Melbourne School of Psychological Sciences, The University of Melbourne, Melbourne, Victoria, Australia.
Early Interv Psychiatry. 2013 May;7(2):213-20. doi: 10.1111/j.1751-7893.2012.00382.x. Epub 2012 Jul 3.
Existing literature links poor sleep and anxiety symptoms in adolescents. This pilot study aimed to develop a practical method through which a program to improve sleep could reach adolescents in need and to examine the feasibility of a mindfulness-based, multi-component group sleep intervention using sleep and anxiety as outcome measures.
Sixty-two grade 9 students (aged 13-15) at a girls' school were screened with the Pittsburgh Sleep Quality Index (PSQI) and Spence Children's Anxiety Scale (SCAS). Ten participants with self-reported poor sleep were enrolled into a six-session program based on Bootzin & Stevens, with added stress/anxiety-specific components. Sessions covered key aspects of basic mindfulness concepts and practice, sleep hygiene, sleep scheduling, evening/daytime habits, stimulus control, skills for bedtime worries and healthy attitudes to sleep. Treatment changes were measured by pre-post scores on the PSQI, SCAS and 7-day actigraphy-measured sleep.
The program demonstrated high acceptability, with a completion rate of 90%. Based on effect-size analysis, participants showed significant improvement on objective sleep onset latency (SOL), sleep efficiency and total sleep time; actigraphy data also showed significantly earlier bedtime, rise time and smaller day-to-day bedtime variation. Post-intervention global PSQI scores were significantly lower than that of pre-intervention, with significant improvement in subjective SOL, sleep quality and sleep-related daytime dysfunction. There were small improvements on some subscales of the SCAS, but change on its total score was minimal.
A mindfulness-based, multi-component, in-school group sleep intervention following brief screening is feasible, and has the potential to improve sleep. Its impact on anxiety needs further investigation.
现有文献将青少年的睡眠质量差和焦虑症状联系起来。本初步研究旨在开发一种实用的方法，通过该方法，改善睡眠的计划可以覆盖到有需要的青少年，并使用睡眠和焦虑作为结果测量指标，来检验基于正念的多成分小组睡眠干预的可行性。
对一所女子学校的 62 名 9 年级学生（年龄 13-15 岁）进行匹兹堡睡眠质量指数（PSQI）和斯宾塞儿童焦虑量表（SCAS）筛查。根据 Bootzin 和 Stevens 的方法，有 10 名自我报告睡眠质量差的参与者参加了一个六节的方案，该方案增加了针对压力/焦虑的特定内容。课程涵盖了基本正念概念和实践、睡眠卫生、睡眠安排、早晚习惯、刺激控制、睡前担忧的技巧和健康的睡眠态度等关键方面。通过 PSQI、SCAS 和 7 天活动记录仪测量的睡眠的前后得分来衡量治疗变化。
该方案具有很高的可接受性，完成率为 90%。根据效应大小分析，参与者在客观睡眠潜伏期（SOL）、睡眠效率和总睡眠时间方面有显著改善；活动记录仪数据还显示，入睡时间、起床时间更早，每天的入睡时间变化更小。干预后的全球 PSQI 得分明显低于干预前，主观 SOL、睡眠质量和与睡眠相关的日间功能障碍都有显著改善。SCAS 的一些分量表有较小的改善，但总分变化很小。
在进行简短筛查后，基于正念的多成分、校内小组睡眠干预是可行的，并且有改善睡眠的潜力。它对焦虑的影响需要进一步研究。
