A School-Based Mindfulness Pilot Study for Ethnically Diverse At-Risk Adolescents.
A School-Based Mindfulness Pilot Study for Ethnically Diverse At-Risk Adolescents.
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DOI：
10.1007/s12671-014-0376-1
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发表时间：
2016-02
期刊：
影响因子：
3.6
通讯作者：
Broderick PC
中科院分区：
文献类型：
--
作者：
Bluth K;Campo RA;Pruteanu-Malinici S;Reams A;Mullarkey M;Broderick PC
青春期是对有风险的青少年进行干预的关键时期，以促进情感健康，阻止问题行为，防止终身挑战的发生。尽管有初步证据支持正念干预对高危青少年，但很少有研究包括实施细节或报告在学校环境中不同种族高危青少年的可行性和接受度。我们进行了一项随机试点研究，以学校为基础的正念项目“学习呼吸”为对象，研究对象是不同种族的高危青少年。27名学生被随机分配到一个正念或药物滥用控制班，每周一次，每次50分钟，持续一个学期。调整是为了提高正念课程的可接受性，包括提高教师在学校活动中的参与度。与对照组相比，正念班的学生抑郁程度有所降低。最初，学生对正念班的感知可信度低于药物滥用班。在整个学期中，正念班的感知可信度增加，而药物滥用班的感知可信度下降。定性可接受性测量显示，正念课程有助于缓解压力，学生倾向于继续上课。这项研究提供了关于在学校环境中如何与这一独特人群合作的实用知识，并为未来的研究提供了建议。
Adolescence is a critical period for intervention with at-risk youth to promote emotional well-being, deter problematic behavior, and prevent the onset of life-long challenges. Despite preliminary evidence supporting mindfulness interventions for at-risk youth, few studies have included implementation details or reported feasibility and acceptance in ethnically diverse at-risk adolescents in a school setting. We conducted a randomized pilot study of a school-based mindfulness program, Learning to BREATHE, with ethnically diverse at-risk adolescents. Twenty-seven students were randomly assigned to a mindfulness or substance abuse control class that occurred for 50 min, once a week, over one school semester. Adjustments were made to increase acceptability of the mindfulness class, including enhanced instructor engagement in school activities. Reductions in depression were seen for students in the mindfulness class compared to controls. Initially, students’ perceived credibility of the mindfulness class was lower than that of the substance abuse class. Over the semester, perceived credibility of the mindfulness class increased while that of the substance abuse class decreased. Qualitative acceptability measures revealed that the mindfulness class helped to relieve stress and that students favored continuing the class. This study provides practical knowledge about what works with this unique population in a school setting and offers suggestions for future studies.