Objective: There has been a growing interest in the study of the effectiveness of mindfulness-based interventions (MBIs). Many clinical trials and experimental designs have been implemented, with different samples and diverse MBI procedures. Reviews have shown unclear results, apart from a tendency to identify low-to-moderate effectiveness. The purpose of this review is to examine the effectiveness of MBIs on anxiety complaints, analyzing available systematic reviews and meta-analyses. Method: The literature search was done in MEDLINE (PubMed) and PsycINFO, from the first available review in 2003 until March 2020. From 82 initial references, 12 reviews were selected. Results: Reviews confirmed a moderate effect size of MBIs in improving anxiety symptoms. This efficacy was similar to that of well-established therapies for reducing anxiety symptoms, such as cognitive behavioral therapies. A large effect size was found when well-developed MBI protocols were applied. Discussion: More refined clinical trials are needed to establish clear conditions of MBI effectiveness (protocols, samples, psychological mechanisms, etc.). In addition, considering mindfulness processes, new outcome measures are needed (such as acceptance, self-awareness, or well-being) to test the incremental value of MBIs.

Human development implies deep changes in cognitive, attentional, emotional, and behavioral skills. Therefore, Mindfulness-Based Interventions (MBIs) should be adapted in terms of dose, frequency, kind of exercises, assessment methods, and expected effects regarding the abilities and limitations of each developmental period. The present review seeks to describe and compare MBIs characteristics, assessment methods, and effects in youth between 3 and 18 years old considering four developmental periods. A systematic review was carried out including experimental primary studies published during the last five years. Results show that the frequency of the sessions and program duration varies widely. Differences were observed in instructors’ training and in assessment strategies. Discrepancies were observed regarding the effects of MBIs both within and between periods in cognitive, socio-emotional, symptoms, and mindfulness variables. Consistency was observed in prosocial behaviors for preschoolers, and in emotional and behavioral problems and hyperactivity in ages between preschool and early adolescence. Nevertheless, it was impossible to compare most results and determine consistency or discrepancy due to the lack of studies. Regarding mindfulness, it is defined and assessed in different ways in each period. Orientations are suggested to move from a compartmentalized view of isolated MBIs, towards an integrative perspective that allows tracing developmental trajectories for mindfulness and other key cognitive and socioemotional skills for children and adolescents.

INTRODUCCIÓN. La violencia de género es un factor de riesgo en la aparición de otros tipos de violencias, en particular, la violencia vicaria e institucional. La exposición a estas violencias genera consecuencias dañinas tanto en niñas, niños y adolescentes como en sus madres, por lo cual es relevante comprender el fenómeno en profundidad. OBJETIVO. Describir las percepciones de las madres respecto a sus experiencias y las de sus hijos víctimas de violencia vicaria en el contexto de violencia de género, y determinar la relación entre violencia de género, violencia vicaria y violencia institucional. MÉTODO. El diseño de este estudio fue mixto, exploratorio secuencial. La fase cuantitativa fue exploratoria, no probabilística y la fase cualitativa fue descriptiva. RESULTADOS. Existe una relación estadísticamente significativa entre los tipos de violencias investigados. Se detectaron 7 tipos diferentes de violencia vicaria. Se observaron síntomas en niños, niñas y adolescentes por exposición a violencia vicaria de tipo externalizantes, internalizantes, somáticos y sexuales. Las prácticas institucionales proveídas por el Estado son percibidas como ineficaces y revictimizantes. DISCUSIÓN Y CONCLUSIONES. La violencia vicaria se da en conjunto con la violencia de género y violencia institucional, siendo un fenómeno complejo e indivisible. Los niños, niñas y adolescentes son víctimas de violencia al igual que sus madres; siendo percibido el Estado como un ente maltratante, que facilita la cronificación de la violencia por parte del agresor.

(1) Background: Mindfulness-based interventions (MBIs) have shown interesting preliminary effects on self-regulation processes in early adolescence. However, programs have typically combined different types of interventions with no understanding of the specific effect of each intervention type on attentional, emotional, and behavioral regulation. The objective of this research was to evaluate the effect of two MBIs—one focused on classic attentional practices and another focused on the recognition and expression of emotions—on attentional, emotional, and behavioral self-regulation in early adolescents. (2) Method: An experimental paradigm was used. A sample of 74 children aged between 8 and 12 years old were randomly assigned to three experimental conditions: (1) an MBI with a focus on attentional practices, (2) an MBI with a focus on recognition and expression of emotions, and (3) a control group. The interventions lasted 8 weeks, with a weekly, 1 h online synchronous session plus home practices. Children were evaluated before starting the intervention and at the end of the 8-week period. The assessed outcomes were (1) mindfulness; (2) emotional regulation; (3) attentional regulation, and (4) behavioral regulation. (3) Results: Children who participated in both intervention programs increased their mindfulness and emotional and behavioral regulation scores. Only children who participated in the MBI with a focus on attention showed significant changes in their ability to self-regulate attention. (4) Conclusions: The use of online MBIs, with attention to external and internal stimuli practices, can be a good strategy to strengthen self-regulation skills for attention, emotions, and behavior in early adolescence.

(1) Background: Mindfulness-based interventions (MBIs) have shown interesting preliminary ef-fects over self-regulation processes in early adolescence. However, interventions usually integrate various types of practices with no clarity about the specific effect of each of them over attentional, emotional, and behavioral regulation. The objective of this research was to evaluate the effect of two MBIs, one focused on classic attentional practices and another one focused on the recognition and expression of emotions, over attentional, emotional, and behavioral self-regulation in early adolescents. (2) Method: An experimental method was carried out. A sample of 70 children be-tween 8 and 12 years old were randomized and assigned to three experimental conditions: 1) MBI with a focus on attentional practices, 2) MBI with a focus on recognition and expression of emotions, 3) control group, waiting list. The programs lasted 8 weeks, with a weekly 1-hour online synchronic session, plus home practices. Children were evaluated before starting the in-tervention and at the end of the 8-week program. The assessed variables were: 1) Mindfulness; 2) Emotional Regulation; 3) Attentional Regulation and 4) Behavioral regulation. (3) Results: Chil-dren that participated in both programs, increased their mindfulness and emotional and be-havioral regulation scores. Only children who participated in the program with a focus on at-tention showed significant changes in their ability to self-regulate attention. (4) Conclusions: online MBIs, with attention to external and internal stimuli practices, can be a good strategy to strengthen self-regulation skills of attention, emotions, and behavior in early adolescence.

Background/Objectives: The high prevalence of anxiety and depression in early adolescents, along with the significant disability these conditions, represent a major challenge for mental health. This data underscores the need to understand the variables that predict mental health in this developmental period. Objective: Evaluate the predictive role of mindfulness, difficulties in emotional regulation, and positive and negative affect on anxiety, depression, and psychological distress at the end of childhood and the beginning of adolescence. Method: A cross-sectional predictive design was carried out, evaluating 259 children and early adolescents aged 8 to 12 years. Multiple regression analyses were conducted using the stepwise method to determine the predictive capacity of mindfulness, difficulties in emotional regulation, and positive and negative affect on anxiety, depression, and psychological distress. Results: Difficulties in emotional regulation have a predictive role on anxiety and depression; negative affect on anxiety and psychological distress; and low positive affect (anhedonia) on depression. Low levels of dispositional mindfulness presented a predictive role on depression and psychological distress. Conclusion: Strengthening skills such as emotional regulation and mindfulness during this period of life could be important for the prevention of highly prevalent mental health disorders that have a negative and prolonged impact on adolescents' lives.