Rawlett Kristen E, Friedmann Erika, Thomas Sue A
Department of Family and Community Health, School of Nursing University of Maryland, Baltimore, United States.
Department of Research and Scholarship, School of Nursing University of Maryland, Baltimore, United States.
Integr Med Res. 2019 Jun;8(2):101-106. doi: 10.1016/j.imr.2019.04.002. Epub 2019 Apr 12.
Risky behaviors are related to poor outcomes among young adolescents. This study piloted a mindfulness based intervention, Learning 2 Breath Mindfulness Curriculum, focusing on the feasibility of programming and intervention effects on coping, affect, and trait mindfulness among at-risk adolescents. Further, the mindfulness based intervention was compared to an attention intervention.
Sixth-grade level female students in a boarding school for at-risk youth randomly allocated to either the mindfulness intervention ( = 12) or an attention intervention ( = 11) for six weeks. Outcomes (i.e., primary coping, positive affect, and trait mindfulness) were assessed before and after the interventions.
Intervention groups did not differ in demographics or outcomes at baseline. Twenty-two of 23 (95.7%) registered participants attended all of the sessions. Participants completed 86.4% of study tools. Separate repeated measures ANOVAs revealed no significant interactions among group and time for primary coping, positive affect, or mindfulness. However, positive affect did increase [(1, 17) = 10.675, = 0.005, partial = 0.39] over time for both groups and there was a slight increase in trait mindfulness over time (although not statistically significant; = 0.095, partial = 0.155]). Primary coping did not change with time.
The mindfulness intervention utilized in the present study exhibited feasibility in this population. Although preliminary, mindfulness based interventions may contribute to positive affect among at-risk youth in a boarding school. Limitations and future directions are discussed.
危险行为与青少年的不良后果相关。本研究试点了一项基于正念的干预措施，即“学习呼吸正念课程”，重点关注该项目的可行性以及对高危青少年应对能力、情绪和特质正念的干预效果。此外，将基于正念的干预措施与注意力干预进行了比较。
一所针对高危青少年的寄宿学校的六年级女生被随机分配到正念干预组（n = 12）或注意力干预组（n = 11），为期六周。在干预前后评估结果（即主要应对方式、积极情绪和特质正念）。
干预组在基线时的人口统计学特征或结果没有差异。23名登记参与者中有22名（95.7%）参加了所有课程。参与者完成了86.4%的研究工具。单独的重复测量方差分析显示，在主要应对方式、积极情绪或正念方面，组间和时间之间没有显著的交互作用。然而，两组的积极情绪都随时间增加[F(1, 17) = 10.675, p = 0.005, 偏 η² = 0.39]，特质正念也随时间略有增加（尽管无统计学意义；p = 0.095, 偏 η² = 0.155）。主要应对方式没有随时间变化。
本研究中使用的正念干预在该人群中显示出可行性。尽管是初步的，但基于正念的干预可能有助于寄宿学校高危青少年的积极情绪。讨论了局限性和未来方向。
