Child And Adolescent Mindfulness Measure Research Articles

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.

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.

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.

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.

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.

Psychometric Properties of the Child and Adolescent Mindfulness Measure: A Psychological Measure of Mindfulness in Youth

Background: Although there are a number of acceptable means of measuring mindfulness for adults, this is not the case with the child and adolescent population. A requirement, therefore, is to establish and evaluate the child and adolescent mindfulness tools, such as the child and adolescent mindfulness measure (CAMM). Objectives: The purpose of this study was to examine the validity and reliability of a Persian version of the CAMM. Methods: This descriptive research involved a sample of 620 students aged 12 to 18 years in Kashan who were selected via cluster sampling in 2017. The participants completed the Persian CAMM, the eight-item Avoidance and Fusion Questionnaire for Youth (AFQY8), the Mindfulness Attention Awareness Scale for Adolescents (MAAS-A), the Revised Children's Manifest Anxiety Scale, and the Children's Depression Inventory (CDI). The factor structure of the Persian CAMM was evaluated using exploratory and confirmatory factor analyses by separate samples. Test-retest reliability (with four-week interval and 50 participants), internal consistency, and convergent and divergent validities were also determined. Results: The results of Confirmatory Factor Analysis (CFA) showed that the one-factor (original) model of the CAMM did not meet the goodness of fit indexes. The Exploratory Factor Analysis (EFA, n = 300) indicated that the Persian CAMM had a two-factor structure and the CFA verified the acceptable fit of the two-factor scale. The instrument also exhibited good reliability (I± =0.73). The correlation between CAMM and anxiety, depression, and psychological inflexibility was negative, whereas its correlation with the MAAS-A was positive (P < 0.001). Conclusions: Based on the results of this study, the Persian CAMM is an appropriate tool with acceptable psychometric properties for measuring adolescent mindfulness. Mindfulness can be considered an important protective construct in the mental health of children and adolescents. Copyright © 2020, Author(s).

Mindfulness Skills and Psychological Inflexibility: Two Useful Tools for a Clinical Assessment for Adolescents with Internalizing Behaviors

Two processes that have been largely studied in relation to psychological wellbeing during adolescence are mindfulness and psychological flexibility. Child and Adolescent Mindfulness Measure (CAMM) and Avoidance and Fusion Questionnaire for Youth (AFQ-Y) are specifically developed for children and adolescents and their items are built to assess specific processes. This study aims to identify cut-offs detecting adolescents with internalizing disorders, and describing specific behavioral repertoires within participants with high Psychological Inflexibility and poor Mindfulness Skills. Participants (N = 1336), aged between 11 and 18, were recruited. Participants completed the Italian versions of CAMM, AFQ-Y, and Youth Self-Report (YSR). To determine the cut-offs for CAMM and AFQ-Y discriminating participants with internalizing disorders two receiver operating characteristic (ROC) analyses were performed. Furthermore, to identify homogeneous groups with specific behavioral repertoires two Classification Tree Analyses (CTA) were performed. The cut-offs identified are 24 for the CAMM, and 11 for the AFQ-Y. The CTA showed that low Mindfulness Skills and Psychological Inflexibility share a specific feature: namely, depressive symptoms. However, social withdrawal seems to be associated only with low Mindfulness Skills, while somatic symptoms seems to be associated only with Psychological Inflexibility. The potential uses of the CAMM and AFQ-Y in research and clinical practice are drawn. CAMM and AFQ-Y are short and simple measures that make them accessible in a school-based primary prevention setting.

Evaluation and a Proposed Revision of the CAMM Among Underrepresented Elementary School Children

The Child and Adolescent Mindfulness Measure (CAMM) is a frequently used measure of mindfulness in school settings. This study evaluates the psychometric properties and internal consistency of the CAMM in a predominantly African American, low socioeconomic status (SES) school sample drawn from students in kindergarten through fourth grade. In addition, a revised version of the CAMM (the CAMM-R) was developed and evaluated in the same sample. Results are generally supportive of the internal consistency and item-level characteristics of both the CAMM and the CAMM-R. These results are discussed in terms of implications for understanding the reliability and validity of the CAMM and CAMM-R among underrepresented students, as well as students within a younger sample.

A French validation of the Child and Adolescent Mindfulness Measure (CAMM)

IntroductionA large number of studies have been devoted to the development of mindfulness questionnaires, a potential central mechanism in therapy. Although these questionnaires are well validated for adults, their accessibility to young populations are still in its infancy. ObjectiveThis study aims to validate a French version of the Child and Adolescent Mindfulness Measure (CAMM) to foster the use of mindfulness questionnaires in clinical studies on children and adolescents, and to fix limitations of a previous French-Canadian version. MethodA total of 545 youth aged from 10 to 17 were recruited in a Belgian and a French school in order to test the validity and reliability of the CAMM. ResultsThe results indicate a one-factor structure and suggest a good internal consistency. As expected, the CAMM was positively correlated to another mindfulness questionnaire and negatively correlated to depressive symptomatology and psychological inflexibility. ConclusionOverall, the French version of the CAMM presents good psychometric qualities and seems to remain faithful to its original scale. This measure could help to assess mindfulness in young French speakers.

An Iranian study of group acceptance and commitment therapy versus group cognitive behavioral therapy for adolescents with obsessive-compulsive disorder on an optimal dose of selective serotonin reuptake inhibitors

Conducted in Iran, participants included 69 adolescents with obsessive-compulsive disorder (OCD) who were on a stable selective serotonin reuptake inhibitor (SSRI) dose and were randomly assigned to one of three conditions: group acceptance and commitment therapy (ACT)+SSRI, group cognitive behavioral therapy (CBT)+SSRI, or continued SSRI treatment. Assessment occurred at pre-, post-treatment, and three-month follow-up and included the Children's Yale-Brown Obsessive Compulsive Scale (CY-BOCS), Children's Depression Inventory (CDI), Avoidance and Fusion Questionnaire for Youth (AFQ-8), Valued Living Questionnaire (VLQ), and Child and Adolescent Mindfulness Measure (CAMM). ACT + SSRI and CBT + SSRI conditions demonstrated significant reductions in OCD severity that were maintained at follow-up compared to the continued SSRI condition. All conditions demonstrated significant reductions in depression that were maintained at follow-up. The ACT + SSRI condition demonstrated significant improvement in psychological flexibility, mindfulness, and valued living that were maintained at follow-up compared to the CBT + SSRI and continued SSRI conditions. Findings indicate that ACT + SSRI is comparably effective as CBT + SSRI at treating adolescent OCD. However, ACT + SSRI appears to differ from CBT + SSRI on changes in psychological flexibility, mindfulness, and valued living, indicating potential differences in mechanism of change.

A Brief Spanish Version of the Child and Adolescent Mindfulness Measure (CAMM). A Dispositional Mindfulness Measure.

Dispositional Mindfulness (DM) is the awareness of the thoughts and feelings in the present moment. DM in children and adolescents has been related to mechanisms of change in mindfulness-based interventions, which have shown significant mediation relationships with mental health outcomes (for instance, lower social anxiety, depression symptoms, or perceived stress). However, the assessment of DM among children and adolescents is being unsatisfactory due cultural biases and/or reliability issues. In this study, we examined the psychometric properties of the Spanish version of the Child and Adolescent Mindfulness Measure (CAMM) in a sample of 687 children and adolescents between 8 and 16 years old. Although the CAMM has been validated in English, Portuguese, Italian, and Catalonian versions, until now no data has been reported in a Spanish context. Results showed that the best CAMM factor structure was constituted by five items from the original version (1, 4, 7, 8, and 9). These items defined dispositional mindfulness. The rest of the items (2, 3, 5, 6, and 10) were eliminated from the Spanish final version. The analyses revealed good reliability and internal consistency for the Spanish version of the CAMM. As we expected, the confirmatory factor analysis showed the unidimensional structure of the CAMM.

The effectiveness of mindfulness-based group therapy on anxiety, depression and stress in looked after children: a preliminary exploration

Mindfulness-based therapies have indicated their efficacy for reducing symptoms of anxiety, depression and stress, and improving mindfulness in adolescent clinical and community populations. However, looked after children make up a distinct group of young people, many of whom have endured severe developmental trauma, such as neglect and abuse, and present with complex emotional and behavioural difficulties. Currently, there is a limited amount of research examining the efficacy of mindfulness-based therapy for this population. This article presents a preliminary exploration of the participation in a mindfulness-based group therapy by nine looked after children aged 14 to 17. Outcome measures were obtained at baseline and post-intervention. The Depression Anxiety Stress Scale-21 (DASS-21) was used to assess depression, anxiety and stress and the Child and Adolescent Mindfulness Measure (CAMM) was used to assess mindfulness. The results indicated a reduction in symptoms of depression, anxiety and stress and an increase in levels of mindfulness. Feedback questionnaires were also completed by all participants and in these, the young people rated the intervention as engaging and beneficial. Despite the small sample size, the results are promising and suggest that future research on mindfulness-based group interventions for looked after children is warranted.

Validation of the Spanish Version of the Child and Adolescent Mindfulness Measure (CAMM) with Samples of Spanish and Chilean Children and Adolescents

Interest in mindfulness practices aimed at children and adolescents in school and clinical contexts has increased. However, little research on the benefits of mindfulness in these age groups has been conducted. In Spanish-speaking countries, this lack of research may be due to the scarcity of reliable and valid instruments for assessing mindfulness in young people. The present study examined the psychometric properties of the Child and Adolescent Mindfulness Measure (CAMM) in native Spanish-speaking children and adolescents. Two thousand one hundred thirteen children and adolescents from Spain (N = 490 children; N = 629 adolescents) and Chile (N = 307 children; N = 687 adolescents) were assessed. Factor structure, internal consistency, convergent validity, and measure invariance between countries were examined. Confirmatory factor analysis (CFA) validated a unidimensional structure (10 items) that fitted the data better than the bidimensional structure both for children and adolescents in both countries. However, the factor loadings of some items were very low in all samples. After eliminating these items, a new, 7-item version of the CAMM proved to be more valid and reliable. The new version correlated negatively with several mental health measures, thereby supporting its construct validity. Also, the measurement invariance test showed that it is comparable between Spain and Chile, which makes transcultural research possible. This study shows that the Spanish version of the CAMM adequately assesses mindfulness in children and adolescents. The CAMM is the first mindfulness evaluation measure for children in Spanish.

Осознанность подростков-сирот и подростков, оставшихся без попечения родителей, как фактор психологического благополучия

The article presents a study of mindfulness as a feature of consciousness in orphan and parentless adolescents. The adolescents’ mindfulness is analysed through their awareness of the ability to achieve positive psychological effects, including psychological well-being and resilience. The study employed the following 9 techniques: the Child and Adolescent Mindfulness Measure (CAMM); the Resilience Scale; the Self-Compassion Scale; the Toronto Empathy Questionnaire; the Ryff’s Psychological Well-Being Scale; the Gratitude Questionnaire; the Cognitive Emotion Regulation Questionnaire; the scales for measuring readiness to help and aggression in the classroom; the Strengths and Difficulties Questionnaire (SDQ).The sample included 20 orphan and parentless adolescents. The study revealed that mindfulness is indeed a factor of psychological well-being. The educators of twenty organizations for orphans and children without parental care assessed the adolescents’ strengths and difficulties in order to evaluate their cognitive emotion regulation abilities.Сorrelation analysis allowed us to identify the relationship of mindfulness, psychological well-being indicators and emotional regulation with a number of social psychological characteristics of personality in the adolescents: indicators of positive psychological effects of mindfulness, in particular, humanity, resilience, competence (environmental management), and decrease of cognitive and emotional reactivity.