Adolescent Experience of Mindfulness as Taught in Dialectical Behaviour Therapy: A Qualitative Analysis

Abstract

Objectives: Mindfulness is taught in DBT as one of several skills offered in the treatment of multi-problem suicidal adolescents. This study explored adolescent’s experiences of engaging with mindfulness during a Dialectical Behaviour Therapy (DBT) Programme. Design: This study used an Interpretative Phenomenological Analysis design. Methods: Semi-structured interviews were conducted with seven adolescents with experience of mindfulness in DBT and the interview transcripts were analysed using Interpretative Phenomenological Analysis. Results: Four Superordinate themes were developed from the analysis: i) Being uncertain of how mindfulness will help; ii) The challenge of mindfulness; iii) Experiencing a new perspective; iv) A tension between being aware of painful thoughts or emotions or zoning out. Conclusions: These themes offer an awareness of the adolescent experience of mindfulness