A Randomized Trial Evaluating School-Based Mindfulness Intervention for Ethnic Minority Youth: Exploring Mediators and Moderators of Intervention Effects
A Randomized Trial Evaluating School-Based Mindfulness Intervention for Ethnic Minority Youth: Exploring Mediators and Moderators of Intervention Effects
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DOI：
10.1007/s10802-018-0425-7
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发表时间：
2019-01-01
影响因子：
3.6
通讯作者：
Lau, Anna S.
中科院分区：
文献类型：
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作者：
Fung, Joey;Kim, Joanna J.;Lau, Anna S.
该研究在一项等待名单对照试验中检验了以学校为基础的正念干预对青少年心理健康和情绪调节结果的有效性。本研究还探讨了干预效果的调节因子和调节因子。共有145名主要是少数民族（亚洲和拉丁裔）的九年级学生出现情绪升高的症状，在学年开始或学年的第二学期随机接受为期12周的正念干预。学生在基线、干预后和3个月随访时完成情绪调节和心理健康症状的测量。意向治疗分析显示，正念干预对治疗后内化症状和感知压力有显著的治疗效果。对整个样本的治疗前后分析显示，注意力问题的效应量较小，内化和外化问题的效应量中等，感知压力的效应量较大。我们还发现认知重评的效应量较小，表达抑制、情绪加工、情绪表达和反刍的效应量中等，回避融合的效应量较大。中介分析表明，治疗对内化症状和感知压力的影响是由表达抑制和反刍的减少介导的。适度分析显示，在内在化问题、外在化问题和感知压力方面，在基线问题更严重的青少年中，治疗效果更大。然而，对于注意力问题，在基线时严重程度较低的学生似乎获得了更大的治疗效果。本研究提供证据表明，正念干预有利于减少低收入少数民族青年的感知压力和内化问题，并改善情绪调节结果。此外，正念训练通过改善情绪调节与减少心理健康症状有关。
The study examined the efficacy of a school-based mindfulness intervention on mental health and emotion regulation outcomes among adolescents in a wait-list controlled trial. The study also explored mediators and moderators of intervention effects. A total of 145 predominantly ethnic minority (Asian and Latino) 9th grade students with elevated mood symptoms were randomized to receive a 12-week mindfulness intervention at the start of the academic year, or in the second semester of the year. Students completed measures of emotion regulation and mental health symptoms at baseline, post-intervention, and 3-month follow-up. Intent-to-treat analyses revealed significant treatment effects of the mindfulness intervention for internalizing symptoms and perceived stress at post-treatment. Pooled pre-to-post treatment analyses of the entire sample revealed a small effect size for attention problems, medium for internalizing and externalizing problems, and large for perceived stress. We also found a small effect size for cognitive reappraisal, medium for expressive suppression, emotional processing, emotional expression, and rumination and large for avoidance fusion. Mediation analyses showed that treatment effects on internalizing symptoms and perceived stress were mediated by reductions in expressive suppression and rumination. Moderation analyses revealed that treatment effects were larger among youth with more severe problems at baseline for internalizing problems, externalizing problems, and perceived stress. However, for attention problems, students with lower severity at baseline appeared to have larger treatment gains. The study provided evidence that mindfulness intervention was beneficial for low-income ethnic minority youth in reducing perceived stress and internalizing problems, and improving emotion regulation outcomes. Furthermore, mindfulness training was associated with reduced mental health symptoms via improvements in emotion regulation.