Adolescent Mindfulness Measure Research Articles

Child and Adolescent Mindfulness Measure Turkish Validity and Reliability Study

Child and Adolescent Mindfulness Measure Turkish Validity and Reliability Study

A Reliability Generalization Meta-Analysis of the Child and Adolescent Mindfulness Measure (CAMM).

We carried out the present meta-analysis study to secure the reliability generalization of the Child and Adolescent Mindfulness Scale (CAMM) based on its reliability findings in different studies. The study only considered full-text papers in English that were indexed in Web of Science, PubMed, ProQuest, and Scopus and presented a Cronbach's alpha value of the measurements with the CAMM (209 alpha values out of 155 papers). Using the random effects model and the Bonnet transformation, the relevant analyses yielded the transformed Cronbach's alpha value of the CAMM to be 0.80 (CI = 0.79-0.81). The present meta-analysis study concluded that the CAMM is rather reliable to be utilized in child and adolescent populations. Besides, moderator analyses to scrutinize the alpha values yielded significant differences in favor of the origin continent of the research and the CAMM-short version (25-item/10-item). Yet, it was not the case with the publication type and the adaptation status of the scale. In a nutshell, future research may confidently employ the 10-item short form of the CAMM to assess mindfulness among children and adolescents.

Developing the social and emotional competence of adolescents through implementation of the STEPS-A curriculum

AimsThis research explores the curriculum, Dialectical Behaviour Therapy (DBT)Skills in Schools: Skills Training for Emotional Problem Solving for Adolescents (STEPS-A)(Mazza et al., 2016). It aims to trial STEPS A, exploring its impact on Social Emotional Learning (SEL), in addition to understanding facilitative implementation conditions for the programme.RationaleThe rationale for the study lies within the potential of the programme to be a universally accessible tool for change in nurturing the SEL of adolescents within the secondary school context.MethodsUsing a mixed method case study design, six sessions were delivered in two mainstream mixed secondary comprehensive schools to key stage three groups by trained staff facilitators. Focus groups were carried out, alongside the Child and Adolescent Mindfulness Measure (CAMM) (Greco, Baer, & Smith, 2011) and the Difficulties in Emotion Regulation Scale – Short Form (DERSF-SF) (Kaufman et al., 2016) pre and post intervention.FindingsData informed the development of an implementation framework, alongside a consultation tool for EPs to support STEPS-A planning in schools. Impact results are promising; mixed ANOVAs revealed two significant and two non-significant time* intervention interactions. Follow up t tests demonstrated intervention group changes in mindfulness and emotional regulation skills in schools 1 and 2 respectively.ImplicationsThe study has implications for the adoption of the STEPS A curriculum to support SEL within secondary schools, whereby school staff are actively supported by EPs to use an implementation framework to maximise efficacy. The encouraging impact findings provide psychological and ethical weight to the use of the framework.LimitationsDue to a small sample size and short intervention period, the need for replication of the quantitative results with a larger sample over a longer period is acknowledged. The implementation framework requires validation across contexts.ConclusionsThe study found that the STEPS-A programme, the first curriculum-based DBT programme designed to be taught in schools by teachers, was well-received by participants. It indicates that, within the context of empirically supported implementation conditions, skills which were initially designed for teaching to clinical populations as part of a comprehensive therapy programme have value and can potentially effect change for adolescents with and without additional identified needs.

When Mindfulness is Insufficient: The Moderated Moderating Effects of Self-Harm and Negotiable Fate Beliefs on the Association Between Mindfulness and Adolescent Psychological Distress in Disasters

The coronavirus disease 2019 (COVID-19) pandemic has increased the risk of psychological distress among adolescents. Moreover, adolescents in 70 countries have suffered simultaneously from the COVID-19 pandemic and flood disasters. Research on the protective role of mindfulness on psychological distress is warranted; moreover, the practical needs arising from disasters require a deeper understanding of the potentially complex interplay between mindfulness and psychological distress. Using social–ecological systems theory, this study examined the moderating effects of self-harm and negotiable fate on the relationship between mindfulness and psychological distress in adolescents suffering from concurrent dual disasters (COVID-19 and flood disasters). High school adolescents ( N = 1679; 49.3% adolescent boys) in Zhengzhou, China, completed the Child and Adolescent Mindfulness Measure, Suicide Thoughts and Behaviors Checklist, Negotiable Fate Questionnaire, and Depression Anxiety Stress Scales-21. A three-way interaction model was developed. The results indicate that mindfulness has a significant negative relationship with psychological distress during disasters. Moreover, self-harm and negotiable fate significantly moderated the negative associations between mindfulness and psychological distress in adolescents enduring concurrent dual disasters (three-way interaction effects model). These findings highlight the significance of the interactions between different ecological system factors in the negative associations between mindfulness and psychological distress amid disasters.

Investigation of the Factor Structure and Differential Item Functioning of the Child and Adolescent Mindfulness Measure (CAMM): Analysis of Data from a School-Based Cluster Randomised Controlled Trial

ObjectivesThis study used data from a randomised controlled trial of a school-based mindfulness programme in the UK to investigate the structure and performance of the 10-item Child and Adolescent Mindfulness Measure (CAMM).MethodThe study included 7924 children and adolescents aged 11 to 14 years. Participants provided CAMM data at pre-intervention, 7 months (post-intervention) and 1 year. Exploratory factor analysis (EFA) of pre-intervention data was undertaken. Multiple indicators multiple causes (MIMIC) models were fitted to pre-intervention responses to investigate differential item functioning across groups defined by gender, year group and ethnicity. Response shift resulting from receiving the mindfulness programme was investigated by fitting MIMIC models to compare item functioning between the intervention and control arms.ResultsEFA results indicated that the 2-factor model was a good fit. Eight items were associated with the first factor, while the remaining two items, which specifically addressed avoiding unwanted thoughts and feelings, were associated with the second factor. MIMIC model findings indicated that girls scored lower (ostensibly less mindful) on 4 items than boys that had the same latent level of mindfulness; as a result of receiving the mindfulness programme, participants scored lower on one item (“At school, I walk from class to class without noticing what I’m doing”) after holding latent level of mindfulness constant.ConclusionsFindings indicate that the CAMM has a 2-factor structure in the UK in late childhood and early adolescence. While we did observe some differences in how individual items performed across groups, these differences were small compared to the overall variability in the CAMM scores.PreregistrationCurrent controlled trials ISRCTN86619085.

Moderating Effects of Mindfulness in the Relation between Bullying Victimization and Sleep Disturbance in Chinese Children: Sex Differences

Bullying victimization is associated with sleep disturbance. The present study aimed to investigate the impact of bullying victimization on sleep disturbance, and the moderating effect of mindfulness on this association, also exploring differences across sex. A sample of 420 Chinese children (Mage = 9.60, SD age = 1.11, 48.10% girls) in grade 3 to grade 6 were recruited to complete the revised Bully/Victim Questionnaire, the Chinese version of Pittsburg Sleep Quality Index, the Child and Adolescent Mindfulness Measure, as well as the Family Affluence Scale. Results showed that bullying victimization was positively associated with sleep disturbance (β = 0.20, p < 0.001). And the effect of bullying victimization on sleep disturbance was moderated by mindfulness (β = −0.16, p < 0.001), and the effect was invalid for children with high mindfulness (β = 0.04, p > 0.05). Subgroup analyses indicated the buffering effect of mindfulness only existed among boys (β = −0.19, p < 0.01) but not girls (β = −0.11, p > 0.05), suggesting that mindfulness may buffer this association, mainly for boys.

Integrating Mindfulness into the Subject of Physical Education-An Opportunity for the Development of Students' Mental Health.

Stress, uncertainty, and the abuse of technologies are components that have a negative impact on the physical, social, and psychological health of young people. One of the aims of the Education for Sustainable Development (ESD) is to empower individuals to reflect on their actions, and mindfulness arises as one tool with an important potential to contribute on this matter. Therefore, the objective of this study was to assess the effects of mindfulness practices on the ability of students to focus their attention on external, internal or kinesthetic factors, awareness in acting, and acceptance. Consequently, a quasi-experimental study was developed to compare groups between the pre and post condition. The study participants were a total of 127 students (52 women) from 4th year of secondary school and 1st year of a achelor's degree (16.5 ± 1.5 years). The sample was assigned by academic convenience, with 54 students in the experimental group and 73 in the control group. The intervention was carried out for 4 weeks. During this period, the experimental group participated in mindfulness activities such as guided meditations at the end of the PE session or challenges that stimulated the student in daily actions. The control group continued with the planned programming in physical education class. These groups were subjected to the following test: (1) Mindfulness for School Scale (MSS) and (2) Child and Adolescent Mindfulness Measure (CAMM). To analyze the results, the normality of the sample was evaluated through the Mann-Whitney U test, resulting as non-parametric. The search for possible differences between the groups was carried out by using the Wilcoxon test. The statistics showed that the experimental group presented significant improvements (p ≤ 0.05) in most of the measured parameters: external attention, kinesthetics attention, and mean of the CAMM. These results seem to show that the use of mindfulness could be an appropriate tool to be implemented in the school context in order to directly contribute to the mental health of high school students, and thus to an education for the sustainable development.

Examining the Factorial Structure, Reliability, and Predictive Validity of the Portuguese Version of the Child and Adolescent Mindfulness Measure (CAMM)

Examining the Factorial Structure, Reliability, and Predictive Validity of the Portuguese Version of the Child and Adolescent Mindfulness Measure (CAMM)

Psychometric Properties of a German Version of the Child and Adolescent Mindfulness Measure (CAMM) in a Community Sample

ObjectivesBased on the current literature, mindfulness seems to have positive effects on mental and physical health not only in adults but also in children and adolescents. Research should further investigate these findings and needs properly validated measures. Therefore, the aim of the present study is to validate a German version of the Child and Adolescent Mindfulness Measure (CAMM).MethodsA sample of 248 children and adolescents (10–19 years, M = 14.85, SD = 2.55, 58.87% females) filled in the CAMM, measures of self-compassion, internalizing (depression and anxiety) and externalizing (destructiveness and boundary violations) symptoms, and quality of life. A confirmatory factor analysis was conducted to test the original factor structure. Also, internal consistency, convergent validity, and possible gender and age group differences were examined.ResultsResults did not support the original one-factor structure of the CAMM with ten items but indicated a one-factor structure with seven items for the German version of the CAMM. Internal consistency was good with Cronbach’s α = .83 and McDonald’s ω = .85. Convergent validity of the seven-item scale was indicated by moderate correlations in expected directions with self-compassion, internalizing and externalizing symptoms, and quality of life.ConclusionsThe German seven-item version of the CAMM seems to be a promising tool to measure mindfulness in German-speaking children and adolescents.

The Psychometric Properties and Cutoff Score of the Child and Adolescent Mindfulness Measure (CAMM) in Chinese Primary School Students.

To date, the Child and Adolescent Mindfulness Measure (CAMM) has been translated into several languages, including Chinese. This study aimed to explore the reliability and validity of the Chinese version of the CAMM and to identify the appropriate cutoff score among Chinese primary school students. A total of 1283 participants (52.2% males; 11.52 ± 0.78 years of age) completed a series of questionnaires to evaluate their mental health, including mindfulness, subjective well-being, positive youth development (PYD), depression, and anxiety. Item analysis, Confirmatory Factor Analysis (CFA), Exploratory Structural Equation Modeling (ESEM), criterion-related validity analysis, Receiver Operating Characteristic (ROC) analysis, and reliability analysis were performed. The results show that the Chinese version of the CAMM had acceptable item–scale correlation (r = 0.405–0.775, p < 0.001) and was the best fit for the two-factor ESEM model (χ2 = 168.251, p < 0.001, df = 26, TLI = 0.910, CFI = 0.948, RMSEA = 0.065, SRMR = 0.033) among Chinese primary school students. Additionally, the total score of the Chinese version of the CAMM was significantly associated with subjective well-being and PYD (r = 0.287–0.381, p < 0.001), and negatively associated with depression, and anxiety (r = −0.612–−0.542, p < 0.001). Moreover, a cutoff score of 22 or higher revealed a significant predictive power for all the included criteria. Finally, the Chinese version of the CAMM had good internal consistency (Cronbach’s α = 0.826, McDonald’s ω = 0.826). Altogether, the Chinese version of the CAMM had satisfactory psychometric properties, and it can be applied to Chinese children.

The Effect of Mindfulness-based Cognitive Therapy on Anxiety and Resilience of the School Going Early Adolescents with Anxiety

Background: The increasing mental health problems of Indian adolescents are of great concern but child-health mental service is in a nascent stage. Anxiety is the most common psychological problem found in school-going children. The psychological intervention for this high-risk population at an early stage of adolescence can prevent mental health problems. Aim: The study aimed to assess the applicability and effectiveness of mindfulness-based cognitive therapy (MBCT) on resilience and anxiety of early school-going adolescents with anxiety. Method: This study used pre, post, and follow-up with a randomized control group design. Out of 200 samples screened by Preliminary Identification Performa and Clinical Interview Schedule (PI&amp;CI), General Health Questionnaire-12 (GHQ-12), Spence Children’s Anxiety Scale (SCAS), and Brief Psychiatry Rating Scale (BPRS-C), 72 samples aged between 10 to 14 were included in the final study and grouped into two equal groups through a simple randomized method. Psychological intervention based on mindfulness (PIBM) group with N = 36 received 12 sessions of mindfulness-based intervention (MBCT-C) but only 33 completed up to follow-up. Only N = 32 in Treatment Waiting List (TWL) group completed three assessments who received parental counseling about anxiety. The outcome measures were Child and Adolescent Mindfulness Measure (CAMM), SCAS, Bharathiar University Resilience Scale (BURS). Result: The findings suggested that the PIBM group significantly improved in mindfulness and resilience, and anxiety symptoms were reduced. The effect size observed is strong and the post hoc t-test showed significant change in variables in every assessment duration. The TWL group did not have significant change. Thus MBCT-C is an applicable and effective intervention for a early school-going adolescent with anxiety.

Universal delivery of a dialectical behaviour therapy skills programme (DBT STEPS-A) for adolescents in a mainstream school: feasibility study

The social and emotional wellbeing of young people is an area of increased focus for policy and practice. Schools are required to provide a holistic approach to education that includes teaching and implementing programmes designed to promote resilience and address difficult behaviours. Preliminary studies in the USA have shown promise for DBT STEPS-A (Dialectical Behavior Therapy- Skills for Emotional Problem Solving- Adolescents) but there have been no published UK evaluations. The aim of this study was to adapt DBT STEPS-A for a UK setting and test the feasibility of training teachers to deliver this universal programme as part of a mainstream school curriculum. The programme was delivered by teachers to students aged 13–14 years (n = 183) using a waitlist (non-randomised) controlled design. We investigated potential changes in level of emotional and behavioural problems using the Strength and Difficulties Questionnaire (SDQ) and Difficulties of Emotion Regulation Scale (DERS) and changes in psychological skills using the Child and Adolescent Mindfulness Measure (CAMM) and DBT Ways of coping checklist (DBT-WCCL). The views of students (n = 50) and teachers (n = 4) were explored using a participant satisfaction questionnaire. Feasibility outcomes indicate that it is possible to recruit participants from a school setting and to train teachers in the delivery of DBT STEPS-A. A statistically significant treatment effect was observed on the SDQ prosocial subscale (p = 0.04) with a large effect size (0.92). The intervention and some measures were acceptable to participants and teachers. Areas to improve future implementation are discussed.

A preliminary study of the effects of mindfulness‐based cognitive therapy on structural brain networks in mood‐dysregulated youth with a familial risk for bipolar disorder

Mindfulness-based cognitive therapy for children (MBCT-C), as a psychotherapeutic intervention, has been shown to be effective for treating mood dysregulation (MD). While previous neuroimaging studies of MD have reported both pre-treatment structural and functional alterations, the effects of MBCT-C on brain morphological network organisation has not been investigated. We investigated brain morphological network organisation in 10 mood-dysregulated youth with familial risk for bipolar disorder and 15 matched healthy comparison youth (HC). Effects of 12 weeks of MBCT-C were examined in the mood-dysregulated youth. Topological properties of brain networks used for analyses were constructed based on morphological similarities in regional grey matter using a graph-theory approach using MRI data. At baseline, compared with the HC group, the mood-dysregulated group exhibited increased global efficiency (Eglob ), decreased path length (Lp ), and abnormal nodal properties, mainly in the limbic system. Right temporal pole alterations at baseline predicted change in Child and Adolescent Mindfulness Measure scores after treatment. The mood-dysregulated group showed significant decreases in both the Eglob and Lp metrics after MBCT-C, suggesting an improved capacity for optimal information processing. Changes in Lp were correlated with changes in Emotion Regulation Checklist scores. Our results show significant topological alterations in the mood-dysregulated group as compared to controls at baseline. After MBCT-C, disrupted topological properties in the mood-dysregulated group were significantly reduced. MBCT-C may facilitate clinically meaningful changes in the brain structural network in mood-dysregulated individuals.

A Large-Scale Naturalistic Evaluation of the AIM Curriculum in a Public-School Setting.

This study evaluated the effectiveness of the AIM curriculum when implemented in a public-school setting by schoolteachers and direct care staff. Three hundred eighteen students took part in this quasiexperimental design where all received the AIM curriculum every day for an entire school year. The participants completed a series of self-assessments (the Avoidance and Fusion Questionnaire for Youth, the Child and Adolescent Mindfulness Measure, and the Strength and Difficulties Questionnaire) at the onset of the study and at the end of the school year to assess psychological flexibility, mindfulness, and emotional behavioral skills. Results suggest that at the end of the school year, participants increased psychological flexibility and mindfulness. State standardized testing scores also showed increases school-wide as compared to the previous 2 years. These results suggest that the AIM curriculum may be effective in large school settings, appeared easy to implement by school staff to address the needs of both the individual student and the entire student body, and likely participated in improving school-wide academic success.

Mindfulness and cell phone dependence: The mediating role of social adaptation

We explored the mediating role of social adaptation in the relationship between mindfulness and cell phone dependence among college students. Data were obtained from 937 college students, who completed the Smartphone Addiction Inventory, the Adolescent Mindfulness Measure, and the Social Adaptation Questionnaire. The results suggest that mindfulness and social adaptation were significantly and negatively correlated with cell phone dependence, and that the mindfulness level of college students had a significant direct predictive effect on their cell phone dependence. We also found a significant mediating effect of social adaptation in the relationship between mindfulness and cell phone dependence. These findings are of significance to the prevention of and intervention in young people's cell phone dependence.

Gambling Disorders Among Young Women Regular Gamblers: The Unique and Common Contribution of Executive Thinking Style and Mindfulness.

The aim of this study is to investigate the role played by mindfulness in the relationship between cognitive styles and gambling disorders in a sample of female young adults. Participants in this study (125 women; Mage = 18.64years; SD = 1.7) were recruited in betting or bingo halls. They completed the South Oaks Gambling Screen, the Child and Adolescent Mindfulness Measure, and Sternberg's questionnaire on thinking styles. The results from the mediation analyses revealed that the executive thinking style increases gambling and that the deficit in mindfulness ability mediates this relationship. Theoretical and clinical implications are discussed.

Psychometric properties of the Persian versions of acceptance and action diabetes questionnaire (AADQ) and the diabetes acceptance and action scale (DAAS), in Iranian youth with type 1 diabetes.

Psychological flexibility has considerable effects on medical and psychosocial outcomes in youth with type 1 diabetes mellitus (T1DM). This study aimed to evaluate the psychometric properties of the Persian versions of the Acceptance and Action Diabetes Questionnaire (AADQ) and the Diabetes Acceptance and Action Scale for children and adolescents (DAAS), the measures of diabetes-specific psychological flexibility. 196 youth with T1DM completed the DAAS, AADQ (youth-report), Child and Adolescent Mindfulness Measure (CAMM), Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA), and the Avoidance and Fusion Questionnaire for Youths (AFQ-Y8). Also, their parents completed AADQ (parent-report). Data analyzed by SPSS V.26 and LISREL 8.8. The mean and standard deviation of participants' age was 14.7 ± 2.08.The internal consistency due to Cronbach's alpha method was 0.87, 0.8, 0.84, and 0.83 for DAAS total scores, avoidance, values impairment, and fusion, respectively. The internal consistency of AADQ (both parent-report and youth report) was above 0.8. Test-retest reliability (from 45 participants) with a one-week interval was assessed by the interclass correlation coefficient (ICC). The DAAS, AADQ-parent report, and AADQ-youth report's reliability coefficients were 0.93, 0.82, and 0.92, respectively. The AADQ (both forms) and DAAS evidence good content validity based on correlations with other measures. Confirmatory factor analysis (CFA) and Exploratory Factor Analysis (EFA) showed DAAS has the three-factor model, which strongly a suitable model is fitting. EFA also verified the AADQ model fitting. In general, these results support the psychometric properties of the Persian versions of DAAS and AADQ among the Iranian youth patients with T1DM. The online version contains supplementary material available at 10.1007/s40200-021-00796-1.

Does Cognitive Fusion show up similarly across two behavioral health samples? Psychometric properties and invariance of the Greek–Cognitive Fusion Questionnaire (G-CFQ)

The Cognitive Fusion Questionnaire (CFQ) is a measure of cognitive fusion, a fundamental component of the psychological flexibility model, underlying Acceptance and Commitment Therapy (ACT). Numerous studies present cognitive fusion as a core pathological process contributing to psychological suffering, but none to date have examined phenomenological differences of this construct or assessed the CFQs' measuring performance across a clinical chronic pain sample vs. a sample of daily smoker university students. The purpose of this study was to examine the CFQ's psychometric properties in two Greek-speaking behavioral health samples (Sample 1: university student daily smokers, Sample 2: chronic pain patients) and assess its measurement model. Consistent with previous studies and the original English version, Exploratory and Confirmatory Factor Analysis, conducted separately per group, showed a unitary-factor solution for the Greek CFQ (G-CFQ). G-CFQ exhibited high internal reliability (Sample 1: Cronbach's α = 0.96, Sample 2: Cronbach's α = 0.95), good convergent validity with a theoretically related construct (Child and Adolescent Mindfulness Measure), good concurrent validity with the depression subscale of the Hospital Anxiety and Depression Scale and the Smoking Self-Efficacy Questionnaire and good discriminant validity with the Fagerström Test of Nicotine Dependence. Overall, the construct of cognitive fusion consists of items which are interpreted similarly across young adult smokers and chronic pain patients. The two groups differed in terms of the loadings on item 1, suggesting that they seem to understand this item differently. Also, these two populations were not significantly different in terms of their levels of cognitive fusion. Practical usability of the CFQ and future directions are discussed.

Implementing a training program to promote mindful, empathic, and pro-environmental attitudes in the classroom: a controlled exploratory study with elementary school students

There is a growing interest in researching the effects of meditative practices on the mental health of students. However, less enthusiasm has been shown for research into their effects on social and pro-environmental attitudes. The main aim of the present study was to evaluate the effects of a training program to promote mindful, empathic, and pro-environmental attitudes in elementary school students. A nonrandomized controlled exploratory study with two arms (treated and controls) and pre-post measurements was performed. The training program (3 weekly 5-min practice sessions over 4 months) was implemented in a classroom of 25 students between the ages of 10 and 12 years (64% boys). All the students completed self-report measures of mindfulness (Child and Adolescent Mindfulness Measure), empathy (Interpersonal Reactivity Index), and environmental attitudes (New Ecological Paradigm Scale for Children). Compared to the control group, the students who participated in the training program showed significant improvements in mindfulness skills with large effects, in considerate social style and cognitive empathy with medium effects, and in pro-environmental attitudes with large effects. This is one of the first studies to attempt to implement a training program integrated into the school curriculum to develop mindful, empathic, and pro-environmental attitudes in elementary school students without disrupting the flow of lessons. The program, which consists of very short sessions, may contribute to increasing children’s sense of connectedness, humanity, and nature in a feasible and effective way. However, more sophisticated trial designs are required in order to assess the scope of our results.

Gender, Age, and Time Invariance of the Child and Adolescent Mindfulness Measure (CAMM) and Psychometric Properties in Three Greek-Speaking Youth Samples

Mindfulness interventions for youth are exponentially increasing in recent years, yet assessment of this construct is still in its infancy. The present study aims to examine for the first time the psychometric properties of the Greek version of Child and Adolescent Mindfulness Measure (CAMM) and additionally investigate gender and age differences in mindfulness levels. Three samples of 1034 Greek-speaking adolescents and young adults were used for the purposes of the current study. Exploratory factor analysis and confirmatory factor analysis were conducted in order to extract and confirm the factorial structure of the Greek version of CAMM (G-CAMM). A single factor solution was extracted with good internal consistency (Cronbach’s α = 0.86). Furthermore, good construct and discriminant validity were concluded, through correlations with other measures of mindfulness, cognitive fusion, and moral disengagement. Analyses of invariance supported that the CFA model of the CAMM was invariant with regard to time, age, and gender. Measurement invariance was achieved, and the conducted latent means comparison showed significant differences, as females had lower mindfulness levels compared with males and adolescents had lower levels compared with young adults. The findings implicate the need to develop developmentally sensitive programs to train mindfulness, emphasizing on distinct components for males and females. Overall, G-CAMM is a reliable and valid measure for examining mindfulness in Greek-speaking youth.