Publications

Special Issue Papers

Axford, N., Berry, V., Lloyd, J., & Wyatt, K. (2022). How can we optimise learning from trials in child and adolescent mental health?. BMJ Evidence-Based Mental Health. Doi: 10.1136/ebmental-2022-300500
Kuyken, W., Ball, S., Crane, C., Ganguli, P., Jones, B., Montero-Marin, J., Nuthall, E., Raja, A., Taylor, L., Tudor, K., Viner, R.M., Allwood, M., Aukland, L., Dunning, D., Casey, T., Dalrymple, N., De Wilde, K., Farley, E.R., Harper, J., Kappelmann, N., Kempnich, M., Lord, L., Medlicott, E., Palmer, L., Petit, A., Philips, A., Pryor-Nitsch, I., Radley, L., Sonley, A., Shackleford, J., Tickell, A., MYRIAD team, Blakemore, S.J., Ukoumunne, O.C., Greenberg, M.T., Ford, T., Dalgleish, T., Byford, S., & MYRIAD Team Group. (2022). Effectiveness and cost-effectiveness of universal school-based mindfulness training compared with normal school provision in reducing risk of mental health problems and promoting well-being in adolescence: the MYRIAD cluster randomised controlled trial. BMJ Evidence-Based Mental Health. Doi: 10.1136/ebmental-2021-300396
Kuyken, W., Ball, S., Crane, C., Ganguli, P., Jones, B., Montero-Marin, J., Nuthall, E., Raja, A., Taylor, L., Tudor, K., Viner, R.M., Allwood, M., Aukland, L., Dunning, D., Casey, T., Dalrymple, N., De Wilde, K., Farley, E.R., Haper, J, Hinze, V., Kappelmann, N., Kempnich, M., Lord, L., Medlicott, E., Palmer, L., Petit, A., Philips, A., Pryor-Nitsch, I., Radley, L., Sonley, A., Shackleford, J., Tickell, A., MYRIAD team, Blakemore, S.J., Ukoumunne, O.C., Greenberg, M.T., Ford, T., Dalgleish, T., Byford, S., & Williams, J.M.G. (2022). Effectiveness of universal school-based mindfulness training compared with normal school provision on teacher mental health and school climate: results of the MYRIAD cluster randomised controlled trial. BMJ Evidence-Based Mental Health. Doi: 10.1136/ebmental-2022-300424
Montero-Marin, J., Allwood, M., Ball, S., Crane, C., De Wilde, K., Hinze, V., Jones, B., Lord, L., Nuthall, E., Raja, A., Taylor, L., Tudor, K., MYRIAD team, Blakemore, S.J., Byford, S., Dalgleish, T., Ford, T., Greenberg, M., Ukoumunne., Williams, J.M.G., Kuyken, W. (2022). School-based mindfulness training in early adolescence: what works for whom, and how in the MYRIAD trial?. BMJ Evidence-Based Mental Health. Doi: 10.1136/ebmental-2022-300439
Dunning, D., Ahmed, S., Foulkes, L., Griffin, C., Griffiths, K., Leung, J.T., Parker, J., Piera Pi-Sunyer, B., Sakhardande, A., Bennett, M., Haag, C., Montero-Marin, J., Packman, D., Vainre, M., Watson, P., MYRIAD team, Kuyken, W., Williams, J.M., Ukoumunne, O., Blakemore, S.J., & Dalgleish, T. (2022). The impact of mindfulness training in early adolescence on affective executive control, and on later mental health during the COVID-19 pandemic: A randomised controlled trial. BMJ Evidence-Based Mental Health. Doi: 10.1136/ebmental-2022-300460
Dunning, D., Tudor, K., Radley, L., Dalrymple, N., Vainre, M., Ford, T., Montero-Marin, J., Kuyken, W., & Dalgleish, T. (2022). Do mindfulness-based programmes improve the cognitive skills, behaviour and mental health of children and adolescents? An updated meta-analysis of randomised controlled trials. BMJ Evidence-Based Mental Health. Doi: 10.1136/ebmental-2022-300464
Cuijpers, P. (2022). Universal prevention of depression at schools: dead end of challenging crossroad? [Editorial]. BMJ Evidence-Based Mental Health Editorial. Doi: 10.1136/ebmental-2022-300469

Other Publications

Ahmed, S., Foulkes, L., Leung, J.T., Griffin, C., Sakhardande, A., Bennett, M., Dunning, D.L., Griffiths, K., Parker, J., Kuyken, W., Williams, J.M.G., Dalgleish, T., & Blakemore, S.J. (2020). Susceptibility to prosocial and antisocial influence in adolescence. Doi: 10.1016/j.adolescence.2020.07.012
Baer, R., Crane, C., Montero-Marin, J., Phillips, A., Taylor, L., Tickell, A., Kuyken, W., & The MYRIAD Team. (2021). Frequency of self-reported unpleasant events and harm in a mindfulness-based program in two general population samples. Doi: 10.1007/s12671-020-01547-8
Bennett, M.P., Knight, R.C., Dunning, D., Archer-Boyd, A., Blakemore, S.J., Dalmaijer, E., Ford, T., Williams, J.M.G., Clegg, H., Kuyken, W., So, T., Wright, G., Lenaert, B., Vainre, M., Watson, P., MYRIAD team, & Dalgleish, T. (2022). Protocol for a randomized controlled trial investigating an intervention to boost decentering in response to distressing mental experiences during adolescence: the decentering in adolescence study (DECADES). Doi: 10.1136/bmjopen-2021-056864
Bennett, M.P., Knight, R., Patel, S., So, T., Dunning, D., Barnhofer, T., Smith, P., Kuyken, W., Ford, T., & Dalgleish, T. (2021). Decentering as a core component in the psychological treatment and prevention of youth anxiety and depression: a narrative review and insight report. Doi: 10.1038/s41398-021-01397-5
Bogaert, L., Van der Gucht, K., Kuppens, P., Kock, M., Schreuder, M.J., Kuyken, W., & Raes, F. (2023). The effect of universal school-based mindfulness on anhedonia and emotional distress and its underlying mechanisms: a cluster randomised controlled trial via experience sampling in secondary schools. Doi: 10.1016/j.brat.2023.104405
Braun, S.S., Greenberg, M.T., Roeser, R.W., Taylor, L.J., Montero-Marin, J., Crane, C., Williams, J.M.G., Sonley, A., Lord, L., Ford, T., MYRIAD team., & Kuyken, W. (2024). Teachers’ stress and training in a school-based mindfulness program: implementation results from a cluster randomized controlled trial. Doi: 10.1016/j.jsp.2024.101288
Crane, C., Ganguli, P., Ball, S., Taylor, L., Blakemore, S.J, Byford, S., Dalgleish, T., Ford, T., Greenberg, M., Kuyken, W., Lord, L., Montero-Marin, J., Sonley, A., Ukoumunne, O.C., & Williams, J.M.G. (2020). Training school teachers to deliver a mindfulness program: Exploring scalability, acceptability, effectiveness, and cost-effectiveness. Doi: 10.1177/2164956120964738
Dunning, D., Griffiths, K., Kuyken, W., Crane, C., Foulkes, L., Parker, J., & Dalgleish, T. (2019). Research review: the effects of mindfulness-based interventions on cognition and mental health in children and adolescents – a meta-analysis of randomised controlled trials. Doi: 10.1111/jcpp.12980
Ford, T., Esposti, M.D., Crane, C., Taylor, L., Montero-Marin, J., Blakemore, S.J., Bowes, L., Byford, S., Dalgleish, T., Greenberg, M.T., Nuthall, E., Phillips, A., Raja, A., Ukoumunne, O.C., Viner, R.M., Williams, J.M.G., Allwood, M., Aukland, L., Casey, T., De Wilde, K., Farley, E.R., Kappelmann, N., Lord, L., Medlicott, E., Palmer, L., Petit, A., Pryor-Nitsch, I., Radley, L., Warriner, L., Sonley, A., the MYRIAD team, Kuyken, W. (2021). The role of schools in early adolescents’ mental health: findings from the MYRIAD study. Doi: 10.1016/j.jaac.2021.02.016
Galante, J., Friedrich, C., Dawson, A.F., Modrego-Alarcon, M., Gebbing, P., Delgado-Súarez, I., Gupta, R., Dean, L., Dalgleish, T., White, I.R., & Jones, P.B. (2021). Mindfulness-based programmes for mental health promotion in adults in nonclinical settings: A systematic review and meta-analysis of randomised controlled trials. Doi: 10.1371/journal.pmed.1003481
Hinze, V., Montero-Marin, J., Blakemore, S.J., Byford, S., Dalgleish, T., Esposti, M.D., Greenberg, M.T., Jones., B.G., Slaghekke, Y., Ukoumunne, O.C., Viner, R.M., Williams, J.M.G., Ford, T.J., & Kuyken, W. (2024). Student- and school-level factors associated with mental health and well-being in early adolescence. Doi: 10.1016/j.jaac.2023.10.004
Hinze, V., Ford, T., Gjelsvik, B., Byford, S., Cipriani, A., Montero-Marin, J., & Ganguli, P. (2022). Service use and costs in adolescents with pain and suicidality: A cross-sectional study. Doi: 10.1016/j.eclinm.2022.101778
Hinze, V., Montero-Marin, J., Blakemore, S.J., Byford, S., Dalgleish, T., Esposti, M.D., Greenberg, M., Ukoumunne, O.C., Viner, R.M., Williams, J.M.G., Ford, T., & Kuyken, W. (2022). Student- and school-level predictors of mental health trajectories in early adolescence: a longitudinal cohort study. Manuscript in preparation.
Hinze, V., Ford, T., Crane, C., Haslbeck, J.M.B., Hawton, K., Gjelsvik, B., & The MYRIAD Team. (2021). Does depression moderate the relationship between pain and suicidality in adolescence? A moderated network analysis. Doi: 10.1016/j.jad.2021.05.100
Kuyken, W., Blakemore, S.J., Byford, B., Dalgleish, T., Ford, T., Hinze, V., Mansfield, K., Montero-Marin, J.,Ukoumunne, O.U., & Viner, R. (2023). Mental health in adolescence: The role of schools-based emotional learning. Doi: 10.1080/09638237.2023.2210668
Leung, J.T., Piera Pi-Sunyer, B., Ahmed, S.P., Foulkes, L., Griffin, C., Sakhardande, A., Bennett, M., Dunning, D.L., Griffiths, K., Parker, J., Kuyken, W., Williams, J.M.G., Dalgleish, T., & Blakemore S.J. (2022). Susceptibility to prosocial and antisocial influence in adolescence following mindfulness training. Doi: 10.1002/icd/2386
Maloney, S., Montero-Marin, J., Kuyken, W. (2024). Mindfulness-based cognitive therapy-taking it further (MBCT-TiF) compared to ongoing mindfulness practice (OMP) in the promotion of well-being and mental health: a randomised controlled trial with graduates of MBCT and MBSR. Doi: 10.1016/j.brat.2024.104478
Maloney, S., Montero-Marin, J., Kuyken, W. (2023). Pathways to mental well-being for graduations of mindfulness-based cognitive therapy (MBCT) and mindfulness-based stress reduction (MBSR): A mediation analysis of an RCT. Doi: 10.1016/j.jsp.2024.101288
Maloney, S., Montero-Marin, J., Kuyken, W. (2020). The how, why and for whom mindfulness-based programs and practices produce change in the general population: A scoping review protocol. Doi: 10.21203/rs.3.rs-75520/v1
Mansfield, K., Ukoumunne, O.U., Blakemore, S.J., Montero-Marin, J., Byford, S., Ford, T., & Kuyken, W. (2023). Missing the context: The challenges of social inequalities to school-based mental health interventions. Doi: 10.1002/jcv2.12165
Medlicott, E., Phillips, A., Crane, C., Hinze, V., Taylor, L., Tickell, A., Montero-Marin, J., & Kuyken, W. (2021). The mental health and wellbeing of university students: Acceptability, effectiveness, and mechanisms of a mindfulness-based course. Doi: 10.3390/ijerph18116023
Miller, E.J., Crane, C., Medlicott, E., Robson, J., & Taylor, L. (2023). Non-positive experiences encountered by pupils during participation in a mindfulness-informed school-based intervention. Doi: 10.1007/s12310-023-09591-0
Montero-Marin, J., Hinze, V., Mansfield, K., Slaghekke, Y., Blakemore, S.J., Byford, S., Dalgleish, T., Greenberg, M.T., Viner, R.M., Ukoumunne, O.C., Ford, T., Kuyken, W., & The MYRIAD team. (2023). Young people’s mental health changes, risk, and resilience during the COVID-19 pandemic. Doi: 10.1001/jamanetworkopen.2023.35016
Montero-Marin, J., Hinze, V., Dalrymple, N., Kempnich, M., Lord, L., Slaghekke, Y., MYRIAD team, Byford, S., Dalgleish, T., Ford, T., Greenberg, M., & Kuyken, W. (2022). Do adolescents like school-based mindfulness training? Predictors of responsiveness and mindfulness practice in the MYRIAD trial. Pre-print.
Montero-Marin, J., Nuthall, E., Byford, S., Crane, C., Dalgleish, T., Ford, T., Ganguli, P., Greenberg, M.T., Ukoumunne, O.C., Viner, R.M., Williams, J.M.G., The MYRIAD Team, & Kuyken, W. (2021). Update to the effectiveness and cost-effectiveness of a mindfulness training programme in schools compared with normal school provision (MYRIAD): study protocol for a randomised controlled trial. Doi: 10.1186/s13063-021-05213-9
Montero-Marin, J., Taylor, L., Crane, C., Greenberg, M.T., Ford, T.J., Williams, J.M.G., García-Campayo, J., Sonley, A., Lord, L., Dalgleish, T., Blakemore, S.J., MYRIAD team, & Kuyken, W. (2021). Teachers “Finding peace in a frantic world”: An experimental study of self-taught and instructor-led mindfulness program formats on acceptability, effectiveness, and mechanisms. Doi: 10.1037/edu0000542
Sanders, A., Gains, H., Baer, R., Ball, S., Jones, B., Banks, H., Melendez-Torres, GJ., & Ukoumunne, O.C. (2022). Investigation of the factor structure and differential item functioning of the Child and Adolescent Mindfulness Measure (CAMM): analysis of data from a school-based cluster randomised controlled trial. Manuscript in press.
Strauss, C., Gu, J., Montero-Marin, J., Whittington, A., Chapman, C., & Kuyken, W. (2021). Reducing stress and promoting well-being in healthcare workings using mindfulness-based cognitive therapy for life. Doi: 10.1016/j.ijchp.2021.100227
Van der Velden, A.M., Scholl, J., Elmholdt, E.M., Fjorback, L.O., Hamer, C.J., Lazar, S.W., O’Toole, M.S., Smallwood, J., Roepstorff, A., & Kuyken, W. (2022). Mindfulness training changes brain dynamics during depressive rumination: a randomised controlled trial. Doi: 10.1016/j.biopsych.2022.06.038
Williams, J.M.G., Baer, R., Batchelor, M., Crane, R.S., Cullen, C., De Wilde, K., Fennell, M.J.V., Kantor, L., Kirby, J., Ma, S.H., Medlicott, E., Gerber, B., Johnson, M., Ong, E.L., Peacock, J.W., Phee, A., Radley, L., Watkin, M., & Taylor, L. (2022). What next after MBSR/MBCT? An open trial of an 8-week follow-on program exploring mindfulness of feeling tone (vedana). Doi: 10.1007/s12671-022-01929-0