Centre for Mindfulness Research and Practice, Bangor University, Bangor, Gwynedd, UK.
School of Psychology, Bangor University, Bangor, Gwynedd, UK.
Dev Sci. 2018 Sep;21(5):e12646. doi: 10.1111/desc.12646. Epub 2018 Jan 22.
In a non-randomized controlled study, we investigated the efficacy of a school-based mindfulness curriculum delivered by schoolteachers to older secondary school students (16-18 years). We measured changes in emotion processing indexed by P3b event-related potential (ERP) modulations in an affective oddball task using static human faces. ERPs were recorded to happy and sad face oddballs presented in a stimulus stream of frequent faces with neutral expression, before and after 8 weeks of mindfulness training. Whilst the mean amplitude of the P3b, an ERP component typically elicited by infrequent oddballs, decreased between testing sessions in the control group, it remained unchanged in the training group. Significant increases in self-reported well-being and fewer doctor visits for mental health support were also reported in the training group as compared to controls. The observed habituation to emotional stimuli in controls thus contrasted with maintained sensitivity in mindfulness-trained students. These results suggest that in-school mindfulness training for adolescents has scope for increasing awareness of socially relevant emotional stimuli, irrespective of valence, and thus may decrease vulnerability to depression.
在一项非随机对照研究中，我们调查了由中学教师向年龄较大的中学生（16-18 岁）提供的基于学校的正念课程的效果。我们使用静态人脸在情感Oddball 任务中测量了情绪处理的变化，这些变化由 P3b 事件相关电位（ERP）调制来表示。在正念训练 8 周前后，在包含中性表情的频繁人脸刺激流中记录到了快乐和悲伤人脸Oddball 的 ERP。在对照组中，P3b（通常由罕见的 Oddball 引发的 ERP 成分）的平均振幅在测试期间降低，而在训练组中则保持不变。与对照组相比，训练组还报告了更高的幸福感和更少的因心理健康问题而就诊的次数。因此，对照组中对情绪刺激的习惯化与受过正念训练的学生的敏感性保持相对照。这些结果表明，对于青少年来说，在学校进行正念训练有增加对社会相关情绪刺激的认识的潜力，而与情绪的正负无关，因此可能会降低抑郁的易感性。
