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 拟议的项目将完成Master Mind的开发和效果评估，a 正念教育，预防小学后期儿童药物滥用。过去的研究表明 发现正念对年轻人有很多好处，比如提高注意力，社交能力，以及 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，从而防止儿童转向酒精或烟草来解决他们的问题 有问题。现有的预防药物滥用课程中没有一项包括任何正念训练或 正念技能在儿童日常生活中的应用。Master Mind计划旨在解决 当代预防方案编制内容中的这些关键差距通过提供发展性的 适当、深思熟虑的教育实践。因此，开发和营销一种经验性的- 经过验证的正念教育，小学生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不可用的资源。在……里面 掌握头脑，孩子们参与专注于正念基础的活动(例如，意识到 思想)包括有意识的动作、有意识的呼吸和有意识的旅程，最重要的是， 学习如何将正念技能应用到他们的日常生活中。在该项目的第二阶段，为期四周的 大师思维计划将在正念、瑜伽、儿童自我的专家的帮助下完成 法规、教学设计和实施的保真度，以及来自小学的投入 老师和学生。在这个项目的第一年，小学生将参与Focus 小组预习课程，并就正念活动提供反馈。在此之后，进行了一项初步研究 修订后的方案将在两个小学教室(一个第四和一个第五)进行，以观察 实施经修订的总体思维方案，并与教师一起试行整个数据收集方案 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 教室和20个等待名单的对照教室)改善大师思维方案的有效性 儿童的自我调节能力，进而减少他们使用酒精或实际使用的意图或 烟草。