School of Applied Psychology, Griffith University, Parklands Drive, Gold Coast 4222, Queensland, Australia.
Explore (NY). 2023 Mar-Apr;19(2):267-270. doi: 10.1016/j.explore.2022.06.003. Epub 2022 Jun 7.
A Classroom-Based Pilot of a Self-Compassion Intervention to Increase Wellbeing in Early adolescents Abstract Objective: Our first aim was to examine the effect of a 4-week self-compassion-based intervention on emotional well-being in a school classroom of early adolescents. The second aim was to evaluate feasibility and acceptability of the program within a classroom setting. Design: This study was a pre-post pilot design utilizing paired sample t -tests to examine within-person changes in the outcome measures prior to, and following, the intervention. Bivariate correlations were also used to assess covariation between the pre-to-post change scores in self-compassion and the pre-to-post change scores in the outcome measures.
The intervention was conducted during a wellbeing class at a culturally diverse secondary school.
The sample comprised 18 students aged 12- to 14-years old ( M age = 12.44, SD = 0.61). Intervention: A brief self-compassion-based program, Be Kind to Yourself, Inspire Others, was developed specifically for early adolescents and delivered across four 70- minute lessons.
The outcome measures were self-compassion, resilience, perceived stress, social and general anxiety, and peer and school connectedness.
Findings revealed significant increases in self-compassion, resilience, and peer connectedness, and significant decreases in social and general anxiety at posttest, with small to medium effect sizes (Hedges' g = 0.30-0.67). No significant differences were found for perceived stress and school connectedness. Pre-to-post changes in self-compassion covaried with pre-to-post changes in resilience and peer connectedness. Feasibility and acceptability were high. Findings suggest that a brief, classroom-based self-compassion intervention may be feasible and effective in improving indicators of emotional well-being among early adolescents.
一项在课堂中进行的自我同情干预以增加青少年早期幸福感的试点研究 摘要 目的：我们的首要目标是检验为期 4 周的基于自我同情的干预对青少年课堂中情绪幸福感的影响。第二个目标是评估在课堂环境中实施该计划的可行性和可接受性。 设计：本研究采用前后配对样本 t 检验，在干预前后分别对结果测量的个体内变化进行检验。还使用了双变量相关来评估自我同情的前后变化分数与结果测量的前后变化分数之间的协变量。 环境：干预在一所文化多元化的中学的幸福感课程中进行。 参与者：样本由 18 名 12 至 14 岁的学生组成（M 年龄= 12.44，SD= 0.61）。 干预：专门为青少年开发的简短自我同情课程，名为“善待自己，激励他人”，并通过四个 70 分钟的课程进行教学。 主要结果测量：结果测量包括自我同情、适应力、感知压力、社交和一般焦虑以及同伴和学校联系。 结果：研究结果显示，自我同情、适应力和同伴联系显著增加，社交和一般焦虑显著降低，在测试后具有小到中等的效果大小（Hedges' g= 0.30-0.67）。感知压力和学校联系没有显著差异。自我同情的前后变化与适应力和同伴联系的前后变化相关。可行性和可接受性很高。研究结果表明，简短的课堂自我同情干预可能在改善青少年情绪幸福感方面具有可行性和有效性。
