Editor’s Note: The following is a Q&A with Karen Bluth, PhD, a mindfulness teacher, researcher, and one of the lead authors of a paper published this January in the journal Mindfulness, which examined the efficacy of Learning to BREATHE or L2B, a mindfulness curriculum for adolescents in an alternative school for ethnically diverse, at-risk teens.
Over the past few weeks we’ve discussed the adolescent period as a time when mindfulness interventions are an especially good fit, particularly in the college setting.
A steady flow of new and emerging research continues to suggest that mindfulness offers great benefits to health and well-being. It shifts the nature of our relationship to experience and we now know that cultivating an even-handed and openhearted stance toward life can strengthen emotional balance, resilience, and interpersonal effectiveness; skills we can all use throughout our lives in and beyond the classroom.
