How we teach mindfulness matters: Adolescent development and the importance of informal mindfulness

IF 3.8 1区 心理学 Q1 PSYCHOLOGY, SOCIAL
Jessica Mettler , Stephanie Zito , Laurianne Bastien , Elana Bloom , Nancy L. Heath
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引用次数: 0

Abstract

Given high levels of adolescent stress and educational institutions' key role in supporting students' mental health, mindfulness instruction is increasingly being implemented in schools. However, there is growing evidence adolescents find traditionally taught formal mindfulness (e.g., structured regular practice like meditation) challenging. Indeed, school-based studies report high levels of student non-compliance and lack of engagement with formal mindfulness strategies. Thus, informal mindfulness practices (e.g., unstructured brief moments integrated within daily routine) may be more accessible and developmentally appropriate for adolescents. Using a randomized experimental school-based design, this study sought to parse out the acceptability and effectiveness of formal and informal mindfulness for adolescents over time. Adolescents (n = 142; 73.9% female) were randomly assigned to a 4-week formal mindfulness, informal mindfulness, or comparison group and assessed on mental health, well-being, and educational outcomes. The informal mindfulness group (a) was more likely to report intending to frequently use the strategies (p = .025, Cramer's V = .262) and (b) reported increased dispositional mindfulness (i.e., general tendency to be mindful) from baseline to follow-up (p = .049, ηp2 = .034) which in turn mediated benefits on depression (indirect effect = −.15, 95% CI [−.31, −.03]), anxiety (indirect effect = −.21, 95% CI [−.36, −.06]), general stress (indirect effect = −.16, 95% CI [−.32, −.04]), school-related stress (indirect effect = −.15, 95% CI [−.28, −.05]), negative affect (indirect effect = −.17, 95% CI [−.35, −.04]), and attentional control (indirect effect = .07, 95% CI [.01, .13]). Thus, brief informal mindfulness strategies may be easier for students to use on a regular basis than formal mindfulness. Overall, these findings highlight the importance of going beyond a one-size-fits-all approach by offering accessible and engaging school-based mindfulness instruction to students. Recommendations for school psychologists seeking to teach mindfulness to adolescents are discussed, including the need to directly teach how to integrate informal mindfulness strategies in students' lives.

我们如何教授正念至关重要:青少年的发展和非正式正念的重要性
鉴于青少年压力很大,而教育机构在支持学生心理健康方面起着关键作用,正念教学越来越多地在学校实施。然而,越来越多的证据表明,青少年认为传统的正念教学(如冥想等有组织的定期练习)具有挑战性。事实上,基于学校的研究报告显示,学生对正念策略的不遵守和不参与程度很高。因此,非正式的正念练习(例如,将非结构化的短暂时刻融入日常生活中)可能更容易获得,也更适合青少年的发展。本研究采用随机实验性校本设计,试图分析正式和非正式正念在一段时间内对青少年的可接受性和有效性。青少年(n = 142;73.9% 为女性)被随机分配到为期 4 周的正念、非正式正念或对比组,并接受心理健康、幸福感和教育成果评估。非正式正念组(a)更有可能报告说打算经常使用这些策略(p = .025,Cramer's V = .262),(b)报告说倾向性正念(即、049, ηp2 = .034),进而对抑郁(间接效应 = -.15,95% CI [-.31, -.03])、焦虑(间接效应 = -.21,95% CI [-.36, -.06])、一般压力(间接效应 = -.16,95% CI [-.32,-.04])、学校相关压力(间接效应 = -.15,95% CI [-.28,-.05])、负面情绪(间接效应 = -.17,95% CI [-.35,-.04])和注意力控制(间接效应 = .07,95% CI [.01,.13])。因此,对于学生来说,简短的非正式正念策略可能比正式的正念策略更容易经常使用。总之,这些研究结果凸显了通过向学生提供方便且有吸引力的校本正念指导来超越 "一刀切 "方法的重要性。研究还讨论了学校心理学家对青少年正念教学的建议,包括直接教授如何将非正式正念策略融入学生生活的必要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of School Psychology
Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-
CiteScore
6.70
自引率
8.00%
发文量
71
期刊介绍: The Journal of School Psychology publishes original empirical articles and critical reviews of the literature on research and practices relevant to psychological and behavioral processes in school settings. JSP presents research on intervention mechanisms and approaches; schooling effects on the development of social, cognitive, mental-health, and achievement-related outcomes; assessment; and consultation. Submissions from a variety of disciplines are encouraged. All manuscripts are read by the Editor and one or more editorial consultants with the intent of providing appropriate and constructive written reviews.
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