Skip to main content
main-content
Top

Tip

Swipe om te navigeren naar een ander artikel

16-02-2021 | ORIGINAL PAPER | Uitgave 5/2021

Mindfulness 5/2021

The Effectiveness of a Teacher-Delivered Mindfulness-Based Curriculum on Adolescent Social-Emotional and Executive Functioning

Tijdschrift:
Mindfulness > Uitgave 5/2021
Auteurs:
Jennifer L. Frank, Patricia C. Broderick, Yoonkyung Oh, Joy Mitra, Kimberly Kohler, Deborah L. Schussler, Charles Geier, Robert W. Roeser, Elaine Berrena, Julia Mahfouz, Joseph Levitan, Mark T. Greenberg
Belangrijke opmerkingen

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Abstract

Objectives

The purpose of this study was to assess the effectiveness of a manualized mindfulness-based program for adolescents, Learning to Breathe (L2B), on indicators of adolescent social-emotional well-being, mental health, substance use, and executive function.

Methods

Participants included 251 high school students attending an urban school district who were randomly assigned to required health education classes that offered L2B or the business-as-usual health curriculum.

Results

No direct effects on self-report measures were found. Students exposed to L2B demonstrated significant improvements on executive functioning measures related to susceptibility to cognitive interference and working memory. Subsequent tests of moderation revealed beneficial program effects within the treatment group were dependent on rates of practice, and those that used L2B strategies regularly showed small-to-moderate improvements on indices of emotional awareness, emotional clarity, impulse control, social connectedness, mind-wandering, substance use, perceived stress, and self-compassion relative to controls.

Conclusions

This study provides mixed support regarding the potential effectiveness of a universal mindfulness program for high school students. The absence of direct effects on self-report measures implies that simply exposing adolescents to a mindfulness curriculum within the context of typical instruction, in the absence of supports for implementation, is unlikely to impact youth socio-emotional well-being or behavior. However, changes in EF favoring the intervention group suggest that possible benefits on tasks related to susceptibility, cognitive interference, and selective attention are possible. Tests of moderation revealed dosage effects, and students who adopt mindfulness practices can indeed benefit on multiple fronts.

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijf je als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen jouw vak. Met het online abonnement heb je toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kun je op je gemak en wanneer het jou het beste uitkomt verdiepen in jouw vakgebied.

Literatuur
Over dit artikel

Andere artikelen Uitgave 5/2021

Mindfulness 5/2021 Naar de uitgave

MINDFULNESS IN PRACTICE

Time and Timelessness