mindfulness training as a clinical intervention: A conceptual and empirical view. Clinical Psychology: Science and Practice, 10, 125-143.
Baer, R. A. (2011). Measuring mindfulness. Contemporary Buddhism, 12(1), 241-261.
Birnie, K., Speca, M., & Carlson, L. E. (2010). Exploring self-compassion and empathy in the context of mindfulness-based stress reduction (MBSR). Stress and Health, 26(5), 359-371.
Bishop, S. R. (2002). What do we really know about mindfulness-based stress reduction? Psychosomatic Medicine, 64, 71-84.
Black, D. & Fernando, R. (2013). Mindfulness training and classroom behavior among lower-income and ethnic minority elementary school children. Journal of Child and Family Studies, 23(7), 1242-1246. doi:10.1007/s10826-013-9784-4
Block-Lerner, J., Adair, C., Plumb, J. C., Rhatigan, D. L., & Orsillo, S. M. (2007). The case for mindfulness-based approaches in the cultivation of empathy: Does nonjudgemental, present-moment awareness increase capacity for perspective-taking and empathetic concern? Journal of Marital and Family Therapy, 33, 505-516.
Broderick, P. C. (2013). Learning to Breathe: A mindfulness curriculum for adolescents to cultivate emotion regulation, attention, and performance. Oakland, CA: New Harbinger.
Broderick, P. C., & Frank, J. L. (2014). Learning to breathe: An intervention to foster mindfulness in adolescence. New Directions for Youth Development, 142, 31-44. doi:10.1002/yd.20095
Brown, K.W., Ryan, R. M., & Creswell, J.D. (2007). Mindfulness: Theoretical foundations and evidence for its salutary effects. Psychological Inquiry, 18(4), 211-237.
Burch V., & Penman D. (2013). Mindfulness for Health: A practical guide to relieving pain, reducing stress and restoring wellbeing. London, UK: Piatkus Books.
Carboni, J. A., Roach, A. T., & Fredrick, L. D. (2013). Impact of mindfulness training on the behavior of elementary students with attentiondeficit/hyperactive disorder. Research in Human Development, 10(3), 234-251. doi:10.1080/15427609.2013.818487
Chambers, R., Lo, B. C. L., & Allen., N. B. (2008). The impact of intensive mindfulness training on attentional control, cognitive style, and affect. Cognitive Therapy and Research, 32(3), 303-322.
Chiesa, A., & Malinowski, P. (2011). Mindfulenss-based approaches: are they all the same? Journal of Clinical Psychology, 67(4), 404-424.
Davidson, R. J., & Lutz, A. (2008). Buddha's Brain: Neuroplasticity and Meditation. IEEE Signal Process Mag, 25(1), 176-174.
Davis T. S. (2012). Mindfulness-based approaches and their potential for educational psychology practice. Educational Psychology in Practice, 28(1), 31-46. doi: 10.1080/02667363.2011.639348
Davis, D. M., & Hayes, J. A. (2011). What are the benefits of mindfulness? A practice review of psychotherapy-related research. Psychotherapy, 48(2), 198-208.
Davis, M. H. (1983). Measuring individual differences in empathy: Evidence for a multidimensional approach. Journal of Personality and Social Psychology, 44(1), 113-126.
Dekeyser, M., Raes, F., Leijssen, M., Leyson, S., Dewulf, D. (2008). Mindfulness skills and interpersonal behavior. Personality and Individual Differences, 44, 1235-1245.
Dimick, A., Noltemeyer, A., Klatt, S. (2015). School-based mindfulness interventions. Brief prepared for Ohio Project Aware. Retrieved from http://resources.oberlinkconsulting.com/uploads/infobriefs/Final_Mindfulness_Brief_No_3.pdf
Dimidjian, S., & Linehan M. M. (2003). Defining an agenda for future research on the clinical application of mindfulness practice. Clinical Psychology Science and Practice, 10(2), 166-171.
Duncan L. G, & Bardacke N. (2010). Mindfulness-based childbirth and parenting education: Promoting family mindfulness during the perinatal period. Journal of Child and Family Studies, 19(2), 190-202.
Edwards, M., Adams, E. M., Waldo, M., Hadfield, O. D., & Biegel, G. M. (2014). Effects of a mindfulness group on Latino adolescent students: Examining levels of perceived stress, mindfulness, self-compassion, and psychological symptoms. The Journal for Specialists in Group Work, 39(2), 145-163. doi:10.1080/01933922.2014.891683
Evans, S., Ferrando, S., Findler, M., Stowell, C., Smart, C., & Haglin, D. (2008). Mindfulnessbased cognitive therapy for generalized anxiety disorder. Journal of Anxiety Disorders, 22(4), 716–721. doi:10.1016/j.janxdis.2007.07.005
Flook, L., Goldberg, S. B., Pinger, L., & Davidson, R. J. (2015). Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum. Developmental Psychology, 51, 44-51. Retrieved from http://dx.doi.org/10.1037/a0038256. supp
Flook, L., Smalley, S. L., Kitil, M. J., Galla, B. M., Kaiser-Greenland, S., Locke, J., Ishijima, E., & Kasari, C. (2010). Effects of mindful awareness practices on executive functions in elementary school children. Journal of Applied School Psychology, 26, 70-95
Frank, J. L., Jennings, P. A., & Greenberg, M. T. (2013). Mindfulness-based interventions in school settings: An introduction to the special issue. Research in Human Development, 10(3), 205-210. doi:10.1080/15427609.2013.818480
Galantino, M., Galbavy, R., & Quinn, L. (2008). Therapeutic effects of yoga for children: A systematic review of the literature. Pediatric Physical Therapy, 20(1), 66-80. doi:10.1097/PEP.0b013e31815f1208
Germer, C. K., Siegel, R. D., & Fulton, P. R. (Eds.). (2005). Mindfulness and psychotherapy . New York, NY: Guilford Press.
Goldstein, S., & Goldstein, M. (1990). Managing attention disorders in children: A guide for practitioners (pp. 4-6). New York, NY: John Wiley & Sons.
Grossman, P., Niemann, L., Schmidt, S., & Walach, H. (2004). Mindfulness-based stress reduction and health benefits : A meta-analysis. Journal of psychosomatic research, 57(1), 35-44.
Gunaratana, B. H. (2002). Mindfulness in plain English. Somerville, MA : Wisdom Publication.
Hanh, T. N. (1976). The miracle of mindfulness (Rev. ed.). New York, NY: Bantam.
Hawn Foundation. (2011). The MindUP curriculum: Brain-focused strategies for learning-and living. New York, NY: Scholastic.
Hoffman, M. L. (1984). Interaction of affect and cognition in empathy. In C. E. Izard, J. Kagan & R. B. Zajonc (Eds.), Emotion, cognition, and behavior (pp. 103-131). Cambridge, England: Cambridge University Press.
Hofmann, S. G., Grossman, P., & Hinton, D. E. (2011). Loving-kindness and compassion meditation: potential for psychological interventions. Clinical Psychology Review, 31(7), 1126-1132.
Hölzel, B. K., Lazar, S. W., Gard, T., Schuman-Olivier, Z., Vago, D. R.,& Ott, U.(2011). How does mindfulness meditation work? Proposing mechanisms of action from a conceptual and neural perspective. Perspectives on Psychological Science, 6(6), 537-559.
Hooker, K. E., & Fodor, I. E. (2008). Teaching mindfulness to children. Gestalt Review, 12(1), 75-91.
James, W. (1890/1950). The Principles of Psychology. New York, NY: Dover Publications.
James, W. (2007). The principles of psychology, 2. New York, NY: Cosimo Classics.
Kabat-Zinn. J. ( 2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10, 144-156.
Kabat-Zinn. J. (1990). Full catastrophe living: Using the wisdom of your boby and mind to face stress, pain and illness. New York, NY: Delacourte.
Kabat-Zinn. J. (1994). Wherever you go, there you are: Mindfulness meditation in everyday life. New York, NY: St. Martin's Press.
Kasai, K., Nakagome, K., Iwanami, A., & Fucuda, M. (2001). Neuropsychiatry and the auditory selective attention process. Current Opinion in Psychiatry, 14(2), 219-225.
Kingsbury, E. (2009). The relationship between empathy and mindfulness: Understanding the role of self-compassion. Dissertation Abstracts International: Section B: Science and Engineering, 70, 3175.
Krasner, M. S., Epstein, R. M., Beckman, H., Suchman, A. L., Chapman, B., Mooney, C. J., & Quill, T. E. (2009). Association of an educational program in mindful communication with burnout, empathy, and attitudes among primary care physicians. JAMA, 302(12), 1284-1293.
Lee, J., Semple, R. J., Rosa, D., & Miller, L. (2008). Mindfulness-based cognitive therapy for children: Results of a pilot study. Journal of Cognitive Psychotherapy, 22, 15-28. Retrieved from https://doi.org/10.1016/B978-0-12-416031-6.00008-6
Lesh, T. V. (1970). Zen meditation and the development of empathy in counselors. Journal of Humanistic Psychology, 10, 39-74. doi: 10.1177/002216787001000105
LeShan, L. (1974). How to meditate: A guide to self-discovery. New York, NY: Bantam Books.
Lutz, A., Slagter, H. A., Dunne, J. D., & Davidson, R. J. (2008). Attention regulation and monitoring in meditation. Trends in Cognitive Sciences, 12, 163-169. doi: 10.1016/j.tics.2008.01.005
Lutz, A., Slagter, H. A., Rawlings, N. B., Francis, A. D., Greischar, L. L., & Davidson, R. J. (2009). Mental training enhances attentional stability: Neural and behavioral evidence. Journal of Neuroscience, 29(42), 13418-13427. doi: 10.1523/JNEUROSCI.1614-09.2009
Ma, S. H., & Teasdale, J. D. (2004). Mindfulness-based cognitive therapy for depression: Replication and exploration of differential relapse prevention effects. Journal of Consulting and Clinical Psychology, 72(1), 31-40. doi:10.1037/0022-006X.72.1.31
Martin, J. R. (1997). Mindfulness: A proposed common factor. Journal of Psychotherapy, 7(4), 291-312.
Martin, L. J., Hathaway, G., Isbester, K., Mirali, S., Acland, E. L., Niederstrasser, N., Slepian P. M., Trost Z., Bartz J. A., Sapolsky R. M., Sternberg W. F., Levitin D. J., & Mogil J. S. (2015). Reducing social stress elicits emotional contagion of pain in mouse and human strangers. Current Biology, 25, 326-332. doi:10.1016/j.cub.2014.11.028
McBee, L. (2009). Mindfulness-based elder care: Communicating mindfulness to frail elders and their caregivers. In: Didonna F. (eds). Clinical Handbook of Mindfulness (pp. 431-445). New York, NY: Springer Science.
Meiklejohn, J., Phillips, C., Freedman, M. L., Griffin, M. L., Biegel, G., Roach, A., … Saltzman A. (2012). Integrating mindfulness training into K-12 education: Fostering the Resilience of Teachers and Students. Mindfulness, 3(4), 291–307. doi: 10.1007/s12671-012-0094-5
Mendelson, T., Greenberg, M. T., Dariotis, J. K., Gould, L. F., Rhoades, B. L., & Leaf, P. J. (2010). Feasibility and preliminary outcomes of a school-based mindfulness intervention for urban youth. Journal of Abnormal Child Psychology, 38(7), 985-994.
Mindful Schools. (2010). Take a Course. Retrieved from http://www.mindfulschools.org/training/courses/
Mindfulness in Schools Project. (2015). Curricula. Retrieved from https://mindfulnessinschools.org/what-is-b/b-curriculum/
Napoli, M., Krech, P. R., & Holley, L. C. (2005). Mindfulness training for elementary school students: The attention academy. Journal of Applied School Psychology, 21(1), 99-125.
Nielsen, S. L., & Sarason, I.G. (1981). Emotion, personality, and selective attention. Journal of Perfonality and Social Psychology, 41(5), 945-960.
Piaget, J. (1952). The origins of intelligence. New York, NY: International University Press.
Posner, M. I. (1994). Visual attention. In Martha, J. F., & Ratcliff, G. (Eds.), The neuropsychology of high-level vision: Collected tutorial essays (pp. 217-239). Hillsdale, NJ: Lawrence Erlbaum Associates.
Rempel, K. D. (2012). Mindfulness for children and youth: A review of the literature with an argument for school-based implementation. Canadian Journal of Counselling and Psychotherapy, 46(3), 201-220. Retrieved from http://mindfulnessinschools.org/wp-content/uploads/2013/09/remple.pdf
Renshaw, T. L., Bolognino, S. J., Fletcher, S. P., Long, A. C. J. (2015). Using mindfulness to improve well-being in schools. NASP Communiqué, 43(6), 4-8.
Ridderinkhof, A., de Bruin, E. I., Brummelman, E. & Bögels, S. M. (2017). Does mindfulness meditation increase empathy? An experiment. Self and Identity, 16, 3, 251-269. doi: 10.1080/15298868.2016.1269667
Ronald , M. E. (1999). Mindful Practice. American Medical, 282, 833-839.
Saltzman, A. (2014). A Still Quiet Place: A mindfulness program for teaching children and adolescents to ease stress and difficult emotions. Oakland, CA: New Harbinger.
Saltzman, A., & Goldin, P. (2008). Mindfulness-based stress reduction for school-age children. In Greco, L. A., & Hayes, S. C. (Eds.), Acceptance and mindfulness treatments for children and adolescents (pp. 139-161). Oakland, CA: New Harbinger.
Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social-emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51(1), 52-66. Retrieved from http://dx.doi.org/10.1037/a0038454
Segal, Z. V., Williams, J. M. G., & Teasdale, J. D. (2002). Mindfulness-based cognitive therapy for depression: A new approach to preventing relapse. New York, NY: Guilford Press.
Semple, R. J., Lee, J., Rosa, D., & Miller, L. F. (2010). A randomized trial of mindfulness‐based cognitive therapy for children: Promoting mindful attention to enhance social‐emotional resiliency in children. Journal of Child and Family Studies, 19(2), 218-229.
Semple, R. J., Reid, E. F. G., & Miller, L. F. (2005). Treating anxiety with mindfulness: An open trial of mindfulness training for anxious children. Journal of Cognitive Psychotherapy: An International Quarterly, 19, 387-400.
Shapiro, S. L., & Schwartz, G.E. (2000). The role of intention in self-regulation: Toward intentional systemic mindfulness. Handbook of Self-Regulation (pp. 253-273). San Diego, CA: Academic Press.
Shapiro, S. L., Schwartz, G. E., & Bonner, G. (1998). Effects of mindfulness-based stress reduction on medical and premedical students. Journal of Behavioral Medicine, 21, 581-599.
Shapiro,S. L., Carlson, L. E., Astin, J. A., & Freedman, B. (2006). Mechanisms of mindfulness. Journal of clinical psychology, 62(3), 373-386.
Sohlberg, M. M., & Mateer, C. A. (1989). Introduction to cognitive rehabilitation: Theory and practice. Guilford Press.
Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. Nature Reviews Neuroscience, 16(4), 213–225.
Thera, N.(1972). The power of mindfulness. San Francisco, CA: Unity Press.
Thompson, M., & Gauntlett-Gilbert, J. (2008). Mindfulness with children and adolescents: Effective clinical application. Clinical Child Psychology and Psychiatry, 13(3), 395–407. doi:10.1177/1359104508090603
van de Weijer-Bergsma, E., Langenberg, G., Brandsma, R., Oort, F. J., & Bögels, S. M. (2014). The effectiveness of a school-based mindfulness training as a program to prevent stress in elementary school children. Mindfulness, 5, 238-248. Retrieved from http://dx.doi.org/10.1007/s12671-012-0171-9
Warm, J. S. (1984). Sustained attention in human performance. New York, NY: John Wiley & Sons.
Williams, L. K., Schilling, D., & Palomares, S. (1996). Caring and capable kids: Activity guide for teaching kindness, tolerance, self-control and responsibility. Spring Valley, CA: Innerchoice Publishing.
Zelazo, P. D., & Lyons, K. E. (2011). Mindfulness training in childhood. Human Development, 54(2), 61-65.
Zimbardo, P. (1985). Psychology and life. Boston, MA: Scott, Foresman and Co.