Skip to main content
main-content
Top

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in: Mindfulness 3/2017

25-10-2016 | ORIGINAL PAPER

Effectiveness of a School-Based Yoga Program on Adolescent Mental Health and School Performance: Findings from a Randomized Controlled Trial

Auteurs: Jennifer L. Frank, Kimberly Kohler, Adam Peal, Bidyut Bose

Gepubliceerd in: Mindfulness | Uitgave 3/2017

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

The purpose of this study was to assess the effectiveness of a yoga-based social-emotional wellness promotion program, Transformative Life Skills (TLS), on indicators of adolescent emotional distress, prosocial behavior, and school functioning. Participants included 159 students attending an inner-city school district who were randomly assigned to treatment or business-as-usual comparison conditions. Results suggested that students who participated in the TLS program demonstrated significant reductions on unexcused absences, detentions, and increases in school engagement. Significant concurrent improvements in primary engagement stress-coping strategies and secondary engagement stress-coping strategies were noted as well. Specifically, significant increases in student emotion regulation, positive thinking, and cognitive restructuring in response to stress were found. No effects were found for measures of somatization, suspensions, academic grades, or general affect. Student report of treatment acceptability indicated that the intervention was generally well-received and strategies were perceived as socially valid by most participants. Implications and directions for future research are discussed.
Literatuur
go back to reference Achenbach, T. M., & Edelbrock, C. S. (1983). Manual for the child behavior checklist and revised behavior profile. Burlington: University of Vermont Department of Psychiatry. Achenbach, T. M., & Edelbrock, C. S. (1983). Manual for the child behavior checklist and revised behavior profile. Burlington: University of Vermont Department of Psychiatry.
go back to reference Andersen, S. L. (2003). Trajectories of brain development: point of vulnerability or window of opportunity. Neuroscience and Biobehavioral Review, 27, 3–18. CrossRef Andersen, S. L. (2003). Trajectories of brain development: point of vulnerability or window of opportunity. Neuroscience and Biobehavioral Review, 27, 3–18. CrossRef
go back to reference Benjamini, Y., & Hochberg, Y. (1995). Controlling the false discovery rate: a practical and powerful approach to multiple testing. Journal of the Royal Statistical Society, 57(1), 289–300. Benjamini, Y., & Hochberg, Y. (1995). Controlling the false discovery rate: a practical and powerful approach to multiple testing. Journal of the Royal Statistical Society, 57(1), 289–300.
go back to reference Berger, D. L., & Stein, R. E. (2009). Effects of yoga on inner-city children’s well-being: a pilot study. Alternative Therapies in Health and Medicine, 15(5), 36–42. PubMed Berger, D. L., & Stein, R. E. (2009). Effects of yoga on inner-city children’s well-being: a pilot study. Alternative Therapies in Health and Medicine, 15(5), 36–42. PubMed
go back to reference Bharshankar, J. R., Bharshankar, R. N., Deshpande, V. N., Kaore, S. B., & Gosavi, G. B. (2003). Effect of yoga on cardiovascular system in subjects above 40 years. Indian Journal of Physiology and Pharmacology, 47, 202–206. PubMed Bharshankar, J. R., Bharshankar, R. N., Deshpande, V. N., Kaore, S. B., & Gosavi, G. B. (2003). Effect of yoga on cardiovascular system in subjects above 40 years. Indian Journal of Physiology and Pharmacology, 47, 202–206. PubMed
go back to reference Bosworth, K., & Espelage, D. (1995). Teen conflict survey. Bloomington: Center for Adolescent Studies, Indiana University. Bosworth, K., & Espelage, D. (1995). Teen conflict survey. Bloomington: Center for Adolescent Studies, Indiana University.
go back to reference Büssing, A., Michalsen, A., Khalsa, S. B. S., Telles, S., & Sherman, K. J. (2012). Effects of yoga on mental and physical health: a short summary of reviews. Evidence-Based Complementary and Alternative Medicine, 2012, 1–7. Büssing, A., Michalsen, A., Khalsa, S. B. S., Telles, S., & Sherman, K. J. (2012). Effects of yoga on mental and physical health: a short summary of reviews. Evidence-Based Complementary and Alternative Medicine, 2012, 1–7.
go back to reference Case-Smith, J., Shupe Sines, J., & Klatt, M. (2010). Perceptions of children who participated in a school-based yoga program. Journal of Occupational Therapy, Schools, & Early Intervention, 3, 226–238. CrossRef Case-Smith, J., Shupe Sines, J., & Klatt, M. (2010). Perceptions of children who participated in a school-based yoga program. Journal of Occupational Therapy, Schools, & Early Intervention, 3, 226–238. CrossRef
go back to reference Cernkovich, S. A., & Giordano, P. C. (1992). School bonding, race, and delinquency. Criminology, 30, 261–291. CrossRef Cernkovich, S. A., & Giordano, P. C. (1992). School bonding, race, and delinquency. Criminology, 30, 261–291. CrossRef
go back to reference Chan, A. S., Cheung, M., & Sze, S. L. (2008). Effect of mind/body training on children with behavioral and learning problems: a randomized controlled study. In B. N. DeLuca (Ed.), Mind–body and relaxation research focus (pp. 165–193). Hauppauge: Nova Science. Chan, A. S., Cheung, M., & Sze, S. L. (2008). Effect of mind/body training on children with behavioral and learning problems: a randomized controlled study. In B. N. DeLuca (Ed.), Mind–body and relaxation research focus (pp. 165–193). Hauppauge: Nova Science.
go back to reference Cicchetti, D., Ganiban, J., & Barnett, D. (1991). Contributions from the study of high risk populations to understanding the development of emotion regulation. In J. Garber & K. Dodge (Eds.), The development of emotion regulation and dysregulation (pp. 15–49). New York: Cambridge University Press. CrossRef Cicchetti, D., Ganiban, J., & Barnett, D. (1991). Contributions from the study of high risk populations to understanding the development of emotion regulation. In J. Garber & K. Dodge (Eds.), The development of emotion regulation and dysregulation (pp. 15–49). New York: Cambridge University Press. CrossRef
go back to reference Cohen, J. (1988). Statistical power analysis for the behavioral science (2nd ed.). Hillsdale: Lawrence Erlbaum Associates. Cohen, J. (1988). Statistical power analysis for the behavioral science (2nd ed.). Hillsdale: Lawrence Erlbaum Associates.
go back to reference Conboy, L. A., Noggle, J. J., Frey, J. L., Kudesia, R. S., & Khalsa, S. B. S. (2013). Qualitative evaluation of a high school yoga program: feasibility and perceived benefits. Explore: The Journal of Science and Healing, 9, 171–180. CrossRef Conboy, L. A., Noggle, J. J., Frey, J. L., Kudesia, R. S., & Khalsa, S. B. S. (2013). Qualitative evaluation of a high school yoga program: feasibility and perceived benefits. Explore: The Journal of Science and Healing, 9, 171–180. CrossRef
go back to reference Conger, J., & Petersen, A. (1984). Adolescence and youth: psychological development in a changing world. New York: Harper and Row. Conger, J., & Petersen, A. (1984). Adolescence and youth: psychological development in a changing world. New York: Harper and Row.
go back to reference Connor-Smith, J. K., Compas, B. E., Wadsworth, M. E., Tomsen, A. H., & Saltzman, H. (2000). Responses to stress in adolescence: measurement of coping and involuntary stress responses. Journal of Consulting and Clinical Psychology, 68, 976–992. CrossRefPubMed Connor-Smith, J. K., Compas, B. E., Wadsworth, M. E., Tomsen, A. H., & Saltzman, H. (2000). Responses to stress in adolescence: measurement of coping and involuntary stress responses. Journal of Consulting and Clinical Psychology, 68, 976–992. CrossRefPubMed
go back to reference Costello, E. J., Mustillo, S., Erkanli, A., Keeler, G., & Angold, A. (2003). Prevalence and development of psychiatric disorders in childhood and adolescence. Archives of General Psychiatry, 60, 837–844. CrossRefPubMed Costello, E. J., Mustillo, S., Erkanli, A., Keeler, G., & Angold, A. (2003). Prevalence and development of psychiatric disorders in childhood and adolescence. Archives of General Psychiatry, 60, 837–844. CrossRefPubMed
go back to reference Cramer, H., Lauche, R., & Dobos, G. (2014). Characteristics of randomized controlled trials of yoga: a bibliometric analysis. BMC Complementary and Alternative Medicine, 14(328), 1–20. Cramer, H., Lauche, R., & Dobos, G. (2014). Characteristics of randomized controlled trials of yoga: a bibliometric analysis. BMC Complementary and Alternative Medicine, 14(328), 1–20.
go back to reference Dahl, R. E. (2004). Adolescent brain development: a period of vulnerabilities and opportunities. Annals of the New York Academy of Sciences, 102, 1–22. CrossRef Dahl, R. E. (2004). Adolescent brain development: a period of vulnerabilities and opportunities. Annals of the New York Academy of Sciences, 102, 1–22. CrossRef
go back to reference Daly, L. A., Haden, S. C., Hagins, M., Papouchis, N., & Ramirez, P. M. (2015). Yoga and emotion regulation in high school students: a randomized controlled trial. Evidence-based Complementary and Alternative Medicine, 2015, 1–8. CrossRef Daly, L. A., Haden, S. C., Hagins, M., Papouchis, N., & Ramirez, P. M. (2015). Yoga and emotion regulation in high school students: a randomized controlled trial. Evidence-based Complementary and Alternative Medicine, 2015, 1–8. CrossRef
go back to reference Domitrovich, C. E., Moore, J. E., Thompson, R. A., & and the CASEL Preschool toe Elementary School Social and Emotional Learning Assessment Workgroup. (2012). Interventions that promote social-emotional learning in young children. In R. C. Pianta, W. S. Barnett, L. M. Justice, & S. M. Sheridan (Eds.), Handbook of early childhood education (pp. 393–415). New York: The Guilford Press. Domitrovich, C. E., Moore, J. E., Thompson, R. A., & and the CASEL Preschool toe Elementary School Social and Emotional Learning Assessment Workgroup. (2012). Interventions that promote social-emotional learning in young children. In R. C. Pianta, W. S. Barnett, L. M. Justice, & S. M. Sheridan (Eds.), Handbook of early childhood education (pp. 393–415). New York: The Guilford Press.
go back to reference Ehleringer, J. (2010). Yoga for children on the autism spectrum. International Journal of Yoga Therapy, 20, 131–139. Ehleringer, J. (2010). Yoga for children on the autism spectrum. International Journal of Yoga Therapy, 20, 131–139.
go back to reference Eisenberg, N. (2010). Emotion-related self-regulation and its relation to children’s maladjustment. Annual Review of Clinical Psychology, 6, 495–525. CrossRefPubMedPubMedCentral Eisenberg, N. (2010). Emotion-related self-regulation and its relation to children’s maladjustment. Annual Review of Clinical Psychology, 6, 495–525. CrossRefPubMedPubMedCentral
go back to reference Elmen, J. (1991). Achievement orientation in early adolescence: development patterns and social correlates. Journal of Early Adolescence, 11, 125–151. CrossRef Elmen, J. (1991). Achievement orientation in early adolescence: development patterns and social correlates. Journal of Early Adolescence, 11, 125–151. CrossRef
go back to reference Felner, R. D., Brand, S., DuBois, D. L., Adan, A. M., Mulhall, P. F., & Evans, E. G. (1995). Socioeconomic disadvantage, proximal environmental experiences, and socioemotional and academic adjustment in early adolescence: investigation of a mediated effects model. Child Development, 66, 774–792. CrossRefPubMed Felner, R. D., Brand, S., DuBois, D. L., Adan, A. M., Mulhall, P. F., & Evans, E. G. (1995). Socioeconomic disadvantage, proximal environmental experiences, and socioemotional and academic adjustment in early adolescence: investigation of a mediated effects model. Child Development, 66, 774–792. CrossRefPubMed
go back to reference Ferreira-Vorkapic, C., Feitoza, J. M., Marchioro, M., Simões, J., Kozasa, E., & Telles, S. (2015). Are there benefits from teaching yoga at schools? A Systematic review of randomized control trials of yoga-nased Interventions. Evidence-Based Complementary and Alternative Medicine, 2015, 1–17. CrossRef Ferreira-Vorkapic, C., Feitoza, J. M., Marchioro, M., Simões, J., Kozasa, E., & Telles, S. (2015). Are there benefits from teaching yoga at schools? A Systematic review of randomized control trials of yoga-nased Interventions. Evidence-Based Complementary and Alternative Medicine, 2015, 1–17. CrossRef
go back to reference Frank, J. L., Bose, B., & Schrobenhauser-Clonan, A. (2014). Effectiveness of a school-based yoga program on adolescent mental health, stress coping strategies, and attitudes toward violence: findings from a high-risk sample. Journal of Applied School Psychology, 30(1), 29–49. CrossRef Frank, J. L., Bose, B., & Schrobenhauser-Clonan, A. (2014). Effectiveness of a school-based yoga program on adolescent mental health, stress coping strategies, and attitudes toward violence: findings from a high-risk sample. Journal of Applied School Psychology, 30(1), 29–49. CrossRef
go back to reference Galantino, M. L., Galbavy, R., & Quinn, L. (2008). Therapeutic effects of yoga for children: a systematic review of the literature. Pediatric Physical Therapy, 20, 66–80. CrossRefPubMed Galantino, M. L., Galbavy, R., & Quinn, L. (2008). Therapeutic effects of yoga for children: a systematic review of the literature. Pediatric Physical Therapy, 20, 66–80. CrossRefPubMed
go back to reference Garnefski, N., Boon, S., & Kraaji, V. (2003). Relationships between cognitive strategies of adolescents and depressive symptomology across different types of life events. Journal of Youth and Adolescence, 32, 401–408. CrossRef Garnefski, N., Boon, S., & Kraaji, V. (2003). Relationships between cognitive strategies of adolescents and depressive symptomology across different types of life events. Journal of Youth and Adolescence, 32, 401–408. CrossRef
go back to reference Goldberg, L. (2004). Creative RelaxationSM: a Yoga-based program for regular and exceptional student education. International Journal of Yoga Therapy, 14, 68–78. Goldberg, L. (2004). Creative RelaxationSM: a Yoga-based program for regular and exceptional student education. International Journal of Yoga Therapy, 14, 68–78.
go back to reference Granic, I., Meusel, L., Lamm, C., Woltering, S., & Lewis, M. D. (2012). Emotion regulation in children with behavior problems: linking behavioral and brain processes. Development and Psychopathology, 24, 1019–1029. CrossRefPubMed Granic, I., Meusel, L., Lamm, C., Woltering, S., & Lewis, M. D. (2012). Emotion regulation in children with behavior problems: linking behavioral and brain processes. Development and Psychopathology, 24, 1019–1029. CrossRefPubMed
go back to reference Grant, K. E., Compas, B. E., Stuchlmacher, A. F., Thurn, A. E., McMahon, S. D., & Halpert, J. A. (2003). Stressors and child and adolescent psychopathology: moving from markers to mechanisms of risk. Psychological Bulletin, 129, 447–466. CrossRefPubMed Grant, K. E., Compas, B. E., Stuchlmacher, A. F., Thurn, A. E., McMahon, S. D., & Halpert, J. A. (2003). Stressors and child and adolescent psychopathology: moving from markers to mechanisms of risk. Psychological Bulletin, 129, 447–466. CrossRefPubMed
go back to reference Grant, K. E., Compas, B. E., Thurm, A. E., McMahon, S. D., & Gipson, P. Y. (2004). Stressors and child and adolescent psychopathology: measurement issues and prospective effects. Journal of Clinical Child and Adolescent Psychiatry, 33, 412–425. CrossRef Grant, K. E., Compas, B. E., Thurm, A. E., McMahon, S. D., & Gipson, P. Y. (2004). Stressors and child and adolescent psychopathology: measurement issues and prospective effects. Journal of Clinical Child and Adolescent Psychiatry, 33, 412–425. CrossRef
go back to reference Gratz, K. L., & Roemer, L. (2004). Multidimensional assessment of emotion regulation and dysregulation: development, factor structure, and initial validation of the difficulties in emotion regulation scale. Journal of Psychopathology and Behavioral Assessment, 26, 41–54. CrossRef Gratz, K. L., & Roemer, L. (2004). Multidimensional assessment of emotion regulation and dysregulation: development, factor structure, and initial validation of the difficulties in emotion regulation scale. Journal of Psychopathology and Behavioral Assessment, 26, 41–54. CrossRef
go back to reference Haden, S. C., Daly, L., & Hagins, M. (2014). A randomised controlled trial comparing the impact of yoga and physical education on the emotional and behavioural functioning of middle school children. Focus on Alternative and Complementary Therapies, 19, 148–155. CrossRefPubMedPubMedCentral Haden, S. C., Daly, L., & Hagins, M. (2014). A randomised controlled trial comparing the impact of yoga and physical education on the emotional and behavioural functioning of middle school children. Focus on Alternative and Complementary Therapies, 19, 148–155. CrossRefPubMedPubMedCentral
go back to reference Harrison, L. J., Manocha, R., & Rubia, K. (2004). Sahaja yoga meditation as a family treatment programme for children with attention deficit–hyperactivity disorder. Clinical Child Psychology and Psychiatry, 9, 479–497. CrossRef Harrison, L. J., Manocha, R., & Rubia, K. (2004). Sahaja yoga meditation as a family treatment programme for children with attention deficit–hyperactivity disorder. Clinical Child Psychology and Psychiatry, 9, 479–497. CrossRef
go back to reference Hughes, A. A., & Kendall, P. C. (2009). Psychometric properties of the positive and negative affect scale for children (PANAS-C) in children with anxiety disorders. Child Psychiatry and Human Development, 40, 343–352. CrossRefPubMed Hughes, A. A., & Kendall, P. C. (2009). Psychometric properties of the positive and negative affect scale for children (PANAS-C) in children with anxiety disorders. Child Psychiatry and Human Development, 40, 343–352. CrossRefPubMed
go back to reference Jeter, P. E., Slutsky, J., Singh, N., & Khalsa, S. B. S. (2015). Yoga as a therapeutic intervention: a bibliometric analysis of published research studies from 1967 to 2013. The Journal of Alternative and Complementary Medicine, 21, 586–592. CrossRefPubMedPubMedCentral Jeter, P. E., Slutsky, J., Singh, N., & Khalsa, S. B. S. (2015). Yoga as a therapeutic intervention: a bibliometric analysis of published research studies from 1967 to 2013. The Journal of Alternative and Complementary Medicine, 21, 586–592. CrossRefPubMedPubMedCentral
go back to reference Kann, L., Kinchen, S., Shanklin, S. L., Flint, K. H., Kawkins, J., Harris, W. A., … & Whittle, L. (2014). Youth risk behavior surveillance—United States, 2013. MMWR Surveillance Summaries, 63(4), 1 –168. Kann, L., Kinchen, S., Shanklin, S. L., Flint, K. H., Kawkins, J., Harris, W. A., … & Whittle, L. (2014). Youth risk behavior surveillance—United States, 2013. MMWR Surveillance Summaries, 63(4), 1 168.
go back to reference Kenny, M. (2002). Integrated movement therapy: Yoga-based therapy as a viable and effective intervention for autism spectrum and related disorders. International Journal of Yoga Therapy, 12, 71–79. Kenny, M. (2002). Integrated movement therapy: Yoga-based therapy as a viable and effective intervention for autism spectrum and related disorders. International Journal of Yoga Therapy, 12, 71–79.
go back to reference Khalsa, S. B. S., Hickey-Schultz, L., Cohen, D., Steiner, N., & Cope, S. (2011). Evaluation of the mental health benefits of yoga in a secondary school: a preliminary randomized controlled trial. Journal of Behavioral Health Services Research, 39, 80–90. CrossRef Khalsa, S. B. S., Hickey-Schultz, L., Cohen, D., Steiner, N., & Cope, S. (2011). Evaluation of the mental health benefits of yoga in a secondary school: a preliminary randomized controlled trial. Journal of Behavioral Health Services Research, 39, 80–90. CrossRef
go back to reference Khattab, K., Khattab, A. A., Ortak, J., Richard, G., & Bonnemeier, H. (2007). Iyengar yoga increases cardiac parasympathetic nervous modulation among healthy yoga practitioners. Evidence-Based Complementary and Alternative Medicine, 4, 511–517. CrossRefPubMedPubMedCentral Khattab, K., Khattab, A. A., Ortak, J., Richard, G., & Bonnemeier, H. (2007). Iyengar yoga increases cardiac parasympathetic nervous modulation among healthy yoga practitioners. Evidence-Based Complementary and Alternative Medicine, 4, 511–517. CrossRefPubMedPubMedCentral
go back to reference Kirkwood, G., Rampes, H., Tuffrey, V., Richardson, J., & Pilkington, K. (2005). Yoga for anxiety: a systematic review of the research evidence. British Journal of Sports Medicine, 39(12), 884–891. CrossRefPubMedPubMedCentral Kirkwood, G., Rampes, H., Tuffrey, V., Richardson, J., & Pilkington, K. (2005). Yoga for anxiety: a systematic review of the research evidence. British Journal of Sports Medicine, 39(12), 884–891. CrossRefPubMedPubMedCentral
go back to reference Klatt, M. (2009). Integrating yoga, meditation, and occupational therapy for inner-city children. Explore: The Journal of Science and Healing, 5, 152–153. CrossRef Klatt, M. (2009). Integrating yoga, meditation, and occupational therapy for inner-city children. Explore: The Journal of Science and Healing, 5, 152–153. CrossRef
go back to reference Kramer, L. (1991). The social construction of ability perceptions. Journal of Early Adolescence, 11, 340–362. CrossRef Kramer, L. (1991). The social construction of ability perceptions. Journal of Early Adolescence, 11, 340–362. CrossRef
go back to reference Laurent, J., Catanzaro, S. J., Joiner, T. E., Rudolph, K. D., Potter, K. I., Lambert, S., et al. (1999). A measure of positive and negative affect for children: scale development and preliminary validation. Psychological Assessment, 11, 326–338. CrossRef Laurent, J., Catanzaro, S. J., Joiner, T. E., Rudolph, K. D., Potter, K. I., Lambert, S., et al. (1999). A measure of positive and negative affect for children: scale development and preliminary validation. Psychological Assessment, 11, 326–338. CrossRef
go back to reference Lepper, M. R., Sethi, S., Dialdin, D., & Drake, M. (1997). Intrinsic and extrinsic motivation: a developmental perspective. In S. S. Luthar, J. A. Burack, D. Cicchetti, & J. R. Weisz (Eds.), Developmental psychopathology: perspectives on adjustment, risk, and disorder (pp. 23–50). New York: Cambridge University Press. Lepper, M. R., Sethi, S., Dialdin, D., & Drake, M. (1997). Intrinsic and extrinsic motivation: a developmental perspective. In S. S. Luthar, J. A. Burack, D. Cicchetti, & J. R. Weisz (Eds.), Developmental psychopathology: perspectives on adjustment, risk, and disorder (pp. 23–50). New York: Cambridge University Press.
go back to reference Lipsitz, J. (1981). Educating the early adolescent. American Education, 17, 13–17. Lipsitz, J. (1981). Educating the early adolescent. American Education, 17, 13–17.
go back to reference McLoyd, V. C., & Wilson, L. (1990). Maternal behavior, social support, and economic conditions as predictors of distress in children. In V. C. McLoyd & C. Flanagan (Eds.), New directions for child development. Vol. 46. Economic stress: effects on family life and child development (Vol. 46, pp. 49–69). San Francisco: Jossey-Bass. McLoyd, V. C., & Wilson, L. (1990). Maternal behavior, social support, and economic conditions as predictors of distress in children. In V. C. McLoyd & C. Flanagan (Eds.), New directions for child development. Vol. 46. Economic stress: effects on family life and child development (Vol. 46, pp. 49–69). San Francisco: Jossey-Bass.
go back to reference Mendelson, T., Greenberg, M. T., Dariotis, J. K., Feagans-Gould, L., Rhodes, B. L., & Leaf, P. J. (2010). Feasibility and preliminary outcomes of a school-based mindfulness intervention for urban youth. Journal of Abnormal Child Psychology, 38, 985–994. CrossRefPubMed Mendelson, T., Greenberg, M. T., Dariotis, J. K., Feagans-Gould, L., Rhodes, B. L., & Leaf, P. J. (2010). Feasibility and preliminary outcomes of a school-based mindfulness intervention for urban youth. Journal of Abnormal Child Psychology, 38, 985–994. CrossRefPubMed
go back to reference Merikangas, K. R., He, J. P., Burstein, M., Swanson, S. A., Avenevoli, S., Cui, L., Benjet, C., Georgiades, K., & Swendsen, J. (2010). Lifetime prevalence of mental disorders in U.S. adolescents: results from the national comorbidity survey replication–adolescent supplement (NCSA). Journal of the American Academic and Child and Adolescent Psychiatry, 49, 980–989. CrossRef Merikangas, K. R., He, J. P., Burstein, M., Swanson, S. A., Avenevoli, S., Cui, L., Benjet, C., Georgiades, K., & Swendsen, J. (2010). Lifetime prevalence of mental disorders in U.S. adolescents: results from the national comorbidity survey replication–adolescent supplement (NCSA). Journal of the American Academic and Child and Adolescent Psychiatry, 49, 980–989. CrossRef
go back to reference Monro, R., Nagarathna, R., & Nagendra, H. R. (1990). Yoga for common ailments. New York: Simon & Schuster. Monro, R., Nagarathna, R., & Nagendra, H. R. (1990). Yoga for common ailments. New York: Simon & Schuster.
go back to reference Ota, K., & DuPaul, G. J. (2002). Task engagement and mathematics performance in children with attention-deficit hyperactivity disorder: effects of supplemental computer instruction. School Psychology Quarterly, 17, 242–257. CrossRef Ota, K., & DuPaul, G. J. (2002). Task engagement and mathematics performance in children with attention-deficit hyperactivity disorder: effects of supplemental computer instruction. School Psychology Quarterly, 17, 242–257. CrossRef
go back to reference Pascoe, M. C., & Bauer, I. E. (2015). A systematic review of randomised control trials on the effects of yoga on stress measures and mood. Journal of Psychiatric Research, 68, 270–282. CrossRefPubMed Pascoe, M. C., & Bauer, I. E. (2015). A systematic review of randomised control trials on the effects of yoga on stress measures and mood. Journal of Psychiatric Research, 68, 270–282. CrossRefPubMed
go back to reference Patton, G. C., & Viner, R. (2007). Pubertal transitions in health. The Lancet, 369, 1130–1139. CrossRef Patton, G. C., & Viner, R. (2007). Pubertal transitions in health. The Lancet, 369, 1130–1139. CrossRef
go back to reference Peck, H. L., Kehle, T. J., Bray, M. A., & Theodore, L. A. (2005). Yoga as an intervention for children with attention problems. School Psychology Review, 34, 415–424. Peck, H. L., Kehle, T. J., Bray, M. A., & Theodore, L. A. (2005). Yoga as an intervention for children with attention problems. School Psychology Review, 34, 415–424.
go back to reference Pilkington, K., Kirkwood, G., Rampes, H., & Richardson, J. (2005). Yoga for depression: the research evidence. Journal of Affective Disorders, 89, 13–24. CrossRefPubMed Pilkington, K., Kirkwood, G., Rampes, H., & Richardson, J. (2005). Yoga for depression: the research evidence. Journal of Affective Disorders, 89, 13–24. CrossRefPubMed
go back to reference Ramadoss, R., & Bose, B. (2010). Transformative life skills: pilot study of a yoga model for reduced stress and improving self-control in vulnerable youth. International Journal of Yoga Therapy, 20, 73–78. Ramadoss, R., & Bose, B. (2010). Transformative life skills: pilot study of a yoga model for reduced stress and improving self-control in vulnerable youth. International Journal of Yoga Therapy, 20, 73–78.
go back to reference Ripple, C. H., & Luthar, S. S. (2000). Academic risk among inner-city adolescents: the role of personal attributes. Journal of School Psychology, 38, 277–298. CrossRefPubMedPubMedCentral Ripple, C. H., & Luthar, S. S. (2000). Academic risk among inner-city adolescents: the role of personal attributes. Journal of School Psychology, 38, 277–298. CrossRefPubMedPubMedCentral
go back to reference Serwacki, M., & Cook-Cottone, C. (2012). Yoga in the schools: a systematic review of the literature. International Journal of Yoga Therapy, 22, 101–110. Serwacki, M., & Cook-Cottone, C. (2012). Yoga in the schools: a systematic review of the literature. International Journal of Yoga Therapy, 22, 101–110.
go back to reference Spear, L. P. (2000). Neurobehavioral changes in adolescence. Current Directions in Psychological Science, 9, 111–114. CrossRef Spear, L. P. (2000). Neurobehavioral changes in adolescence. Current Directions in Psychological Science, 9, 111–114. CrossRef
go back to reference Steinhausen, H. C., & Winkler-Metzke, C. (2001). Risk, compensatory, vulnerability and protective factors influencing mental health in adolescence. Journal of Youth and Adolescence, 30, 25–280. CrossRef Steinhausen, H. C., & Winkler-Metzke, C. (2001). Risk, compensatory, vulnerability and protective factors influencing mental health in adolescence. Journal of Youth and Adolescence, 30, 25–280. CrossRef
go back to reference Stipek, D. (1997). Success in school: for a head start in life. In S. S. Luthar, J. A. Burack, D. Cicchetti, & J. R. Weisz (Eds.), Developmental psychopathology: perspectives on adjustment, risk, and disorder (pp. 75–92). New York: Cambridge University Press. Stipek, D. (1997). Success in school: for a head start in life. In S. S. Luthar, J. A. Burack, D. Cicchetti, & J. R. Weisz (Eds.), Developmental psychopathology: perspectives on adjustment, risk, and disorder (pp. 75–92). New York: Cambridge University Press.
go back to reference Stueck, M., & Gloeckner, N. (2005). Yoga for children in the mirror of the science: working spectrum and practice fields of the training of relaxation with elements of yoga for children. Early Child Development and Care, 175, 371–377. CrossRef Stueck, M., & Gloeckner, N. (2005). Yoga for children in the mirror of the science: working spectrum and practice fields of the training of relaxation with elements of yoga for children. Early Child Development and Care, 175, 371–377. CrossRef
go back to reference Telles, S., Joshi, M., Dash, M., Raghuraj, P., Naveen, K. V., & Nagendra, H. R. (2004). An evaluation of the ability to voluntarily reduce the heart rate after a month of yoga practice. Integrative Physiological and Behavioral Science, 39, 119–125. CrossRefPubMed Telles, S., Joshi, M., Dash, M., Raghuraj, P., Naveen, K. V., & Nagendra, H. R. (2004). An evaluation of the ability to voluntarily reduce the heart rate after a month of yoga practice. Integrative Physiological and Behavioral Science, 39, 119–125. CrossRefPubMed
go back to reference Thompson, R.A. (1994). Emotion regulation: a theme in search of a definition. In N. A. Fox (Ed.), The development of emotion regulation: biological and behavioral considerations: monographs of the Society for Research in Child Development, 59, (2–3) Serial No. 240), pp. 25–52. Thompson, R.A. (1994). Emotion regulation: a theme in search of a definition. In N. A. Fox (Ed.), The development of emotion regulation: biological and behavioral considerations: monographs of the Society for Research in Child Development, 59, (2–3) Serial No. 240), pp. 25–52.
go back to reference Turco, T. L., & Elliott, S. N. (1986). Assessment of students’ acceptability of teacher-initiated interventions for classroom misbehaviors. Journal of School Psychology, 24, 307–313. CrossRef Turco, T. L., & Elliott, S. N. (1986). Assessment of students’ acceptability of teacher-initiated interventions for classroom misbehaviors. Journal of School Psychology, 24, 307–313. CrossRef
go back to reference Turner, R. J., & Lloyd, D. A. (2004). Stress burden and the lifetime incidence of psychiatric disorder in young adults. Archives of General Psychiatry, 61, 481–488. CrossRefPubMed Turner, R. J., & Lloyd, D. A. (2004). Stress burden and the lifetime incidence of psychiatric disorder in young adults. Archives of General Psychiatry, 61, 481–488. CrossRefPubMed
go back to reference Uma, K., Nagendra, H. R., Nagarathna, R., Vaidehi, S., & Seethalakshmi, R. (1989). The integrated approach of yoga: a therapeutic tool for mentally retarded children: a one-year controlled study. Journal of Mental Deficiency Research, 33, 415–421. PubMed Uma, K., Nagendra, H. R., Nagarathna, R., Vaidehi, S., & Seethalakshmi, R. (1989). The integrated approach of yoga: a therapeutic tool for mentally retarded children: a one-year controlled study. Journal of Mental Deficiency Research, 33, 415–421. PubMed
go back to reference Vedamurthachar, A., Janakiramaiah, N., Hegde, J. M., Shetty, T. K., Subbakrishna, D. K., Sureshbabu, S. V., & Gangadhar, B. N. (2006). Antidepressant efficacy and hormonal effects of Sudarshana Kriya Yoga (SKY) in alcohol dependent individuals. Journal of Affective Disorders, 94, 249–253. CrossRefPubMed Vedamurthachar, A., Janakiramaiah, N., Hegde, J. M., Shetty, T. K., Subbakrishna, D. K., Sureshbabu, S. V., & Gangadhar, B. N. (2006). Antidepressant efficacy and hormonal effects of Sudarshana Kriya Yoga (SKY) in alcohol dependent individuals. Journal of Affective Disorders, 94, 249–253. CrossRefPubMed
go back to reference Verma, A., Shete, S. U., & Singh Thaku, G. (2014). The effect of yoga practices on cognitive development in rural residential school children in India. Memory, 6, 6–24. Verma, A., Shete, S. U., & Singh Thaku, G. (2014). The effect of yoga practices on cognitive development in rural residential school children in India. Memory, 6, 6–24.
go back to reference West, J., Otte, C., Geher, K., Johnson, J., & Mohr, D. C. (2004). Effects of Hatha yoga and African dance on perceived stress, affect, and salivary cortisol. Annals of Behavioral Medicine, 28, 114–118. CrossRefPubMed West, J., Otte, C., Geher, K., Johnson, J., & Mohr, D. C. (2004). Effects of Hatha yoga and African dance on perceived stress, affect, and salivary cortisol. Annals of Behavioral Medicine, 28, 114–118. CrossRefPubMed
go back to reference Witt, J. C., & Elliot, S. N. (1985). Acceptability of classroom intervention strategies. In T. R. Kratochwill (Ed.), Advances in school psychology (Vol. IV, pp. 251–288). Hillsdale: Lawrence Erlbaum Associates. Witt, J. C., & Elliot, S. N. (1985). Acceptability of classroom intervention strategies. In T. R. Kratochwill (Ed.), Advances in school psychology (Vol. IV, pp. 251–288). Hillsdale: Lawrence Erlbaum Associates.
go back to reference Wolchik, S. A., Tein, J. Y., Sandler, I. N., & Ayers, T. S. (2006). Stressors, quality of the child-caregiver relationship, and children’s mental health problems after parental death: the mediating role of self-system beliefs. Journal of Abnormal Child Psychology, 34, 221–238. CrossRefPubMed Wolchik, S. A., Tein, J. Y., Sandler, I. N., & Ayers, T. S. (2006). Stressors, quality of the child-caregiver relationship, and children’s mental health problems after parental death: the mediating role of self-system beliefs. Journal of Abnormal Child Psychology, 34, 221–238. CrossRefPubMed
go back to reference Woolery, A., Myers, H., Sternlieb, B., & Zeltzer, L. (2004). A yoga intervention for young adults with elevated symptoms of depression. Alternative Therapy Health and Medicine, 10, 60–63. Woolery, A., Myers, H., Sternlieb, B., & Zeltzer, L. (2004). A yoga intervention for young adults with elevated symptoms of depression. Alternative Therapy Health and Medicine, 10, 60–63.
Metagegevens
Titel
Effectiveness of a School-Based Yoga Program on Adolescent Mental Health and School Performance: Findings from a Randomized Controlled Trial
Auteurs
Jennifer L. Frank
Kimberly Kohler
Adam Peal
Bidyut Bose
Publicatiedatum
25-10-2016
Uitgeverij
Springer US
Gepubliceerd in
Mindfulness / Uitgave 3/2017
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI
https://doi.org/10.1007/s12671-016-0628-3