Mindfulness is found to have a major effect on the child’s brain. Particularly on the parts of the brain that are triggered by stress, emotions, aggression and executive functions. Studies of the brain have demonstrated that children who have done, or are doing mindfulness, deal differently with stressful situations and are better able to empathise with others. They make different choices in conflict situations: more conscious and from a place of calm. Less impulsively and in temper. Mindfulness is good for all children’s developing brains.
In 2012, the first research was carried out into Method Eline Snel and the effect on children with ASD. The results were positive and encouraged continued use of this mindfulness method with this group of children. The article, by H.R. Nanninga, M.A. and B.B. Sizoo, LL.M., PhD, is about the effect of mindfulness in the Methode Eline Snel, on children with an autistic disorder. It was published in the ‘Wetenschappelijk Tijdschrift Autisme’ (Scientific Autism Magazine) in September 2012.
Research is currently being carried out into the mindfulness Methode Eline Snel for children and adolescents. For this research, we are working with Professor Ron Scholten of the Radboud University in Nijmegen, the Trimbos Institute and abroad with Professor Herman Lo of the City University of Hong Kong.
There is increasingly more evidence that mindfulness strengthens the quality of learning. Important for adults. But essential for children. The brain and its neurological system are still in development. Sensitivity to the negative effects of stress is heightened. It is extremely important to retain, stimulate and further develop a child’s natural goodness, openness and natural ability to be present! They are the future.
Daniel J. Siegel received his medical degree from Harvard University and completed his postgraduate medical education at UCLA with training in pediatrics and child, adolescent and adult psychiatry. He served as a National Institute of Mental Health Research Fellow at UCLA, studying family interactions with an emphasis on how attachment experiences influence emotions, behavior, autobiographical memory and narrative.