Graduate School of Psychology, Fuller Theological Seminary, 180 N. Oakland Ave., Pasadena, CA, 91101, USA.
Department of Psychology, University of California, Los Angeles, 1285 Franz Hall, Box 951563, Los Angeles, CA, 90095, USA.
J Abnorm Child Psychol. 2019 Jan;47(1):1-19. doi: 10.1007/s10802-018-0425-7.
The study examined the efficacy of a school-based mindfulness intervention on mental health and emotion regulation outcomes among adolescents in a wait-list controlled trial. The study also explored mediators and moderators of intervention effects. A total of 145 predominantly ethnic minority (Asian and Latino) 9th grade students with elevated mood symptoms were randomized to receive a 12-week mindfulness intervention at the start of the academic year, or in the second semester of the year. Students completed measures of emotion regulation and mental health symptoms at baseline, post-intervention, and 3-month follow-up. Intent-to-treat analyses revealed significant treatment effects of the mindfulness intervention for internalizing symptoms and perceived stress at post-treatment. Pooled pre-to-post treatment analyses of the entire sample revealed a small effect size for attention problems, medium for internalizing and externalizing problems, and large for perceived stress. We also found a small effect size for cognitive reappraisal, medium for expressive suppression, emotional processing, emotional expression, and rumination and large for avoidance fusion. Mediation analyses showed that treatment effects on internalizing symptoms and perceived stress were mediated by reductions in expressive suppression and rumination. Moderation analyses revealed that treatment effects were larger among youth with more severe problems at baseline for internalizing problems, externalizing problems, and perceived stress. However, for attention problems, students with lower severity at baseline appeared to have larger treatment gains. The study provided evidence that mindfulness intervention was beneficial for low-income ethnic minority youth in reducing perceived stress and internalizing problems, and improving emotion regulation outcomes. Furthermore, mindfulness training was associated with reduced mental health symptoms via improvements in emotion regulation.
该研究采用等待对照试验，检验了基于学校的正念干预对青少年心理健康和情绪调节结果的疗效。该研究还探索了干预效果的中介因素和调节因素。共有 145 名主要为少数民族（亚裔和拉丁裔）的 9 年级学生具有较高的情绪症状，他们在学年开始时或在学年第二学期被随机分配接受为期 12 周的正念干预。学生在基线、干预后和 3 个月随访时完成了情绪调节和心理健康症状的测量。意向治疗分析显示，正念干预对治疗后内化症状和感知压力有显著效果。对整个样本进行的从预处理到后处理的汇总分析显示，注意问题的效应量较小，内化和外化问题的效应量中等，感知压力的效应量较大。我们还发现认知重评的效应量较小，表达抑制、情绪处理、情绪表达和反刍的效应量中等，回避融合的效应量较大。中介分析表明，对内化症状和感知压力的治疗效果是通过减少表达抑制和反刍来介导的。调节分析显示，对于内化问题、外化问题和感知压力，在基线问题更严重的青少年中，治疗效果更大。然而，对于注意问题，基线严重程度较低的学生似乎有更大的治疗收益。该研究提供了证据表明，正念干预对降低低收入少数民族青少年的感知压力和内化问题，以及改善情绪调节结果是有益的。此外，正念训练与心理健康症状的减少有关，这与情绪调节的改善有关。
