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.

摘要 建议的项目将完成Master Mind的开发和评估其功效， 正念教育药物滥用预防晚小学年龄的儿童。过去的研究 发现正念对年轻人有很多好处，比如增加注意力，社交能力， 情绪调节，以及压力、睡眠问题、抑郁、焦虑和外化的减少 行为。正念训练可能会为孩子们提供新的方法来科普压力，使健康 在各种情况下的决定，从而防止儿童转向酒精或烟草来解决他们的问题。 问题现有的药物滥用预防课程都不包括任何正念训练， 将正念技巧应用于儿童的日常生活。Master Mind计划旨在解决 通过提供发展性的， 适当的、有启发性的教育实践。因此，开发和营销经验- 有效的，正念教育，小学生的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目前无法获得的资源。在 Master Mind，孩子们参加专注于正念基础的活动（例如，意识 思想）包括正念运动，正念呼吸，正念旅程，最重要的是， 学习如何将正念技巧应用到日常生活中。在该项目的第二阶段， 主心灵计划将完成与专家的投入，在正念，瑜伽，儿童的自我， 监管，教学设计和实施的保真度，以及从小学的投入 教师和学生。在这个项目的第一年，小学生将参加重点 小组预览课程并提供正念活动的反馈。在此之后，一项试点研究 修订后的计划将进行两个小学教室（一个第四和第五），以观察 实施修订后的Master Mind计划，并与教师一起试点整个数据收集协议 和学生在项目的第二年，我们将进行一项随机对照试验（20项干预措施 教室和20个候补名单控制教室）的有效性，硕士头脑计划，以提高 儿童的自我调节能力，反过来，减少他们的意图使用和实际使用酒精或 烟草