Beans of Emotional Wisdom: Assessments to Measure Your Kids' Mindfulness Skills

This post is part of our 'Quick Reads for Curious Beans' series, offering bite-sized research on child development to help busy parents turn scientific insights into clear, actionable takeaways!

A Journey Through Mindfulness Measures

Research on mindfulness-based interventions (MBIs) for youth has significantly expanded in the past decade, showing promising benefits for children and adolescents. This growing body of evidence has enthusiasm among researchers, clinicians, educators, and the general public, supporting the widespread adoption of MBIs in various contexts. However, many conclusions about the benefits of mindfulness training are limited by challenges in measurement. A key issue is the lack of reliable and valid tools to assess mindfulness in youth. In their review, Goodman, Madni, and Semple (2017) identify seven self-report measures used to gauge mindfulness in children and adolescents, along with their pros and cons.

1. Child and Adolescent Mindfulness Measure (CAMM)

The Child and Adolescent Mindfulness Measure (CAMM) is a self-report tool for ages 10 to 17, consisting of 10 items that assess present-moment awareness and nonjudgmental responses to thoughts and feelings. Developed from adult measures like the Kentucky Inventory of Mindfulness Skills (KIMS), the CAMM emphasizes observing and acting with awareness without judgment.

  • Pros: The CAMM is validated across various cultural contexts, showing strong construct validity through positive correlations with other mindfulness measures.
  • Cons: Its effectiveness in clinical populations is untested, and it may not effectively capture mindfulness in children with prior meditation or yoga experience.

2. Mindful Attention Awareness Scale for Adolescents (MAAS-A)

The Mindful Attention Awareness Scale for Adolescents (MAAS-A) is a 14-item self-report measure for adolescents aged 14 to 18. Adapted from the adult MAAS, it assesses trait mindfulness by focusing on present-moment awareness as a receptive state of attention, emphasizing "presence." The MAAS-A has demonstrated strong internal reliability across diverse adolescent populations.

  • Pros: Unique in being validated in clinical samples, the MAAS-A has shown positive correlations with other mindfulness measures, supporting its construct validity across cultures, including the U.S., Netherlands, and China.
  • Cons: Its content and construct validity are debated, particularly regarding reliance on self-reports of inattention, which may skew results for novice meditators. The single-factor solution limits the assessment of specific mindfulness components, and prior meditation experience may lead to lower scores, reflecting greater awareness rather than less mindfulness.

3. Mindful Attention Awareness Scale for Children (MAAS-C)

The Mindful Attention Awareness Scale for Children (MAAS-C) is a 15-item self-report measure for children aged 9 to 13. Like the MAAS-A, it evaluates trait mindfulness through child-friendly language, encouraging present-moment awareness.

  • Pros: The MAAS-C has been validated with elementary school populations, making it relevant for mindfulness-based interventions (MBIs) targeting younger children. Studies have shown improvements in mindfulness scores among 4th and 5th graders participating in MBIs, indicating its practical application in educational settings.
  • Cons: The MAAS-C has a single-factor structure that limits exploration of specific mindfulness components. Additionally, concerns regarding its content and construct validity mirror those of the MAAS-A. Currently, it has only been validated with non-clinical populations, leaving its effectiveness in clinical contexts uncertain.

4. Comprehensive Inventory of Mindfulness Experiences for Adolescents (CHIME-A)

The Comprehensive Inventory of Mindfulness Experiences for Adolescents (CHIME-A) is a 25-item measure assessing trait mindfulness in adolescents, adapted from an adult version. It includes both positively and negatively worded items and identifies eight distinct factors of mindfulness.

  • Pros: The eight-factor model allows researchers to pinpoint specific mindfulness aspects for mindfulness-based interventions (MBIs). It shows construct validity through correlations with the Child and Adolescent Mindfulness Measure (CAMM) and emotional dysregulation.
  • Cons: Validated primarily for ages 12 to 14, limiting applicability for younger groups. Its clinical effectiveness remains untested, and researchers should focus on subscale scores due to weak overall internal consistency.

5. Mindful Thinking and Action Scale for Adolescents (MTASA)

The Mindful Thinking and Action Scale for Adolescents (MTASA) is a 32-item self-report measure assessing trait mindfulness in adolescents aged 13 to 17. It identifies four subscales: healthy self-regulation, active attention, awareness and observation, and accepting experience.

  • Pros: Its four subscales enhance understanding of mindfulness impacts in youth. The healthy self-regulation (HSR) subscale correlates well with established measures, indicating construct validity.
  • Cons: Validated mainly in non-clinical samples, raising questions about clinical applicability. While it has good overall consistency, subscale reliability varies.

6. Mindfulness Scale for Pre-Teens, Teens, and Adults (MSPTA)

The Mindfulness Scale for Pre-Teens, Teens, and Adults (MSPTA) is a 19-item measure for individuals aged 9 to 25. It identifies four factors: attention and awareness, non-reactivity, non-judgmentalness, and non-self-criticism.

  • Pros: Validated for ages 9 and up, suitable for diverse groups. Its four-factor structure allows nuanced insights into mindfulness traits and demonstrates good internal reliability.
  • Cons: Not yet validated in clinical samples, limiting therapeutic applicability. Also, it hasn’t been used in mindfulness-based intervention studies with youth.

7. Mindfulness Inventory for Children and Adolescents (MICA)

The Mindfulness Inventory for Children and Adolescents (MICA) is a 25-item self-report questionnaire for ages 8 to 18. It features five subscales: self-acceptance, present-centered awareness, equanimity, metacognitive awareness, and acceptance of internal experiences.

  • Pros: Suitable for younger populations, making it valuable for practitioners. The five subscales allow detailed analysis of mindfulness aspects, and preliminary studies suggest it may be more sensitive to changes than other measures.
  • Cons: Currently unpublished and lacks rigorous psychometric validation, raising reliability concerns. The absence of established validity limits its use in formal research or clinical settings.

Tools to Nurture Young Minds: Popular Online Assessments

In today’s fast-paced education world, understanding and supporting kids' social and emotional skills is more important than ever. Two popular online assessments that can help with this are the Devereux Student Strengths Assessment (DESSA) and the Strengths and Difficulties Questionnaire (SDQ). These tools not only measure emotional well-being but also help parents and educators create healthier spaces where children can grow.

The Devereux Student Strengths Assessment (DESSA)

The DESSA is designed to assess the social-emotional competencies of children in grades K-8. This strengths-based behavior rating scale evaluates key areas mentioned in our previous articles, such as self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The DESSA not only provides a comprehensive understanding of a child’s social-emotional development but also serves as a practical tool for educators to enhance their SEL instruction.

A study by Paul A. LeBuffe and colleagues highlights that the DESSA is a psychometrically sound measure that facilitates social-emotional learning and supports decision-making in multi-tiered systems of support (LeBuffe et al., 2017). By implementing DESSA in schools, educators can monitor ongoing progress and tailor their approaches to better support students in their emotional growth.

  • Access: The DESSA is primarily available through the Devereux Center for Resilient Children.

The Strengths and Difficulties Questionnaire (SDQ)

On the other hand, the SDQ is a widely recognized tool that assesses emotional and behavioral difficulties in children. It measures five key areas: emotional symptoms, conduct problems, hyperactivity/inattention, peer relationship problems, and prosocial behavior. One of the best things about the SDQ is that it's recognized internationally and can be used in many different cultures, making it a handy resource for researchers and practitioners around the globe.

Research by Keilow et al. (2019) shows that scores on the SDQ are closely related to children's performance in standardized academic tests, emphasizing the importance of emotional and behavioral health for academic success. This connection underscores the necessity of integrating emotional assessments into educational practices, as they can inform interventions that support both emotional well-being and academic achievement.

However, while the SDQ is a robust tool, it is essential to approach its results with caution. A study by Hall et al. (2019) points out that the SDQ's factor structure can vary, particularly among different informants (parents and teachers). Therefore, it’s crucial to interpret the SDQ results carefully, especially when screening for conditions like ADHD.

  • Access: The SDQ can be accessed for free through its official website, where you can fill out the questionnaire online. You can select the appropriate version for your needs (parent, teacher, or self-report) and complete it online without any charge.

Conclusion

As we explore the colorful world of social and emotional learning assessments, tools like the CAMM, MAAS, CHIME-A, DESSA, and SDQ offer valuable insights for nurturing children's emotional intelligence. While measuring mindfulness and emotional well-being can be challenging, these assessments provide essential support for parents and educators alike. By embracing these playful instruments, we can create enriching environments that help our little beans thrive, transforming emotional growth into an exciting adventure. Let’s keep curiosity alive as we foster joyful kiddos ready to shine in their world!

In this journey, Human Bean Books stands as a trusted companion, offering a treasure trove of social and emotional learning (SEL) books designed to inspire young minds. Our carefully curated selection aligns with the principles highlighted in the assessments, bringing stories to life that help children navigate their feelings and build resilience. By choosing Human Bean Books, you’re not just selecting a book; you’re planting the seeds for emotional intelligence and cultivating joyful readers ready to embrace the world with open hearts!

References

  1. Goodman, M. S., Madni, L. A., & Semple, R. J. (2017). Measuring Mindfulness in Youth: Review of current assessments, challenges, and future directions. Mindfulness, 8(6), 1409–1420. https://doi.org/10.1007/s12671-017-0719-9
  2. Hall, C. L., Guo, B., Valentine, A. Z., Groom, M. J., Daley, D., Sayal, K., & Hollis, C. (2019). The validity of the Strengths and Difficulties Questionnaire (SDQ) for children with ADHD symptoms. PLoS ONE, 14(6), e0218518. https://doi.org/10.1371/journal.pone.0218518
  3. Keilow, M., Sievertsen, H. H., Niclasen, J., & Obel, C. (2019). The Strengths and Difficulties Questionnaire and standardized academic tests: Reliability across respondent type and age. PLoS ONE, 14(7), e0220193. https://doi.org/10.1371/journal.pone.0220193
  4. LeBuffe, P. A., Shapiro, V. B., & Robitaille, J. L. (2017). The Devereux Student Strengths Assessment (DESSA) comprehensive system: Screening, assessing, planning, and monitoring. Journal of Applied Developmental Psychology, 55, 62–70. https://doi.org/10.1016/j.appdev.2017.05.002

 

From one bean to another, Jade

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