Learning to BREATHE: A Pilot Trial of a Mindfulness Curriculum for Adolescents
Learning to BREATHE: A Pilot Trial of a Mindfulness Curriculum for Adolescents
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DOI：
10.1080/1754730x.2009.9715696
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发表时间：
2009-01-01
期刊：
影响因子：
--
通讯作者：
Metz, Stacie
中科院分区：
文献类型：
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作者：
Broderick, Patricia C.;Metz, Stacie
这项研究报告了学习呼吸的试点试验的结果，这是一个为教室环境创建的青少年正念课程。该计划的主要目标是通过正念练习来支持情绪调节技能的发展，正念练习被描述为对当下体验的有意的，非判断性的意识。来自一所私立女子学校的120名高年级学生（平均年龄17.4岁）参加了健康课程。相对于对照组，参与者报告减少了负面影响，增加了平静，放松和自我接纳的感觉。在治疗结束时，治疗组的情绪调节和疲劳、疼痛和疼痛的减少都有显着的改善。定性反馈表明，程序的满意度很高。结果表明，正念是一种潜在的有前途的方法，以提高青少年的情绪调节和幸福。
This study reports the results of a pilot trial of Learning to BREATHE, a mindfulness curriculum for adolescents created for a classroom setting. The primary goal of the program is to support the development of emotion regulation skills through the practice of mindfulness, which has been described as intentional, non-judgmental awareness of present-moment experience. The total class of 120 seniors (average age 17.4 years) from a private girls' school participated as part of their health curriculum. Relative to controls, participants reported decreased negative affect and increased feelings of calmness, relaxation, and self-acceptance. Improvements in emotion regulation and decreases in tiredness and aches and pains were significant in the treatment group at the conclusion of the program. Qualitative feedback indicated a high degree of program satisfaction. The results suggest that mindfulness is a potentially promising method for enhancing adolescents' emotion regulation and well-being.