Mindfulness-based school interventions: A systematic review of outcome evidence quality by study design.
Mindfulness-based school interventions: A systematic review of outcome evidence quality by study design.
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DOI：
10.1007/s12671-022-01885-9
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发表时间：
2022-07
期刊：
影响因子：
3.6
通讯作者：
Nuske, Heather J
中科院分区：
文献类型：
--
作者：
Phan, Mary L;Renshaw, Tyler L;Caramanico, Julie;Greeson, Jeffrey M;MacKenzie, Elizabeth;Atkinson-Diaz, Zabryna;Doppelt, Natalie;Tai, Hungtzu;Mandell, David S;Nuske, Heather J
本系统评价旨在通过评估针对青少年特定结果的相关证据，对基于正念的学校干预措施（MBSIs）的现有文献进行评估。
我们对来自五大洲、共计12358名学生作为样本的77项研究进行了评估，通过一套完善的循证指南编码系统对每项研究的质量进行评定。编码人员根据研究设计对每项研究进行数字评分，从1++（随机对照试验，偏倚风险极低）到4（专家意见），并针对各项研究给出相应的证据等级字母评分，从最高质量（“A级”）到最低质量（“D级”）。
针对各项结果的最高质量证据（“A级”）表明，基于正念的学校干预措施能增加亲社会行为、恢复力、执行功能、注意力和正念水平，减少焦虑、注意力问题/多动症行为以及品行问题。关于幸福感的最高质量证据存在分歧，一些研究表明幸福感有所提升，而另一些研究则显示并无改善。最高质量证据表明，基于正念的学校干预措施对抑郁症状没有影响。
这项评价显示，在学校环境中引入正念干预措施对于改善青少年的某些状况具有一定前景。我们敦促对基于正念的学校干预措施感兴趣的研究人员采用更严谨的设计（例如，设置积极对照组的随机对照试验、多方法结果评估以及随访评估）来研究其有效性，以尽量减少偏倚，推动获得更高质量（而非仅仅是数量增加）的证据，从而为学校实践提供可靠指导 。
The purpose of this systematic review was to assess the current literature on mindfulness-based school interventions (MBSIs) by evaluating evidence across specific outcomes for youth. We evaluated 77 studies with a total sample of 12,358 students across five continents, assessing the quality of each study through a robust coding system for evidence-based guidelines. Coders rated each study numerically per study design as 1++ (RCT with a very low risk of bias) to 4 (expert opinion) and across studies for the corresponding evidence letter grade, from highest quality (‘A Grade’) to lowest quality (‘D Grade’) evidence. The highest quality evidence (‘A Grade’) across outcomes indicated that MBSIs increased prosocial behavior, resilience, executive function, attention and mindfulness, and decreased anxiety, attention problems/ADHD behaviors and conduct behaviors. The highest quality evidence for well-being was split, with some studies showing increased well-being and some showing no improvements. The highest quality evidence suggests MBSIs have a null effect on depression symptoms. This review demonstrates the promise of incorporating mindfulness interventions in school settings for improving certain youth outcomes. We urge researchers interested in MBSIs to study their effectiveness using more rigorous designs (e.g., RCTs with active control groups, multi-method outcome assessment, and follow-up evaluation), to minimize bias and promote higher quality—not just increased quantity—evidence that can be relied upon to guide school-based practice.