Monsillion Jessica, Zebdi Rafika, Romo-Desprez Lucia
UR 4430 Clipsyd, Department of Psychology, Université Paris Nanterre, 200, Avenue de la République, 92001 Nanterre, France.
Hopital Raymond-Poincaré (APHP), Inserm CESP 1018 UPS, 104 Bvd Raymond Poincaré, 92380 Garches, France.
Children (Basel). 2023 May 11;10(5):861. doi: 10.3390/children10050861.
Mindfulness-based interventions (MBIs) are growing in popularity, with research concerning their efficacy with youth populations. Following a preliminary analysis of the existing literature, and given the positive effects of such programs, we felt it relevant to assess whether research has considered the implications for MBIs on children and adolescents, with regard to depression, anxiety, and school climate.
We aim to estimate the effect of MBIs as innovative interventions addressing youths in school settings, with special consideration for anxiety, depression, and school climate outcomes.
This review investigates the existing literature in the field of mindfulness, using quasi-experimental and randomized control trial (RCT) models, targeted at youth (5-18 years) in school settings. A search was carried out in four databases-WebofScience, Google Scholar, PubMed, and PsycARTICLES. This resulted in 39 articles, which were sorted based on predetermined inclusion criteria; 12 articles qualified.
The results show discrepancies in terms of methodological and implementation variables, types of interventions, instructor trainings, assessment measures, and choice of practices and exercises, which make the effects of existing school MBIs difficult to compare. Consistencies were observed in emotional and behavioral regulation, prosocial behaviors, and reducing stress and anxiety in students. The results of this systematic review also suggest that MBIs could be potential mediators in improving student well-being and environmental factors, such as school and class climates. Specifically, children's sense of safety and community can be improved by an improved quality of relationships between students, their peers, and teachers. Future research should consider incorporating school climate perspectives, such as implementing whole-school MBI approaches and using replicable and comparable study designs and methods, whilst considering the capacities and limitations of the academic and institutional context.
基于正念的干预措施（MBIs）越来越受欢迎，针对其在青少年群体中的功效也有相关研究。在对现有文献进行初步分析后，鉴于此类项目的积极效果，我们认为评估研究是否考虑了MBIs对儿童和青少年在抑郁、焦虑和学校氛围方面的影响是有必要的。
我们旨在评估MBIs作为一种创新干预措施，在学校环境中针对青少年的效果，特别考虑焦虑、抑郁和学校氛围等结果。
本综述采用准实验和随机对照试验（RCT）模型，对正念领域的现有文献进行研究，目标是学校环境中的青少年（5 - 18岁）。在四个数据库——Web of Science、谷歌学术、PubMed和PsycARTICLES中进行了检索。共得到39篇文章，根据预先确定的纳入标准进行分类；12篇文章符合要求。
结果显示，在方法和实施变量、干预类型、教师培训、评估措施以及实践和练习的选择等方面存在差异，这使得现有的学校MBIs效果难以比较。在情绪和行为调节、亲社会行为以及减轻学生压力和焦虑方面观察到了一致性。本系统综述的结果还表明，MBIs可能是改善学生幸福感和环境因素（如学校和班级氛围）的潜在中介。具体而言，学生、同龄人以及教师之间关系质量的提高可以改善儿童的安全感和社区感。未来的研究应考虑纳入学校氛围视角，例如实施全校范围的MBI方法，采用可复制和可比的研究设计和方法，同时考虑学术和机构背景的能力和局限性。
