Elementary School Mindfulness-Based Substance Use Prevention Program

小学基于正念的药物使用预防计划

• 批准号: 8646209
• 负责人: Alison Elaine Parker
• 金额: $ 45.79万
• 依托单位: INNOVATION RESEARCH AND TRAINING, INC.
• 依托单位国家: 美国
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-12-01 至 2016-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8646209
• 关键词: Active Learning; Address; Administrator; Adolescent; Affect; Aggressive behavior; Alcohol consumption; Alcohol or Other Drugs use; Alcohols; Anxiety; Area; Attention; Attitude; Awareness; Basic Science; Behavior; Breathing; Child; Competence; Data Collection; Decision Making; Development; Education; Educational Curriculum; Educational process of instructing; Effectiveness; Emotional; Exposure to; Feedback; Feeling; Focus Groups; Foundations; Future; Goals; Informal Social Control; Internet; Intervention; Judgment; Knowledge; Learning; Life; Link; Marketing; Mediating; Mental Depression; Mental Health; Methods; Mind; Movement; Multimedia; Patient Self-Report; Perception; Phase; Pilot Projects; Prevention; Prevention program; Preventive; Preventive Intervention; Primary School Faculty; Process; Protocols documentation; Randomized Controlled Trials; Research; Resources; Risk; Role; School Teachers; School-Age Population; Science; Self-control as a personality trait; Sleep Disorders; Social Problems; Specialist; Stress; Structure; Students; Testing; Thinking; Tobacco; Tobacco use; Training; Waiting Lists; Work; Yoga; Youth; base; biological adaptation to stress; cigarette smoking; community organizations; community setting; coping; design; elementary school; emotion regulation; evidence base; executive function; experience; externalizing behavior; fifth grade; fourth grade; improved; innovation; insight; intervention program; junior high school; mindfulness; physical conditioning; positive youth development; prevent; product development; programs; prototype; public health relevance; skills; social; social skills; stressor; substance abuse prevention; substance use prevention; success; teacher; tool

Abstract The proposed project will complete the development of and evaluate the efficacy of Master Mind, a mindfulness education substance abuse prevention for late elementary school-aged children. Past research has found that mindfulness has many benefits for youth, such as increases in attention, social competence, and emotion regulation, as well as decreases in stress, sleep problems, depression, anxiety, and externalizing behaviors. Training in mindfulness may provide children with new ways to cope with stress and make healthy decisions in a variety of situations, thereby preventing children from turning to alcohol or tobacco to solve their problems. None of the existing substance abuse prevention curricula include any mindfulness training or application of mindfulness skills to children's everyday lives. The Master Mind program is designed to address these critical gaps in the content of contemporary prevention programming through providing developmentally appropriate, contemplative education practices. Hence, the development and marketing of an empirically- validated, mindfulness education, substance abuse prevention program for elementary school students can provide teachers, school administrators, and prevention specialists with a currently unavailable resource. In Master Mind, children participate in activities focused on the foundations of mindfulness (e.g., awareness of thoughts) including mindful movements, mindful breathing, and mindful journeys, and most importantly, learn how to apply the mindfulness skills to their everyday lives. In Phase II of this project, the four-week Master Mind program will be completed with input from experts in mindfulness, yoga, children's self- regulation, instructional design, and implementation fidelity, as well as with input from elementary school teachers and students. In the first year of this project, elementary school students will participate in focus groups to preview the lessons and provide feedback on the mindfulness activities. Following this, a pilot study of the revised program will be conducted two elementary school classrooms (one 4th and one 5th) to observe the implementation of the revised Master Mind program and pilot the entire data collection protocol with teachers and students. In year two of the project, we will conduct a randomized controlled trial (20 intervention classrooms and 20 wait-list control classrooms) of the effectiveness of the Master Mind program for improving children's self-regulatory abilities and in turn, reducing their intentions to use and actual use of alcohol or tobacco.

抽象的 拟议的项目将完成 Master Mind 的开发并评估其功效，Master Mind 是一个 正念教育预防小学高年级儿童滥用药物。过去的研究有 发现正念对青少年有很多好处，例如提高注意力、社交能力和 情绪调节，以及减少压力、睡眠问题、抑郁、焦虑和外化 行为。正念训练可以为儿童提供应对压力和保持健康的新方法 在各种情况下做出决定，从而防止儿童求助于酒精或烟草来解决问题 问题。现有的药物滥用预防课程均不包括任何正念训练或 将正念技能应用到儿童的日常生活中。 Master Mind 计划旨在解决 当代预防规划内容中的这些关键差距是通过提供发展性的 适当的、沉思的教育实践。因此，基于经验的开发和营销 针对小学生的经过验证的正念教育、药物滥用预防计划可以 为教师、学校管理人员和预防专家提供当前无法获得的资源。在 Master Mind，孩子们参与以正念为基础的活动（例如，意识到 思想），包括正念运动、正念呼吸和正念旅程，最重要的是， 学习如何将正念技能应用到日常生活中。在该项目的第二阶段，为期四个星期的 Master Mind 计划将在正念、瑜伽、儿童自我认知等领域的专家的投入下完成 法规、教学设计和实施保真度，以及小学的投入 老师和学生。在这个项目的第一年，小学生将参与焦点 小组预览课程并提供有关正念活动的反馈。随后进行了一项试点研究 修订后的计划将在两个小学教室（一间第四教室和一间第五教室）进行，以观察 实施修订后的智囊计划，并与教师一起试点整个数据收集协议 和学生。在该项目的第二年，我们将进行一项随机对照试验（20 项干预 教室和 20 个等候名单控制教室）了解 Master Mind 计划的有效性，以提高 儿童的自我调节能力，进而减少他们使用酒精或酒精的意图和实际使用 烟草。