Abstract
The prevalence of depression in children and adolescents is increasing worldwide. The early onset of a depressive disorder in childhood and adolescence can negatively influence socio-emotional, cognitive, and academic development as well as school and family functioning. Therefore, interventions to prevent child and adolescent depression are necessary. In this regard, mindfulness-based interventions (MBIs) implemented in schools can help to fulfill this purpose. This chapter shows that MBIs in schools can effectively reduce risk factors and increase protective factors involved in child and adolescent depression. MBIs aimed at children, adolescents, teachers, and parents are examined considering their mechanisms of action and their effectiveness in preventing child and adolescent depression. The evidence presented in this chapter shows that implementing MBIs in schools for children, adolescents, teachers, and parents individually and separately effectively reduces child and adolescent depression. Also, evidence suggests that implementing MBIs in schools from a community and systemic perspective, involving students, teachers, and parents simultaneously in the intervention, may be more successful in preventing child and adolescent depression. Further research must be conducted on the effectiveness of implementing an MBI in school contexts to reduce child and adolescent depression.
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This chapter was supported by a María Zambrano grant from the Ministry of Universities of the Spanish Government to CIA (Reference number: ZA21-056) and by ANID – Millennium Science Initiative Program – ICS13_005.
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García-Rubio, C., Andreu, C.I. (2023). Preventing Depression in Children and Adolescents Through Mindfulness-Based Interventions in Schools. In: Martínez, V., Miranda-Castillo , C. (eds) Prevention and Early Treatment of Depression Through the Life Course. Depression and Personality. Springer, Cham. https://doi.org/10.1007/978-3-031-13029-8_3
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