The effectiveness of mindfulness-based interventions on children’s peer-related social competence: A systematic review and meta-analysis

Abstract

1. Background and objectives: Peer relationships offers the primary context for children to learn social norms and social skills (Rubin et al., 1998). Not surprisingly, childhood peer relationship problems have been found to predict a wide variety of future negative outcomes including school problems, delinquency, substance abuse and emotional problems (Greca &Harrison, 2005; Nishina et al., 2005; Sijtsema & Lindenberg, 2018). Thus, it is important to develop effective interventions targeting improving peer-related social competence. Peer-related social competence is defined as the ability to successfully and appropriately attain interpersonal goals with peers by using effective social skills (Guralnick, 1990). The use of mindfulness-based interventions (MBIs) has increased among child populations over the last two decades. Researchers claimed that by cultivating 'present moment awareness' without judgement (Kabat-Zin, 1994, p.4), mindfulness-based intervention (MBIs) can promote perspective taking (Birnie et al., 2010）, self-regulation (e.g., Randal et al., 2015), conflict management (e.g., Bechtoldt et al., 2010), self-esteem (e.g., Pepping et al., 2013) and other qualities that are highly connected with interpersonal interactions. There is also empirical evidence that MBIs are effective in improving peer-related competence among children, such as reducing interpersonal problems (Gouda et al.,2016). To our knowledge, however, no meta-analysis has been conducted specifically examining the effectiveness of MBIs on children’s peer-related social competence. This review therefore aims to critically examine and synthesis the impact of MBIs on peer-related social competence of children. 2. Method: 2.1 Selection criteria Studies that met the following criteria were eligible for inclusion: (1) provided MBIs to children or adolescents (18 years old and below); (2) employed an experimental or observational research design; (3) reported outcomes that were measures of peer-related social competence. 2.2 Search and selection Studies were identified through database searching up to September 2020, including: Applied Social Sciences Index & Abstracts (ASSIA)‎, EMBASE, ERIC, Family & Society Studies Worldwide, MEDLINE, ProQuest Dissertations & Theses databases, PsycINFO, PubMed, Social Work Abstracts, Sociological Abstracts, and The Cochrane Library. After duplicates are removed, 2 authors then will independently screen title, abstract and full text articles according to the inclusion criteria. Search and selection are scheduled to finish in November 2020. 2.3 Data extraction and risk-of-bias assessment Data will be extracted by two authors using a standard data coding scheme including: study design, intervention characteristics, participant characteristics, outcome measures and effect estimates. Two authors will independently conduct the quality assessment of included studies. Data extraction and quality assessment are scheduled to finish in early January 2021. 3. Data analysis: Statistical analyses will be performed using Comprehensive Meta-Analysis (CMA). Means, standard deviations, and sample size will be used to calculate the standardized mean difference (Cohen’s d) effect size. Data analysis is scheduled to finish in early March 2021. 4. General implications: To our knowledge, this will be the first meta-analysis that specifically examines the impact of MBIs on peer-related social competence among children and adolescents. A synthesis of the current evidence will facilitate further research in school-based mindfulness interventions and the development of interventions that target peer relationships.