Applied Mindfulness Approaches in Mental Health for
Children and Adolescents
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Editorial Board
Sayyed Mohsen Fatemi, Ph.D.
Michael Kelly, M.D.
Mari Kurahashi, M.D., M.P.H.
Pamela Lozoff, M.S.W., RYT
Ryan B. Matlow, Ph.D.
Applied Mindfulness
Approaches in Mental Health
for
CHILDREN AND
ADOLESCENTS
Edited by
Victor G. Carrión, M.D., and
John Rettger, Ph.D.
Note: The authors have worked to ensure that all information in this book is accurate at the time of
publication and consistent with general psychiatric and medical standards, and that information
concerning drug dosages, schedules, and routes of administration is accurate at the time of
publication and consistent with standards set by the U.S. Food and Drug Administration and the
general medical community. As medical research and practice continue to advance, however,
therapeutic standards may change. Moreover, specific situations may require a specific therapeutic
response not included in this book. For these reasons and because human and mechanical errors
sometimes occur, we recommend that readers follow the advice of physicians directly involved in
their care or the care of a member of their family.
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and views of the individual authors and do not necessarily represent the policies and opinions of
American Psychiatric Association Publishing or the American Psychiatric Association.
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Library of Congress Cataloging-in-Publication Data
Names: Carrión, Victor G., editor. | Rettger, John, editor. | American Psychiatric Association
Publishing, publisher
Title: Applied mindfulness : approaches in mental health for children and adolescents / edited by
Victor G. Carrión, and John Rettger.
Description: Washington, D.C. : American Psychiatric Association Publishing, [2019] | Includes
bibliographical references and index.
Identifiers: LCCN 2018048941 (print) | LCCN 2018050433 (ebook) | ISBN 9781615372461 (eb) |
ISBN 9781615372126 (pb : alk. paper)
Subjects: | MESH: Mindfulness—methods | Psychology, Adolescent | Evidence-Based Practice—
methods
Classification: LCC BF724 (ebook) | LCC BF724 (print) | NLM WS 465 | DDC 155.5—dc23
LC record available at https://lccn.loc.gov/2018048941
British Library Cataloguing in Publication Data
A CIP record is available from the British Library.
Contents
Contributors
Preface
Audio Files
Part 1
Introduction to Mindfulness
1 Developing a Personal Mindfulness Practice
John P. Rettger, Ph.D.
2 Mindful Self-Compassion for Teens and Young Adults
Karen Bluth, Ph.D., Christine Lathren, M.D., and Lorraine
Hobbs, M.A.
3 State of the Research on Youth Mindfulness
Sarah Zoogman, Ph.D., Eleni Vousoura, Ph.D., and Mari
Janikian, Ph.D.
4 Measuring Mindfulness
Matthew S. Goodman, M.A., Laila A. Madni, Psy.D., and Randye
J. Semple, Ph.D.
Part II
Mindfulness Application to Specific Clinical
Diagnoses
5 Anxiety and Depression
Laila A. Madni, Psy.D., Matthew S. Goodman, M.A., and Randye
J. Semple, Ph.D.
6 Attention-Deficit/Hyperactivity Disorder
Mari Kurahashi, M.D., M.P.H.
7 Grief and Loss
Susan Delaney, Psy.D.
8 Substance Abuse
Sam Himelstein, Ph.D., and Alejandro Nunez, B.A.
9 Autism Spectrum Disorders
Allison Morgan, M.A., OTR, E-RYT, and Erik Jacobson, Ph.D.
Part III
Mindfulness Application to Specific Clinical
Populations
10 Immigrant Youth
Kristina C. Mendez, M.S., Celeste H. Poe, LMFT, and Sita G.
Patel, Ph.D.
11 Incarcerated Youth
Sharon Simpson, Ph.D., Stewart Mercer, Ph.D., Sally Wyke, Ph.D.,
and Michael Bready, M.A.P.P.
12 Trauma-Informed Yoga With Vulnerable Youth
Pamela Lozoff, M.S.W., RYT
Part IV
Mindfulness Settings
13 Mindfulness at Home
Amy Saltzman, M.D., and Celeste H. Poe, LMFT
14 Mindfulness in Schools
Lisa Flook, Ph.D., and Meena Srinivasan
15 Mindful Nature Practices
Nicole Ward, M.S.
16 Mindful Movement in Schools
Catherine Cook-Cottone, Ph.D.
17 Mindfulness and Technology
Tara Cousineau, Ph.D., Bridget Kiley, M.Sc., and Zev Schuman-
Olivier, M.D.
18 Mindfulness and Creativity
Sayyed Mohsen Fatemi, Ph.D., and Ellen J. Langer, Ph.D.
Index
Contributors
Karen Bluth, Ph.D.
Assistant Professor, Department of Psychiatry, Frank Porter Graham Child
Development Institute, School of Medicine, University of North Carolina,
Chapel Hill, North Carolina
Michael Bready, M.A.P.P.
Founder and Director, Youth Mindfulness, Glasgow, Glasgow, Scotland,
UK
Catherine Cook-Cottone, Ph.D.
Professor and Director, Advanced Certificate in Mindful Counseling,
Department of Counseling, School, and Educational Psychology, University
at Buffalo, State University of New York, Buffalo, New York
Tara Cousineau, Ph.D.
Community Leadership Fellow, Center for Mindfulness and Compassion,
Cambridge Health Alliance, Cambridge, Massachusetts
Susan Delaney, Psy.D.
Bereavement Consultant, Irish Hospice Foundation, Dublin, Ireland
Sayyed Mohsen Fatemi, Ph.D.
Associate Professor of Psychology and Chair of the Desk of North America,
Department of Psychology, Ferdowsi University of Mashhad, Mashhad,
Iran; Fellow, Department of Psychology, Harvard University, Cambridge,
Massachusetts
Lisa Flook, Ph.D.
Associate Scientist, Center for Healthy Minds, University of Wisconsin-
Madison, Madison, Wisconsin
Matthew S. Goodman, M.A.
Ph.D. candidate in Clinical Psychology, California School of Professional
Psychology, Alliant International University, San Diego, California;
Predoctoral intern, Providence Family Medicine Center/Alaska Family
Medicine Residency, Anchorage, Alaska
Sam Himelstein, Ph.D.
Licensed Psychologist, Center for Adolescent Studies, Oakland, California
Lorraine Hobbs, M.A.
Director, Family Programs, University of California, San Diego Center for
Mindfulness, San Diego, California
Erik Jacobson, Ph.D.
Chief Psychologist, Upstate Cerebral Palsy, Utica, New York
Mari Janikian, Ph.D.
Assistant Professor, Department of Psychology, American College of
Greece, Athens, Greece
Bridget Kiley, M.Sc.
Senior Research Center Coordinator, Center for Mindfulness and
Compassion, Cambridge Health Alliance, Cambridge, Massachusetts
Mari Kurahashi, M.D., M.P.H.
Clinical Assistant Professor, Stanford School of Medicine, Stanford,
California
Ellen J. Langer, Ph.D.
Professor, Department of Psychology, Harvard University, Cambridge,
Massachusetts
Christine Lathren, M.D.
Postdoctoral Fellow, Program on Integrative Medicine, Department of
Physical Medicine and Rehabilitation, School of Medicine, University of
North Carolina, Chapel Hill, North Carolina
Pamela Lozoff, M.S.W., RYT
Founder and Director, Spirit of Youth Yoga, Los Gatos, California
Laila A. Madni, Psy.D.
Adjunct Faculty, Graduate Psychology Department, Antioch University Los
Angeles, Culver City, California
Kristina C. Mendez, M.S.
Doctoral candidate in Clinical Psychology, Pacific Graduate School of
Psychology, Palo Alto University, Palo Alto, California
Stewart Mercer, Ph.D.
Professor of Primary Care Research, Institute of Health and Wellbeing,
General Practice and Primary Care, University of Glasgow, Glasgow; Usher
Institute of Population Health Sciences and Informatics, Medical School,
University of Edinburgh, Edinburgh Scotland, UK
Allison Morgan, M.A., OTR, E-RYT
Founder and Director, Zensational Kids, Montvale, New Jersey
Alejandro Nunez, B.A.
Research Coordinator, Department of Psychiatry and Behavioral Science,
Stanford University School of Medicine, Stanford, California
Sita G. Patel, Ph.D.
Associate Professor, Pacific Graduate School of Psychology, Palo Alto
University, Palo Alto, California
Celeste H. Poe, LMFT
Graduate student in Clinical Psychology, Pacific Graduate School of
Psychology, Palo Alto University, Palo Alto, California
John P. Rettger, Ph.D.
Mindfulness Program Director, Early Life Stress and Pediatric Anxiety
Program, School of Medicine, Stanford University, Stanford, California
Amy Saltzman, M.D.
Founder and Director, Still Quiet Place, Meno Park, California; Cofounder
and Director, Association for Mindfulness in Education, Menlo Park,
California
Randye J. Semple, Ph.D.
Associate Professor, Department of Psychiatry and Behavioral Sciences,
Keck School of Medicine, University of Southern California, Los Angeles,
California
Zev Schuman-Olivier, M.D.
Executive and Research Director, CHA Center for Mindfulness and
Compassion; Medical Director, Addictions, Cambridge Health Alliance;
Instructor in Psychiatry, Harvard Medical School, Cambridge,
Massachusetts; Investigator, Center for Technology and Behavioral Health
at Dartmouth; Instructor in Psychiatry and Biomedical Data Sciences,
Geisel School of Medicine at Dartmouth, Hanover, New Hampshire
Sharon Simpson, Ph.D.
Trainee Clinical Psychologist, Institute of Health and Wellbeing, University
of Glasgow, Glasgow, Scotland, UK
Meena Srinivasan
Program Manager, Office of Social and Emotional Learning, Oakland
Unified School District, Oakland, California
Eleni Vousoura, Ph.D.
Associate Lecturer, Department of Psychology, American College of
Greece; Research Associate, First Department of Psychiatry, University of
Athens, Athens, Greece
Nicole Ward, M.S.
Clinical Psychology Ph.D. candidate, Palo Alto University, Palo Alto,
California
Sally Wyke, Ph.D.
Interdisciplinary Professor of Health and Wellbeing, Institute of Health and
Wellbeing, College of Social Science, University of Glasgow, Glasgow,
Scotland, UK
Sarah Zoogman, Ph.D.
Fellow, Harvard Vanguard Medical Associates, Atrius Health, Cambridge,
Massachusetts
Disclosure of Interests
The following contributors to this book have indicated a financial interest in
or other affiliation with a commercial supporter, a manufacturer of a
commercial product, a provider of a commercial service, a
nongovernmental organization, and/or a government agency, as listed
below:
Karen Bluth, Ph.D. Intellectual property rights/training monies: Making
Friends with Yourself: A Mindful Self-Compassion Program for Teens
Tara Cousineau, Ph.D. Intellectual property rights/training monies:
Making Friends with Yourself: A Mindful Self-Compassion Program for
Teens
Lorraine Hobbs, M.A. Scientific advisor/consultant: Whil Concepts Inc.,
a workplace wellness platform. Founder and principal investigator:
BodiMojo Inc., with research and development and grants related to
technology interventions in adolescent and family health
Allison Morgan, M.A., OTR, E-RYT Founder: Zensational Kids.
Developer: Educate 2B program.
John P. Rettger, Ph.D. Educator: Summit Professional Education
workshops and online mindfulness-based intervention course.
Randye J. Semple, Ph.D. Royalties: New Harbinger Publications.
The following contributors have indicated that they have no financial
interests or other affiliations that represent or could appear to represent a
competing interest with the contributions to this book:
Victor G. Carrión, M.D.; Susan Delaney, Psy.D.; Sayyed Mohsen Fatemi,
Ph.D.; Matthew S. Goodman, M.A.; Erik Jacobson, Ph.D.; Mari Janikian,
Ph.D.; Bridget Kiley, M.Sc.; Mari Kurahashi, M.D., M.P.H.; Pamela Lozoff,
M.S.W., RYT; Laila A. Madni, Psy.D.; Alejandro Nunez, B.A.; Celeste H.
Poe, LMFT; Amy Saltzman, M.D.; Zev Schuman-Olivier, M.D.; Sharon
Simpson, Ph.D.; Eleni Vousoura, Ph.D.; Nicole Ward, M.S.; Sarah
Zoogman, Ph.D.
Preface
To cultivate the healing power of mindfulness requires much
more than mechanistically following a recipe or set of
instructions.... In practicing mindfulness you will have to bring
your whole being to the process.
—Kabat-Zinn 2005
In the spirit of the above teaching, it is important to point out that this book
is not a cookbook or an easy instructional manual that the reader can simply
pick up and read and be ready to start implementing and teaching
mindfulness to youth. As Jon Kabat-Zinn taught, “you will have to bring
your whole being to the process” (Kabat-Zinn 2005). This primarily
involves being willing to dedicate oneself to a path of mindfulness where
the learning of the practices comes from the “inside out.” One must be
willing to practice diligently every day.
Therefore, this book is more of a map that presents you with a bit of the
vast terrain that many researchers and clinicians have begun charting from a
Western and clinical perspective over the past few decades. To reflect the
teaching of Alfred Korzybski, who remarked that “the map is not the
territory,” the meditations and yoga postures represented here in this text
cannot be comprehended through reading them alone, nor can they be
meaningfully taught by reading the words aloud in a peaceful tone
(Korzybski 1995). They must be practiced, felt, experienced, lived, and
reflected on. The full territory of which these practices are maps can never
be fully revealed in a completed form because the human being is always an
unfolding. The outward journey of becoming a mindfulness teacher must
