Mindfulness Training within a Mentoring Program for Adolescents Facing Adversity: Mixed Methods Investigation of Adaptation, Fidelity, and Acceptability

Delivering mindfulness-based intervention (MBI) within existing adolescent services organizations, such as mentoring programs, may support more equitable and effective dissemination; however, decisions often are made to adapt and implement interventions in new contexts without systematic planning or evaluation. In this study, we adapted and implemented an evidence-based MBI, Learning to BREATHE (L2B), through a mentoring program for adolescents facing adversity, Campus Connections (CC). We aimed to (1) identify setting and content modifications to integrate L2B into CC; (2) evaluate fidelity of implementation of the adapted version of L2B; and (3) utilize qualitative and quantitative data to identify factors associated with acceptability.

We analyzed post-intervention survey measures and open-ended questions on acceptability from 44 adolescent mentees and their parents/guardians, quantitative observer ratings of implementation fidelity, and qualitative focus group data.

Fidelity ratings were generally high (M = 4.40/5.00, SD = 0.49), but with considerable variability across sessions and facilitators. Focus group themes identified factors that both increased and detracted from the feasibility and acceptability of the L2B program in the CC mentoring setting.

Adapting and implementing MBI within an adolescent mentoring program is a feasible and acceptable way to increase access to these interventions, particularly for youth facing adversity. Adaptation processes that are iterative and integrate the input of multiple groups of interest holders, and mixed methods assessments of acceptability can help ensure that MBI is in alignment with the practical needs and values of mentoring programs.

This study is not preregistered.