Mindfulness Training in Swiss Elementary Schools: Effectiveness and Role of Implementation Quality in a Cluster-Randomized Trial

IF 1.7 4区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Child & Youth Care Forum Pub Date : 2024-06-27 DOI:10.1007/s10566-024-09810-y

David Preisig, Regula Neuenschwander

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引用次数: 0

Abstract

Background

Despite the growing interest in school-based mindfulness training (SBMT) and its evaluation, evidence on the effectiveness of SBMT is still limited and somewhat inconsistent. Further, knowledge on the role of implementation quality, which is essential for a more widespread use of SBMT, is scarce.

Objective

This study examined effects of two established 8-week SBMTs and the role of implementation quality. Interventions were hypothesized to enhance emotion regulation, social well-being, and emotional well-being. Furthermore, higher responsiveness of participants and quality of delivery were hypothesized to be associated with better program effectiveness.

Method

Nineteen elementary school classes (second through sixth grade) from German-speaking regions of Switzerland, with 246 students (aged 9 to 12 years), chose to implement either intervention and were then randomly assigned to the intervention or a waitlist control group (cluster-randomized).

Results

Multilevel modeling revealed that SBMT enhanced some aspects of social well-being (self-reported social participation), and further partially stabilized emotion regulation (self-reported anger control). However, there were also unexpected effects (enhanced self-reported stress vulnerability and hiding of emotions, as well as reduced parent-reported social participation and prosocial behavior). Effects were small, quite robust when controlling for covariates, and not consistent across informants and SBMTs. No robust associations between higher quality of delivery and better effectiveness of SBMT were found, and higher responsiveness of participants was only associated with higher anger control after the intervention.

Conclusions

We discuss in-depth the reasons for unexpected findings and provide directions for future research.

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瑞士小学的正念培训：分组随机试验中实施质量的有效性和作用

背景尽管人们对校本正念训练（SBMT）及其评估的兴趣与日俱增，但有关校本正念训练有效性的证据仍然有限，而且有些不一致。此外，有关实施质量的作用的知识也很少，而实施质量对于更广泛地使用正念训练至关重要。根据假设，干预措施可增强情绪调节能力、社交幸福感和情感幸福感。方法来自瑞士德语区的 19 个小学班级（二年级至六年级）的 246 名学生（9 至 12 岁）选择实施其中一种干预措施，然后被随机分配到干预措施组或候补对照组（分组随机分配）。结果多层次建模显示，SBMT 增强了社会福利的某些方面（自我报告的社会参与），并进一步部分稳定了情绪调节（自我报告的愤怒控制）。然而，也有一些意想不到的效果（自我报告的压力脆弱性和情绪隐藏性增强，以及家长报告的社会参与和亲社会行为减少）。这些影响很小，在控制协变量时相当稳健，而且在不同的信息提供者和 SBMT 中并不一致。结论我们深入讨论了意外发现的原因，并提供了未来研究的方向。

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来源期刊

Child & Youth Care Forum PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

3.60

自引率

5.60%

发文量

期刊介绍： Child & Youth Care Forum is a peer-reviewed, multidisciplinary publication that welcomes submissions – original empirical research papers and theoretical reviews as well as invited commentaries – on children, youth, and families. Contributions to Child & Youth Care Forum are submitted by researchers, practitioners, and clinicians across the interrelated disciplines of child psychology, early childhood, education, medical anthropology, pediatrics, pediatric psychology, psychiatry, public policy, school/educational psychology, social work, and sociology as well as government agencies and corporate and nonprofit organizations that seek to advance current knowledge and practice. Child & Youth Care Forum publishes scientifically rigorous, empirical papers and theoretical reviews that have implications for child and adolescent mental health, psychosocial development, assessment, interventions, and services broadly defined. For example, papers may address issues of child and adolescent typical and/or atypical development through effective youth care assessment and intervention practices. In addition, papers may address strategies for helping youth overcome difficulties (e.g., mental health problems) or overcome adversity (e.g., traumatic stress, community violence) as well as all children actualize their potential (e.g., positive psychology goals). Assessment papers that advance knowledge as well as methodological papers with implications for child and youth research and care are also encouraged.