Top

Gepubliceerd in:

08-04-2021 | Original Paper

Effects of a Mindfulness-based Intervention on Adolescents’ Depression and Self-concept: The Moderating Role of Age

Auteurs: Joana Gómez-Odriozola, Esther Calvete

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 6/2021

Abstract

During adolescence, there are important changes in both depressive symptoms and self-concept; thus, the present study aimed to examine the effects of a mindfulness-based intervention (MBI) on depression and self-concept in adolescents and test whether age moderated the changes. A sample of 300 students aged between 13 and 21 years (M = 16.13, SD = 1.80), randomly assigned to either the MBI or a wait-list control group, completed the Center for Epidemiologic Studies Depression Scale and Self-Concept Form-5 Questionnaire before and after implementation of the Learning to Breathe program. The intervention effects on the changes in some factors of depression and dimensions of self-concept were moderated by age. The intervention prevented increases in depression and somatic symptoms, decreased interpersonal difficulties, and increased social self-concept in older adolescents. However, in younger adolescents, there was an increase in depression, depressed affect, and somatic symptoms post-intervention. The effectiveness of mindfulness training was higher in the oldest adolescents, suggesting that MBIs should be even more precisely adapted for younger adolescents. Implications for the implementation of mindfulness programs in schools are discussed.

vorige artikel Communicating with Children about Sexuality: A Randomised Controlled Trial of a Brief Parenting Discussion Group

volgende artikel Effects of a School-Based Mindfulness Program for Young Children

Alfeld-Liro, C., & Sigelman, C. K. (1998). Sex differences in self-concept and symptoms of depression during the transition to college. Journal of Youth and Adolescence, 27(2), 219–244. https://doi.org/10.1023/a:1021667813858CrossRef

Black, D. S., & Fernando, R. (2014). Mindfulness training and classroom behavior among lower-income and ethnic minority elementary school children. Journal of Child and Family Studies, 23(7), 1242–1246. https://doi.org/10.1007/s10826-013-9784-4CrossRefPubMedPubMedCentral

Bluth, K., Campo, R. A., Pruteanu-Malinici, S., Reams, A., Mullarkey, M., & Broderick, P. C. (2016). A school-based mindfulness pilot study for ethnically diverse at-risk adolescents. Mindfulness, 7(1), 90–104. https://doi.org/10.1007/s12671-014-0376-1CrossRefPubMed

Bluth, K., Roberson, P. N. E., & Gaylord, S. A. (2015). A pilot study of a mindfulness intervention for adolescents and the potential role of self-compassion in reducing stress. Explore, 11, 292–295. https://doi.org/10.1016/j.explore.2015.04.005CrossRefPubMed

Britton, W. B., Lepp, N. E., Niles, H. F., Rocha, T., Fisher, N. E., & Gold, J. S. (2014). A randomized controlled pilot trial of classroom-based mindfulness meditation compared to an active control condition in sixth-grade children. Journal of School Psychology, 52(3), 263–278. https://doi.org/10.1016/j.jsp.2014.03.002CrossRefPubMedPubMedCentral

Broderick, P. C., & Metz, S. (2009). Learning to Breathe: A pilot trial of a mindfulness curriculum for adolescents. Advances in School Mental Health Promotion, 2(1), 35–46. https://doi.org/10.1080/1754730x.2009.9715696CrossRef

Broderick, P. C. (2013). Learning to Breathe: A mindfulness curriculum for adolescents to cultivate emotion regulation, attention, and performance. New Harbinger

Calvete, E., & Cardeñoso, O. (1999). Creencias y síntomas depresivos: Resultados preliminares en el desarrollo de una Escala de Creencias Irracionales abreviada (Beliefs and depressive symptoms: Preliminary results in the development of a brief irrational beliefs scale). Anales de Psicología/Annals of Psychology, 15(2), 179–190

Carsley, D., Khoury, B., & Heath, N. L. (2018). Effectiveness of mindfulness interventions for mental health in schools: A comprehensive meta-analysis. Mindfulness, 9(3), 693–707. https://doi.org/10.1007/s12671-017-0839-2CrossRef

Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Lawrence Erlbaum Associates

Cole, D. A., Maxwell, S. E., Martin, J. M., Peeke, L. G., Seroczynski, A. D., Tram, J. M., Hoffman, K. B., Ruiz, M. D., Jacquez, F., & Maschman, T. (2001). The development of multiple domains of child and adolescent self‐concept: A cohort sequential longitudinal design. Child Development, 72(6), 1723–1746. https://doi.org/10.1111/1467-8624.00375CrossRefPubMed

Costello, E. J., Erkanli, A., & Angold, A. (2006). Is there an epidemic of child or adolescent depression? Journal of Child Psychology and Psychiatry, 47(12), 1263–1271. https://doi.org/10.1111/j.1469-7610.2006.01682.xCrossRef

Crescentini, C., & Capurso, V. (2015). Mindfulness meditation and explicit and implicit indicators of personality and self-concept changes. Frontiers in Psychology, 6. https://doi.org/10.3389/fpsyg.2015.00044

Dvořáková, K., Kishida, M., Li, J., Elavsky, S., Broderick, P. C., Agrusti, M. R., & Greenberg, M. T. (2017). Promoting healthy transition to college through mindfulness training with first-year college students: Pilot randomized controlled trial. Journal of American College Health, 65(4), 259–267. https://doi.org/10.1080/07448481.2017.1278605CrossRefPubMed

Edwards, M., Adams, E. M., Waldo, M., Hadfield, O. D., & Biegel, G. M. (2014). Effects of a mindfulness group on Latino adolescent students: Examining levels of perceived stress, mindfulness, self-compassion, and psychological symptoms. The Journal for Specialists in Group Work, 39(2), 145–163. https://doi.org/10.1080/01933922.2014.891683CrossRef

Eva, A. L., & Thayer, N. M. (2017). Learning to Breathe: A pilot study of a mindfulness-based intervention to support marginalized youth. Journal of Evidence-based Complementary & Alternative Medicine, 22(4), 580–591. https://doi.org/10.1177/2156587217696928CrossRef

Felver, J. C., Celis-de Hoyos, C. E., Tezanos, K., & Singh, N. N. (2016). A systematic review of mindfulness-based interventions for youth in school settings. Mindfulness, 7(1), 34–45. https://doi.org/10.1007/s12671-015-0389-4CrossRef

Franco, C. (2009). Meditación Fluir para serenar el cuerpo y la mente. Bubok

Franco, C., Mañas, I., Cangas, A. J., & Gallego, J. (2011). Exploring the effects of a mindfulness program for students of secondary school. International Journal of Knowledge Society Research, 2(1), 14–28. https://doi.org/10.4018/978-1-4666-4157-0.ch013CrossRef

Fung, J., Guo, S., Jin, J., Bear, L., & Lau, A. (2016). A pilot randomized trial evaluating a school-based mindfulness intervention for ethnic minority youth. Mindfulness, 7(4), 819–828. https://doi.org/10.1007/s12671-016-0519-7CrossRef

Fung, J., Kim, J. J., Jin, J., Chen, G., Bear, L., & Lau, A. S. (2019). A randomized trial evaluating school-based mindfulness intervention for ethnic minority youth: Exploring mediators and moderators of intervention effects. Journal of Abnormal Child Psychology, 47(1), 1–19. https://doi.org/10.1007/s10802-018-0425-7CrossRefPubMed

García, F., & Musitu, G. (2009). AF5: Autoconcepto forma 5 (AF5: Self-concept form 5) (3rd ed.). TEA

Gómez-Odriozola, J., Calvete, E., Orue, I., Fernández-González, L., Royuela-Colomer, E., & Prieto-Fidalgo, A. (2019). El programa de mindfulness “Aprendiendo a Respirar” en adolescentes haciendo la transición a la universidad: Ensayo piloto controlado aleatorizado (“Learning to Breathe” a mindfulness program for adolescents in transition to university: A randomized controlled pilot trial). Revista de Psicología Clínica con Niños y Adolescentes/Journal of Clinical Psychology for Children and Adolescents, 6(3), 32–38. https://doi.org/10.21134/rpcna.2019.09.3.4CrossRef

Greenberg, M. T., & Harris, A. R. (2012). Nurturing mindfulness in children and youth: Current state of research. Child Development Perspectives, 6(2), 161–166. https://doi.org/10.1111/j.1750-8606.2011.00215.xCrossRef

Hankin, B. L., Young, J. F., Abela, J. R., Smolen, A., Jenness, J. L., Gulley, L. D., Technow, J. R., Gottlieb, A. B., Cohen, J. R. & Oppenheimer, C. W. (2015). Depression from childhood into late adolescence: Influence of gender, development, genetic susceptibility, and peer stress. Journal of Abnormal Psychology, 124(4), 803–816. https://doi.org/10.1037/2Fabn0000089.CrossRefPubMedPubMedCentral

Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. Psychological Review, 94(3), 319–340. https://doi.org/10.1037/0033-295x.94.3.319CrossRefPubMed

Hudson, K. G., Lawton, R., & Hugh-Jones, S. (2020). Factors affecting the implementation of a whole school mindfulness program: A qualitative study using the consolidated framework for implementation research. BMC Health Services Research, 20(1), 1–13. https://doi.org/10.1186/s12913-020-4942-zCrossRef

Johnson, C., Burke, C., Brinkman, S., & Wade, T. (2016). Effectiveness of a school-based mindfulness program for transdiagnostic prevention in young adolescents. Behaviour Research and Therapy, 81, 1–11. https://doi.org/10.1016/j.brat.2016.03.002CrossRefPubMed

Johnson, C., Burke, C., Brinkman, S., & Wade, T. (2017). A randomized controlled evaluation of a secondary school mindfulness program for early adolescents: Do we have the recipe right yet? Behaviour Research and Therapy, 99, 37–46. https://doi.org/10.1016/j.brat.2017.09.001CrossRefPubMed

Johnson, C., & Wade, T. (2019). Piloting a more intensive 8‐week mindfulness programme in early‐and mid‐adolescent school students. Early Intervention in Psychiatry, 13(6), 1495–1502. https://doi.org/10.1111/eip.12801CrossRefPubMed

Kallapiran, K., Koo, S., Kirubakaran, R., & Hancock, K. (2015). Effectiveness of mindfulness in improving mental health symptoms of children and adolescents: a meta‐analysis. Child and Adolescent Mental Health, 20(4), 182–194. https://doi.org/10.1111/camh.12113CrossRefPubMed

Klingbeil, D. A., Renshaw, T. L., Willenbrink, J. B., Copek, R. A., Chan, K. T., Haddock, A., Yassine, J., & Clifton, J. (2017). Mindfulness-based interventions with youth: A comprehensive meta-analysis of group-design studies. Journal of School Psychology, 63, 77–103. https://doi.org/10.1016/j.jsp.2017.03.006CrossRefPubMed

Kuyken, W., Weare, K., Ukoumunne, O. C., Vicary, R., Motton, N., Burnett, R., Cullen, C., Hennelly, S., & Huppert, F. (2013). Effectiveness of the mindfulness in schools programme: Non-randomised controlled feasibility study. The British Journal of Psychiatry, 203(2), 126–131. https://doi.org/10.1192/bjp.bp.113.126649CrossRefPubMed

Kuzucu, Y., Bontempo, D. E., Hofer, S. M., Stallings, M. C., & Piccinin, A. M. (2014). Developmental change and time-specific variation in global and specific aspects of self-concept in adolescence and association with depressive symptoms. The Journal of Early Adolescence, 34(5), 638–666. https://doi.org/10.1177/0272431613507498CrossRefPubMed

Lau, N. S., & Hue, M. T. (2011). Preliminary outcomes of a mindfulness-based programme for Hong Kong adolescents in schools: Well-being, stress and depressive symptoms. International Journal of Children’s Spirituality, 16(4), 315–330. https://doi.org/10.1080/1364436x.2011.639747CrossRef

Mahfouz, J., Levitan, J., Schussler, D., Broderick, T., Dvořáková, K., Argusti, M., & Greenberg, M. (2018). Ensuring college student success through mindfulness-based classes: Just breathe. College Student Affairs Journal, 36(1), 1–16. https://doi.org/10.1353/csj.2018.0000CrossRef

McKeering, P., & Hwang, Y. S. (2019). A systematic review of mindfulness-based school interventions with early adolescents. Mindfulness, 10(4), 593–610. https://doi.org/10.1007/s12671-018-0998-9CrossRef

Metz, S. M., Frank, J. L., Reibel, D., Cantrell, T., Sanders, R., & Broderick, P. C. (2013). The effectiveness of the Learning to Breathe program on adolescent emotion regulation. Research in Human Development, 10(3), 252–272. https://doi.org/10.1080/15427609.2013.818488CrossRef

Pine, D. S., Cohen, E., Cohen, P., & Brook, J. (1999). Adolescent depressive symptoms as predictors of adult depression: Moodiness or mood disorder? American Journal of Psychiatry, 156(1), 133–135. https://doi.org/10.1176/ajp.156.1.133CrossRefPubMed

Radloff, L. S. (1977). The CES-D scale: A self-report depression scale for research in the general population. Applied Psychological Measurement, 1(3), 385–401. https://doi.org/10.1177/014662167700100306CrossRef

Raes, F., Griffith, J. W., Van der Gucht, K., & Williams, J. M. G. (2014). School-based prevention and reduction of depression in adolescents: A cluster-randomized controlled trial of a mindfulness group program. Mindfulness, 5(5), 477–486. https://doi.org/10.1007/s12671-013-0202-1CrossRef

Raudenbush, S. W., Bryk, A. S., Cheong, Y. F., Congdon, R., & Du Toit, M. (2011). Hierarchical linear and nonlinear modeling (HLM7). Scientific Software International

Roeser, R. W. & & Pinela, C. (2014). Mindfulness and compassion training in adolescence: A developmental contemplative science perspective. New Directions for Youth Development, 2014(142), 9–30. https://doi.org/10.1002/yd.20094

Roeser, R. W., & Zelazo, P. D. (2012). Contemplative science, education and child development: Introduction to the special section. Child Development Perspectives, 6(2), 143–145. https://doi.org/10.1111/j.1750-8606.2012.00242.xCrossRef

Sapthiang, S., Van Gordon, W., & Shonin, E. (2019). Health school-based mindfulness interventions for improving mental health: A systematic review and thematic synthesis of qualitative studies. Journal of Child and Family Studies, 28(10), 2650–2658. https://doi.org/10.1007/s10826-019-01482-wCrossRef

Schaffhuser, K., Allemand, M., & Schwarz, B. (2017). The development of self-representations during the transition to early adolescence: The role of gender, puberty, and school transition. The Journal of Early Adolescence, 37(6), 774–804. https://doi.org/10.1177/0272431615624841CrossRef

Schonert-Reichl, K. A., & Lawlor, M. S. (2010). The effects of a mindfulness-based education program on pre- and early adolescents’ well-being and social and emotional competence. Mindfulness, 1(3), 137–151. https://doi.org/10.1007/s12671-010-0011-8CrossRef

Shomaker, L. B., Bruggink, S., Pivarunas, B., Skoranski, A., Foss, J., Chaffin, E., Dalager, S., Annameier, S., Quaglia, J., Brown, K. W., Broderick, P., & Bell, C. (2017). Pilot randomized controlled trial of a mindfulness-based group intervention in adolescent girls at risk for type 2 diabetes with depressive symptoms. Complementary Therapies in Medicine, 32, 66–74. https://doi.org/10.1016/j.ctim.2017.04.003CrossRefPubMedPubMedCentral

Shomaker, L. B., Pivarunas, B., Annameier, S., Gulley, L., Quaglia, J., Brown, K. W., Broderick, P., & Bell, C. (2019). One-year follow-up of a randomized controlled trial piloting a mindfulness-based group intervention for adolescent insulin resistance. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.01040

Shonin, E. S., Van Gordon, W., & Griffiths, M. D. (2014). Practical tips for teaching mindfulness to children and adolescents in school-based settings. Education and Health, 32(2), 69–72

Thompson, M., & Gauntlett-Gilbert, J. (2008). Mindfulness with children and adolescents: Effective clinical application. Clinical child Psychology and Psychiatry, 13(3), 395–407. https://doi.org/10.1177/1359104508090603CrossRefPubMed

Van der Aar, L. P. E., Peters, S., & Crone, E. A. (2018). The development of self-views across adolescence: Investigating self-descriptions with and without social comparison using a novel experimental paradigm. Cognitive Development, 48, 256–270. https://doi.org/10.1016/j.cogdev.2018.10.001CrossRef

Van der Gucht, K., Takano, K., Kuppens, P., & Raes, F. (2017). Potential moderators of the effects of a school-based mindfulness program on symptoms of depression in adolescents. Mindfulness, 8(3), 797–806. https://doi.org/10.1007/s12671-016-0658-xCrossRef

Viafora, D. P., Mathiesen, S. G., & Unsworth, S. J. (2015). Teaching mindfulness to middle school students and homeless youth in school classrooms. Journal of Child and Family Studies, 24(5), 1179–1191. https://doi.org/10.1007/s10826-014-9926-3CrossRef

Watkins, E., & Teasdale, J. D. (2004). Adaptive and maladaptive self-focus in depression. Journal of Affective Disorders, 82(1), 1–8. https://doi.org/10.1016/j.jad.2003.10.006CrossRefPubMed

Williams, J. M. G., Russell, I., & Russell, D. (2008). Mindfulness-based cognitive therapy: Further issues in current evidence and future research. Journal of Consulting and Clinical Psychology, 76(3), 524–529. https://doi.org/10.1037/0022-006X.76.3.524CrossRefPubMedPubMedCentral

World Health Organization. (2019). Adolescent mental health (Fact sheet). World Health Organization. https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-health

Titel: Effects of a Mindfulness-based Intervention on Adolescents’ Depression and Self-concept: The Moderating Role of Age
Auteurs: Joana Gómez-Odriozola
Esther Calvete
Publicatiedatum: 08-04-2021
Uitgeverij: Springer US
Gepubliceerd in: Journal of Child and Family Studies / Uitgave 6/2021
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI: https://doi.org/10.1007/s10826-021-01953-z

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 6/2021

Parental Self-Efficacy and Practices in Physical Activity of Young Children with and without Disabilities

Adolescents’ Attachment to Parents and Peers: Links to Young Adulthood Friendship Quality

Childhood Trauma and Self-Control: The Mediating Role of Depletion Sensitivity

Strengths-Based Practice in Child Welfare: A Systematic Literature Review

Association of Kinship Support and Externalizing Problems Among Low Income African American Mothers and Adolescents

Effects of a School-Based Mindfulness Program for Young Children