A massive study of the use of mindfulness by teens showed few results, and in some cases, even negative ones. This could be why.
years, but then decreases between the ages of 12 and 15, before rapidly rising again. [2] This apparent backward slide results from teens’ new appreciation of the complexity of emotions.
At an earlier stage, they could name emotions more easily because they focused on only one feeling in the mix of feelings. They were “mad” or “sad” or “happy.” They “hated” or “loved” or “liked.” Teens, on the other hand, note that they are sad and angry and frustrated andand ashamed all at the same time. Or, they are happy and excited in new ways. They are more invested in their emotions, more aware of their feelings and of what emotions might tell them about themselves and their social world.
The young people in the study were between the ages of 11 and 14, just when teens become less adept at naming emotions. The emotion words they previously used do not capture the heightened clarity and urgency of their feelings, which now seem beyond language. Feelings often remain raw and in the moment, long after any “threat” has passed.
, as someone attends to you and both reflects your feelings back to you and removes their sting. In this relational context, naming one's emotions is a collaborative affair, and helps tame difficult emotions.Being held in mind, particularly by a parent, is used to model the needs of very young children, but its power is generally neglected when looking at teens’ needs.
Nook, E. C., Stavish, C. M., Sasse, S. F., Lambert, H. K., Mair, P., McLaughlin, K. A., & Somerville, L. H. . Charting the development of emotion comprehension and abstraction using observer-rated and linguistic measures.Current Directions in Psychological Science
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