Bluth Karen, Blanton Priscilla W
Program on Integrative Medicine, Department of Physical Medicine and Rehabilitation, CB #7200, The University of North Carolina, Chapel Hill, NC 27599, USA.
Department of Child and Family Studies, University of Tennessee-Knoxville, 1215 W. Cumberland Ave., Knoxville, TN;
J Child Fam Stud. 2014 Oct 1;23(7):1298-1309. doi: 10.1007/s10826-013-9830-2.
Adolescents today are confronted with the compounded stressors of life in our high-pressured society and the cognitive, physiological, and emotional changes characteristic of this stage of development. To explore ways to promote well-being in this population, mindfulness, defined as paying attention in the moment in an intentional and purposeful way, was examined in terms of its associations with aspects of emotional well being. It has been reported to have positive effects on emotional well-being in adults, and shows promise for similar results in research with youth. Moreover, the mechanisms through which being mindful may influence positive outcomes have only recently been explored, and have not been investigated with adolescents. Self-compassion, defined by the three components of self-kindness, sensing oneself as part of a common humanity, and maintaining perspective in challenging circumstances, was examined as a potential mediator of the relationship of mindfulness to various outcome measures. Measures assessing mindfulness, self-compassion, and aspects of emotional well-being comprised an online survey that was administered to 67 adolescents in an urban high school. Path analysis was utilized to explore relationships among the variables. An alternate model with self-compassion as the predictor and mindfulness as the mediator was also investigated. Results suggested that both mindfulness and self-compassion functioned as mediators in the pathway to emotional well-being. A theorized model is presented which depicts a reciprocal relationship between mindfulness and self-compassion and describes an iterative process that takes place between these two constructs, promoting emotional well-being. Implications for research and practice include conducting longitudinal studies, which assess constructs at three time points to definitively establish mediation, and developing a self-compassion program tailored for adolescents to facilitate improvements in emotional well-being.
如今的青少年面临着我们这个高压社会生活中复杂的压力源，以及这个发育阶段特有的认知、生理和情感变化。为了探索促进这一人群幸福感的方法，对正念进行了研究，正念被定义为以一种有意识、有目的的方式关注当下，并考察了它与情感幸福感各方面的关联。据报道，正念对成年人的情感幸福感有积极影响，并且在针对青少年的研究中也有望取得类似结果。此外，正念可能影响积极结果的机制直到最近才被探索，且尚未在青少年中进行研究。自我同情由自我友善、将自己视为人类共同体的一部分以及在具有挑战性的环境中保持洞察力这三个要素定义，被作为正念与各种结果指标之间关系的潜在调节变量进行了研究。评估正念、自我同情和情感幸福感各方面的测量工具构成了一项在线调查，该调查针对一所城市高中的67名青少年进行。采用路径分析来探索变量之间的关系。还研究了一个以自我同情为预测变量、正念为调节变量的替代模型。结果表明，正念和自我同情在通往情感幸福感的途径中都起到了调节作用。提出了一个理论模型，该模型描绘了正念与自我同情之间的相互关系，并描述了这两个构念之间发生的一个迭代过程，促进了情感幸福感。对研究和实践的启示包括进行纵向研究，在三个时间点评估各构念以明确确立调节作用，以及开发一个为青少年量身定制的自我同情项目，以促进情感幸福感的提升。
