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: 8923123
• 负责人: Alison Elaine Parker
• 金额: $ 52.04万
• 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 2019-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8923123
• 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; Health; 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; skills; social; social skills; stressor; substance abuse prevention; substance use prevention; success; teacher; tool

DESCRIPTION (provided by applicant): 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 activitis 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.

项目描述（由申请人提供）：拟建项目将完成Master Mind的开发并评估其有效性，Master Mind是一种预防小学晚期儿童滥用药物的正念教育。过去的研究发现，正念对年轻人有很多好处，比如提高注意力、社交能力和情绪调节能力，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新的方法来应对压力，并在各种情况下做出健康的决定，从而防止儿童转向酒精或烟草来解决他们的问题。现有的药物滥用预防课程都没有包括任何正念训练或将正念技能应用于儿童的日常生活。“总体思维”计划旨在通过提供与发展相适应的、深思熟虑的教育实践，解决当代预防规划内容中的这些关键差距。因此，开发和营销一个经验验证的，正念教育，预防小学生药物滥用计划可以为教师，学校管理人员和预防专家提供目前不可用的资源。在Master Mind中，孩子们参与了专注于正念基础的活动（例如，对思想的意识），包括正念动作、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，为期四周的“心灵大师”项目将在正念、瑜伽、儿童自我调节、教学设计和实施保真度方面的专家以及小学教师和学生的参与下完成。在这个项目的第一年，小学生将参加焦点小组来预习课程，并对正念活动提供反馈。在此之后，将在两个小学教室（一个4教室和一个5教室）对修订后的方案进行试点研究，以观察修订后的Master Mind方案的实施情况，并在教师和学生中试点整个数据收集方案。在项目的第二年，我们将进行一项随机对照试验（20个干预教室和20个等候名单对照教室），以检验Master Mind项目在提高儿童自我调节能力方面的有效性，从而减少他们使用酒精或烟草的意图和实际使用。