Citation

Rawlett KE, Friedmann E, Thomas SA. Integr. Med. Res. 2019; 8(2): 101-106.

Affiliation

Professor Emeritus, School of Nursing University of Maryland, Baltimore, United States.

Copyright

(Copyright © 2019, Elsevier Publishing)

DOI

10.1016/j.imr.2019.04.002

PMID

31193363

PMCID

PMC6527909

Abstract

BACKGROUND: Risky behaviors are related to poor outcomes among young adolescents. This study piloted a mindfulness based intervention, Learning 2 Breath Mindfulness Curriculum, focusing on the feasibility of programming and intervention effects on coping, affect, and trait mindfulness among at-risk adolescents. Further, the mindfulness based intervention was compared to an attention intervention.

METHODS: Sixth-grade level female students in a boarding school for at-risk youth randomly allocated to either the mindfulness intervention (n = 12) or an attention intervention (n = 11) for six weeks. Outcomes (i.e., primary coping, positive affect, and trait mindfulness) were assessed before and after the interventions.

RESULTS: Intervention groups did not differ in demographics or outcomes at baseline. Twenty-two of 23 (95.7%) registered participants attended all of the sessions. Participants completed 86.4% of study tools. Separate repeated measures ANOVAs revealed no significant interactions among group and time for primary coping, positive affect, or mindfulness. However, positive affect did increase [F(1, 17) = 10.675, p = 0.005, partial η² = 0.39] over time for both groups and there was a slight increase in trait mindfulness over time (although not statistically significant; p = 0.095, partial η² = 0.155]). Primary coping did not change with time.

CONCLUSION: The mindfulness intervention utilized in the present study exhibited feasibility in this population. Although preliminary, mindfulness based interventions may contribute to positive affect among at-risk youth in a boarding school. Limitations and future directions are discussed.

Language: en

Keywords

Adolescents; Affect; Coping; Mindfulness intervention; School-based programs