Top

Gepubliceerd in:

16-12-2016 | ORIGINAL PAPER

Potential Moderators of the Effects of a School-Based Mindfulness Program on Symptoms of Depression in Adolescents

Auteurs: Katleen Van der Gucht, Keisuke Takano, Peter Kuppens, Filip Raes

Gepubliceerd in: Mindfulness | Uitgave 3/2017

Abstract

An essential step to wide-scale dissemination is to investigate moderators of intervention effectiveness. This study examined moderators of the effects of a universal school-based mindfulness program on adolescents’ depressive symptoms. Based on theory and previous research, we identified the following potential moderators: (1) severity of symptoms of depression at baseline, (2) gender, (3) age, and (4) school track. The study uses a pooled dataset from two consecutive randomized controlled trials in adolescents (13–18 years) in secondary schools in Belgium. Results on effectiveness based on the first trial were published in this journal (Raes et al. 2014). A second consecutive trial was conducted to obtain a more equal distribution between school tracks and to enlarge power, yielding a total of 605 students from nine schools. In each school, parallel classes were randomized to the mindfulness condition or usual curriculum control condition. Data were collected 1 week before and 1 week after delivery of the training and at 6-month follow-up. Moderation was tested longitudinally with multilevel models across the three repeated measures and across condition. We found no moderation effects of gender, age, and school track. Six months after the training, we found a marginally significant moderation effect for severity of symptoms of depression at baseline with greater decrease in symptoms for students with high levels of depression. The general absence of differential intervention effects for gender, age, and school track supports the broad scope of the school-based mindfulness group intervention.

vorige artikel Mindless Suffering: the Relationship Between Mindfulness and Non-Suicidal Self-Injury

volgende artikel Development and Psychometric Evaluation of the Body Mindfulness Questionnaire

Ahlen, J., Lenhard, F., & Ghaderi, A. (2015). Universal prevention for anxiety and depressive symptoms in children: a meta-analysis of randomized and cluster-randomized trials. Journal of Primary Prevention, 36(6), 387–403. doi:10.1007/s10935-015-0405-4.PubMedCrossRef

Antony, M. M., Bieling, P. J., Cox, B. J., Enns, M. W., & Swinson, R. P. (1998). Psychometric properties of the 42-item and 21-item versions of the depression anxiety stress scales in clinical groups and a community sample. Psychological Assessment, 10(2), 176–181.CrossRef

Bates, D., Maechler, M., Bolker, B., & Walker, S. (2015). Fitting linear mixed-effects models using lme4. Journal of Statistical Software, 67(1), 1–48. doi:10.18637/jss.v067.i01.CrossRef

Bellon, J. A., Moreno-Peral, P., Motrico, E., Rodriguez-Morejon, A., Fernandez, A., Serrano-Blanco, A., et al. (2015). Effectiveness of psychological and/or educational interventions to prevent the onset of episodes of depression: a systematic review of systematic reviews and meta-analyses. Preventive Medicine, 76, S22–S32. doi:10.1016/j.ypmed.2014.11.003.PubMedCrossRef

Beurs, E., Van Dyck, R., Marquenie, L. A., Lange, A., & Blonk, R. W. B. (2001). De DASS: een vragenlijst voor het meten van depressie, angst en stress. Gedragstherapie, 34, 35–53.

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. doi:10.1007/s12671-014-0376-1.PubMedCrossRef

Brière, F. N., Rohde, P., Shaw, H., & Stice, E. (2014). Moderators of two indicated cognitive-behavioral depression prevention approaches for adolescents in a school-based effectiveness trial. Behaviour Research and Therapy, 53, 55–62. doi:10.1016/j.brat.2013.12.005.PubMedCrossRef

Castelao, C. F., & Kroener-Herwig, B. (2013). Different trajectories of depressive symptoms in children and adolescents: predictors and differences in girls and boys. Journal of Youth and Adolescence, 42(8), 1169–1182. doi:10.1007/s10964-012-9858-4.CrossRef

Chambers, R., Gullone, E., Hassed, C., Knight, W., Garvin, T., & Allen, N. (2015). Mindful emotion regulation predicts recovery in depressed youth. Mindfulness, 6(3), 523–534. doi:10.1007/s12671-014-0284-4.CrossRef

Chiesa, A., Serretti, A., & Jakobsen, J. C. (2013). Mindfulness: top-down or bottom-up emotion regulation strategy? Clinical Psychology Review, 33(1), 82–96. doi:10.1016/j.cpr.2012.10.006.PubMedCrossRef

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2ed ed.). Hillsdale: Erlbaum.

Crawford, J., Cayley, C., Lovibond, P. F., Wilson, P. H., & Hartley, C. (2011). Percentile norms and accompanying interval estimates from an Australian general adult population sample for self-report mood scales (BAI, BDI, CRSD, CES-D, DASS, DASS-21, STAI-X, STAI-Y, SRDS, and SRAS). Australian Psychologist, 46(1), 3–14.CrossRef

Gard, T., Holzel, B. K., Sack, A. T., Hempel, H., Lazar, S. W., Vaitl, D., et al. (2012). Pain attenuation through mindfulness is associated with decreased cognitive control and increased sensory processing in the brain. Cerebral Cortex, 22(11), 2692–2702. doi:10.1093/cercor/bhr352.PubMedCrossRef

Gould, L. F., Dariotis, J. K., Mendelson, T., & Greenberg, M. T. (2012). A school-based mindfulness intervention for urban youth: exploring moderators of intervention effects. Journal of Community Psychology, 40(8), 968–982. doi:10.1002/jcop.21505.CrossRef

Hankin, B. L., Abramson, L. Y., Moffitt, T. E., Silva, P. A., McGee, R., & Angell, K. E. (1998). Development of depression from preadolescence to young adulthood: emerging gender differences in a 10-year longitudinal study. Journal of Abnormal Psychology, 107(1), 128–140.PubMedCrossRef

Henry, J. D., & Crawford, J. R. (2005). The short-form version of the depression anxiety stress scales (DASS-21): construct validity and normative data in a large non-clinical sample. British Journal of Clinical Psychology, 44(2), 227–239.PubMedCrossRef

Horowitz, J. L., & Garber, J. (2006). The prevention of depressive symptoms in children and adolescents: a meta-analytic review. Journal of Consulting and Clinical Psychology, 74(3), 401–415.PubMedCrossRef

Horowitz, J. L., Garber, J., Ciesla, J. A., Young, J. F., & Mufson, L. (2007). Prevention of depressive symptoms in adolescents: a randomized trial of cognitive-behavioral and interpersonal prevention programs. Journal of Consulting and Clinical Psychology, 75(5), 693–706. doi:10.1037/0022-006x.75.5.693.PubMedCrossRef

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.PubMedCrossRef

Kabat-Zinn, J. (1990). Full catastrophe living: how to cope with stress, pain and illness using mindfulness meditation. New York: Delacorte.

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.CrossRef

Kessler, R. C., Angermeyer, M., Anthony, J. C., de Graaf, R., Demyttenaere, K., Gasquet, I., et al. (2007). Lifetime prevalence and age-of-onset distributions of mental disorders in the World Health Organization’s World Mental Health Survey Initiative. World Psychiatry, 6(3), 168–176.PubMedPubMedCentral

Kraemer, H. C., Wilson, G. T., Fairburn, C. G., & Agras, W. S. (2002). Mediators and moderators of treatment effects in randomized clinical trials. Archives of General Psychiatry, 59(10), 877–883.PubMedCrossRef

Kuyken, W., Warren, F. C., Taylor, R. S., Whalley, B., Crane, C., Bondolfi, G., et al. (2016). Efficacy of mindfulness-based cognitive therapy in prevention of depressive relapse an individual patient data meta-analysis from randomized trials. JAMA Psychiatry, 73(6), 565–574. doi:10.1001/jamapsychiatry.2016.0076.PubMedCrossRef

Lovibond, S. H., & Lovibond, P. F. (1995). Manual for the depression anxiety stress scales (2nd ed.). Sidney: Psychology Foundation.

McCart, M. R., Priester, P. E., Davies, W. H., & Azen, R. (2006). Differential effectiveness of behavioral parent-training and cognitive-behavioral therapy for antisocial youth: a meta-analysis. Journal of Abnormal Child Psychology, 34(4), 525–541.CrossRef

Mueller, S., Rohde, P., Gau, J. M., & Stice, E. (2015). Moderators of the effects of indicated group and bibliotherapy cognitive behavioral depression prevention programs on adolescents’ depressive symptoms and depressive disorder onset. Behaviour Research and Therapy, 75, 1–10. doi:10.1016/j.brat2015.10.002.CrossRef

Murakami, H., Katsunuma, R., Oba, K., Terasawa, Y., Motomura, Y., Mishima, K., et al. (2015). Neural networks for mindfulness and emotion suppression. PloS One, 10(6), e0128005. doi:10.1371/journal.pone.0128005.PubMedPubMedCentralCrossRef

Nehmy, T. J. (2010). School-based prevention of depression and anxiety in Australia: current state and future directions. Clinical Psychologist, 14(3), 74–83. doi:10.1080/13284207.2010.524884.CrossRef

Nehmy, T. J., & Wade, T. D. (2015). Reducing the onset of negative affect in adolescents: evaluation of a perfectionism program in a universal prevention setting. Behaviour Research and Therapy, 67, 55–63. doi:10.1016/j.brat.2015.02.007.PubMedCrossRef

Patton, G. C., Coffey, C., Romaniuk, H., Mackinnon, A., Carlin, J. B., Degenhardt, L., et al. (2014). The prognosis of common mental disorders in adolescents: a 14-year prospective cohort study. Lancet, 383(9926), 1404–1411. doi:10.1016/s0140-6736(13)62116-9.PubMedCrossRef

Pearson, M. R., Lawless, A. K., Brown, D. B., & Bravo, A. J. (2015). Mindfulness and emotional outcomes: identifying subgroups of college students using latent profile analysis. Personality and Individual Differences, 76, 33–38. doi:10.1016/j.paid.2014.11.009.PubMedPubMedCentralCrossRef

Poessel, P., Martin, N. C., Garber, J., & Hautzinger, M. (2013). A randomized controlled trial of a cognitive-behavioral program for the prevention of depression in adolescents compared with nonspecific and no-intervention control conditions. Journal of Counseling Psychology, 60(3), 432–438. doi:10.1037/a0032308.CrossRef

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. doi:10.1007/s12671-013-0202-1.CrossRef

Sanger, K. L., & Dorjee, D. (2015). Mindfulness training for adolescents: a neurodevelopmental perspective on investigating modifications in attention and emotion regulation using event-related brain potentials. Cognitive, Affective, & Behavioral Neuroscience, 15(3), 696–711.CrossRef

Segal, Z. V., Williams, J. M. G., & Teasdale, J. D. (2002). Mindfulness-based cognitive therapy for depression: a new approach to preventing relapse. New York: Guilford Press.

Stice, E., Shaw, H., Bohon, C., Marti, C. N., & Rohde, P. (2009). A meta-analytic review of depression prevention programs for children and adolescents: factors that predict magnitude of intervention effects. Journal of Consulting and Clinical Psychology, 77(3), 486–503.PubMedPubMedCentralCrossRef

Stockings, E. A., Degenhardt, L., Dobbins, T., Lee, Y. Y., Erskine, H. E., Whiteford, H. A., et al. (2016). Preventing depression and anxiety in young people: a review of the joint efficacy of universal, selective and indicated prevention. Psychological Medicine, 46(1), 11–26. doi:10.1017/s0033291715001725.PubMedCrossRef

Tang, Y.-Y., Hoelzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. Nature Reviews Neuroscience, 16(4), 213–U280. doi:10.1038/nrn3916.PubMedCrossRef

Team, R. D. C (2007). R: A Language and Environment for Statistical Computing Vienna: R Foundation for Statistical Computing.

van den Hurk, P. A., Janssen, B. H., Giommi, F., Barendregt, H. P., & Gielen, S. C. (2010). Mindfulness meditation associated with alterations in bottom-up processing: psychophysiological evidence for reduced reactivity. International Journal of Psychophysiology, 78(2), 151–157.PubMedCrossRef

Westbrook, C., Creswell, J. D., Tabibnia, G., Julson, E., Kober, H., & Tindle, H. A. (2013). Mindful attention reduces neural and self-reported cue-induced craving in smokers. Social Cognitive and Affective Neuroscience, 8(1), 73–84.PubMedCrossRef

Wetherill, R., & Tapert, S. F. (2013). Adolescent brain development, substance use, and psychotherapeutic change. Psychology of Addictive Behaviors, 27(2), 393–402. doi:10.1037/a0029111.PubMedCrossRef

Willemsen, J., Markey, S., Declercq, F., & Vanheule, S. (2011). Negative emotionality in a large community sample of adolescents: the factor structure and measurement invariance of the short version of the depression anxiety stress scales (DASS-21). Stress and Health, 27(3), E120–E128. doi:10.1002/smi.1342.CrossRef

Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2014). Mindfulness-based interventions in schools—a systematic review and meta-analysis. Frontiers in Psychology, 5, 603. doi:10.3389/fpsyg.2014.00603.PubMedPubMedCentralCrossRef

Zoogman, S., Goldberg, S. B., Hoyt, W. T., & Miller, L. (2015). Mindfulness interventions with youth: a meta-analysis. Mindfulness, 6(2), 290–302. doi:10.1007/s12671-013-0260-4.CrossRef

Titel: Potential Moderators of the Effects of a School-Based Mindfulness Program on Symptoms of Depression in Adolescents
Auteurs: Katleen Van der Gucht
Keisuke Takano
Peter Kuppens
Filip Raes
Publicatiedatum: 16-12-2016
Uitgeverij: Springer US
Gepubliceerd in: Mindfulness / Uitgave 3/2017
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI: https://doi.org/10.1007/s12671-016-0658-x

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 3/2017

Angry Rumination Mediates the Unique Associations Between Self-Compassion and Anger and Aggression

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

EEG Dynamics of Mindfulness Meditation Versus Alpha Neurofeedback: a Sham-Controlled Study

The Shape of Change in Perceived Stress, Negative Affect, and Stress Sensitivity During Mindfulness-Based Stress Reduction

Meditation in Stressed Older Adults: Improvements in Self-Rated Mental Health Not Paralleled by Improvements in Cognitive Function or Physiological Measures

The Differential Moderating Roles of Self-Compassion and Mindfulness in Self-Stigma and Well-Being Among People Living with Mental Illness or HIV