Kumar Anand, Singh Amool Ranjan, Jahan Masroor
Department of Psychology, SNS College, Tekari, Gaya, Bihar, Tekari, India.
Department of Clinical Psychology, RINPAS, Ranchi, Jharkhand, India.
Ind Psychiatry J. 2020 Jan-Jun;29(1):165-170. doi: 10.4103/ipj.ipj_75_17. Epub 2020 Nov 7.
Stress and anxiety are the major problems students face in their lives and specifically in their academic life, which, in turn, has a significant negative impact on their academic performance. There are different approaches to deal with stress and anxiety, for example, cognitive behavioral therapy and relaxation techniques.
The present study was conducted to evaluate the applicability of mindfulness on stress, anxiety, and psychological well-being in an adolescent student.
In this study, single-case study design was used. The Pediatric Symptoms Checklist, Youth Self-Report, Institute of Personality and Ability Testing Anxiety Scale, and Checklist of Psychological Well-Being were administered on ten adolescent students. After the initial assessment, one participant was selected who was having significant level of stress, anxiety, and poor psychological well-being. Further detailed assessment was done using the Raven Standard Progressive Matrices, Parents' Observation Checklist, Teachers' Observation Checklist, and Students' Self-Observation Checklist. The student underwent 24 sessions of mindfulness training with a frequency of three sessions in a week. After completion of sessions, post assessment was done. He was re-assessed after 3 months.
After completion of mindfulness training, improvement was observed in stress, anxiety, well-being, and other variables, and the improvement was maintained till follow-up.
Mindfulness training has the potential in effectively reducing stress and anxiety and increasing a sense of well-being, but the major barrier is getting fixated with an idea of what's the right way to do mindfulness and feel it.
压力和焦虑是学生在生活中尤其是学业生活中面临的主要问题，这反过来又会对他们的学业成绩产生重大负面影响。应对压力和焦虑有不同的方法，例如认知行为疗法和放松技巧。
本研究旨在评估正念对青少年学生的压力、焦虑和心理健康的适用性。
本研究采用单案例研究设计。对10名青少年学生进行了儿童症状清单、青少年自我报告、人格与能力测试焦虑量表以及心理健康清单的评估。在初步评估后，选择了一名压力、焦虑水平较高且心理健康状况较差的参与者。使用瑞文标准渐进矩阵、家长观察清单、教师观察清单和学生自我观察清单进行了进一步的详细评估。该学生接受了24节正念训练课程，每周进行3节。课程结束后进行了后测评估。3个月后对他进行了重新评估。
完成正念训练后，观察到压力、焦虑、幸福感和其他变量有所改善，并且这种改善一直持续到随访期。
正念训练有潜力有效减轻压力和焦虑并增强幸福感，但主要障碍在于执着于认为什么是进行正念练习的正确方式并感受它。
