JMIR Research Protocols
August 29, 2025
Jacinda K Dariotis, Dana A Eldreth, Rachel Jackson-Gordon et al.
BackgroundChronic stress and emotional and cognitive regulation difficulties during early childhood are associated with risky behaviors and negative outcomes later in life. As preschoolers are at a developmental stage where their emotional and cognitive regulation skills are still emerging, they often rely on external support to manage their emotions and behaviors. Intervening early promotes...
Mindfulness
June 8, 2023
Jacinda K Dariotis, Keren Mabisi, Rachel Jackson-Gordon et al.
Objectives: In the context of adverse social conditions, adolescents may not progress to adulthood with the emotional and behavioral skills needed to effectively navigate inevitable life challenges. Appropriately timed, evidence-based interventions have the potential to improve youth developmental trajectories. This qualitative study explored adolescents' perceptions of two different types of...
Psychological Assessment
July 26, 2018
Jason M Prenoveau, Alison A Papadakis, Jacob C S Schmitz et al.
No study has yet assessed the psychometric properties of scores from any mindfulness measure in racial minority adolescents from low-income environments. The present study examined the reliability and validity of Child and Adolescent Mindfulness Measure (CAMM) scores in a nonclinical sample of late adolescents (N = 92) from low-income neighborhoods who predominantly identified as African...
Psychology in the Schools
November 28, 2016
Jacinda K Dariotis, Roxanne Mirabal-Beltran, Fallon Cluxton-Keller et al.
Identifying factors relevant for successful implementation of school-based interventions is essential to ensure that programs are provided in an effective and engaging manner. The perspectives of two key stakeholders critical for identifying implementation barriers and facilitators - students and their classroom teachers - merit attention in this context and have rarely been explored using...
Explore
August 18, 2016
Jacinda K Dariotis, Fallon Cluxton-Keller, Roxanne Mirabal-Beltran et al.
Context: School-based mindfulness and yoga studies generally measure stress-related outcomes using quantitative measures. Objective: This study answers the following research questions: How do youth define stress and in what ways, if any, was a mindful yoga intervention helpful to youth during stress experiences? Design and subjects: To explore youths' own perspectives on stress, stressors in...
Mindfulness
April 12, 2015
Laura Feagans Gould, Jacinda K Dariotis, Mark Greenberg et al.
As school-based mindfulness and yoga programs gain popularity, the systematic study of fidelity of program implementation (FOI) is critical to provide a more robust understanding of the core components of mindfulness and yoga interventions, their potential to improve specified teacher and student outcomes, and our ability to implement these programs consistently and effectively. This paper...
Journal of abnormal child psychology
October 1, 2010
Tamar Mendelson, Mark Greenberg, Jacinda K Dariotis et al.
Youth in underserved, urban communities are at risk for a range of negative outcomes related to stress, including social-emotional difficulties, behavior problems, and poor academic performance. Mindfulness-based approaches may improve adjustment among chronically stressed and disadvantaged youth by enhancing self-regulatory capacities. This paper reports findings from a pilot randomized...