Britton Willoughby B, Lepp Nathaniel E, Niles Halsey F, Rocha Tomas, Fisher Nathan E, Gold Jonathan S
Brown University Contemplative Studies Initiative, USA; Department of Psychiatry and Human Behavior, Brown University Medical School, USA.
Brown University Contemplative Studies Initiative, USA.
J Sch Psychol. 2014 Jun;52(3):263-78. doi: 10.1016/j.jsp.2014.03.002. Epub 2014 Apr 27.
The current study is a pilot trial to examine the effects of a nonelective, classroom-based, teacher-implemented, mindfulness meditation intervention on standard clinical measures of mental health and affect in middle school children. A total of 101 healthy sixth-grade students (55 boys, 46 girls) were randomized to either an Asian history course with daily mindfulness meditation practice (intervention group) or an African history course with a matched experiential activity (active control group). Self-reported measures included the Youth Self Report (YSR), a modified Spielberger State-Trait Anxiety Inventory, and the Cognitive and Affective Mindfulness Measure -Revised. Both groups decreased significantly on clinical syndrome subscales and affect but did not differ in the extent of their improvements. Meditators were significantly less likely to develop suicidal ideation or thoughts of self-harm than controls. These results suggest that mindfulness training may yield both unique and non-specific benefits that are shared by other novel activities.
本研究是一项初步试验，旨在检验一项非选择性的、基于课堂的、由教师实施的正念冥想干预对中学生心理健康和情感的标准临床指标的影响。总共101名健康的六年级学生（55名男生，46名女生）被随机分为两组，一组参加每日进行正念冥想练习的亚洲历史课程（干预组），另一组参加有匹配体验活动的非洲历史课程（积极对照组）。自我报告的测量指标包括青少年自我报告（YSR）、修订后的斯皮尔伯格状态-特质焦虑量表，以及认知与情感正念量表修订版。两组在临床综合征子量表和情感方面均有显著下降，但改善程度没有差异。与对照组相比，冥想者出现自杀意念或自我伤害想法的可能性显著降低。这些结果表明，正念训练可能会产生其他新颖活动也具有的独特和非特异性益处。
