The effect of an out-of-school mindfulness program on adolescents’ stress reduction and emotional wellbeing

  1. Carreres-Ponsoda, F. 1
  2. Escartí, A. 2
  3. Llopis-Goig, R. 2
  4. Cortell-Tormo, J.M. 1
  1. 1 University of Alicante (Spain)
  2. 2 University of Valencia (Spain)
Journal:
Cuadernos de psicología del deporte

ISSN: 1578-8423,  1989-5879

Year of publication: 2017

Volume: 17

Issue: 3

Pages: 35-44

Type: Article

DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

More publications in: Cuadernos de psicología del deporte

Sustainable development goals

Abstract

: In recent years schools and youth-serving organizations have progressively adopted programs to reduce adolescents’ stress levels and improve optimism trough mindfulness interventions. Te aim of this study was to examine the efects of a mindfulness out-of-school program for adolescents, on perceived levels of stress, optimism and mindfulness skills. Tirty adolescents (15 girls and 15 boys), aging from 16 to 18 years old (M = 16.8) were randomly allocated to either 8-week mindfulness extracurricular program (n = 15; 8 girls and 7 boys) or a control group (n = 15; 7 girls and 8 boys). Te results demonstrate that participants in the intervention group reported reductions in perceived stress and increases in levels of optimism and in fve specifc mindfulness skills. Tese fndings suggest that using an outof-school mindfulness program may be an efective setting to teach adolescents to use mindfulness to manage stress and to cultivate more positive emotional and social skills. Tis study is therefore signifcant for encourage the implementation of out-of-school mindfulness program that contribute to positive youth development and for an improvement of their health and more holistic health and well-being.

Bibliographic References

  • 1. Bach, J. M., Guse, T. (2014) Te efect of contemplation and meditation on ‘great compassion’ on the psychological well-being of adolescents. Te Journal of Positive Psychology, 1.
  • 2. Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., & Toney, L. (2006). Using self-report assessment methods to explore facets of mindfulness. Assessment, 13, 27-45.
  • 3. Bar-On, R. (2000). Emotional and social intelligence: Insights from the Emotional Quotient Inventory (EQ-i). In R. Bar-On and J. D. A. Parker (Eds.), Handbook of emotional intelligence. San Francisco: Jossey-Bass.
  • 4. Biegel, G., Brown, K., Shapiro, S., & Schubert, C. (2009). Mindfulness-based stress reduction for the treatment of adolescent psychiatric outpatients: a randomized clinical trial. Journal of Clinical and Consulting Psychology, 77(5), 855–866.
  • 5. Black, D. S., Milam, J., & Sussman, S. (2009). Sitting-meditation interventions among youth: a review of treatment efcacy. Pediatrics, 124(3), e532–e541.
  • 6. Blakemore, J., Berenbaum, S., & Liben, L. (2009). Gender development. Clifton: Psychology Press.
  • 7. Blakemore, S. J. (2012). Development of the social brain in adolescence. Journal of the Royal Society of Medicine, 105:111–16
  • 8. Blakemore, S. J., & Mills, K. L. (2014). Is adolescence a sensitive period for sociocultural processing? Annual Review of Psychology, 65, 187–207.
  • 9. Brodhagen, A., & Wise, D. (2008). Optimism as a mediator between the experience of child abuse, other traumatic events, and distress. Journal of Family Violence, 23, 403–411.
  • 10. Broderick, P. (2013). Learning to BREATHE: a mindfulness curriculum for adolescents to cultivate emotion regulation, attention, and performance. Oakland: New Harbinger Press.
  • 11. Broderick, P. C., & Frank, J. L. (2014). Learning to BREATHE: An intervention to foster mindfulness in adolescence. New Directions for Youth Development, (142):31-44.
  • 12. Burke, C. A. (2010). Mindfulness-based approaches with children and adolescents: a preliminary review of current research in an emergent feld. Journal of Child and Family Studies, 19(2), 133–144.
  • 13. Carvajal, S. C., Clair, S. D., Nash, S. G., Evans, R.I. (1998). Relating optimism, hope, and self-esteem to social infuences in deterring substance use in adolescents. Journal of Social and Clinical Psychology, 17(4):443–465.
  • 14. Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24, 385-396.
  • 15. De Bolle, M., & De Fruyt, F. (2010). Te tripartite model in childhood and adolescence: Future directions for developmental research. Child Development Perspectives, 4(3):174–180.
  • 16. Dellbridge, C.A. & Lubbe, C. (2009). An adolescent’s subjective experiences of mindfulness. Journal of Child and Adolescent Mental Health, 21(2): 167–180.
  • 17. Divall, S., & Radovick, S. (2008). Pubertal development and menarche. Annals of the New York Academy of Sciences, 1135, 19–28.
  • 18. Donaldson, S. I., Dollwet, M., & Rao, M. A. (2015). Happiness, excellence, and optimal human functioning revisited: Examining the peerreviewed literature linked to positive psychology. Journal of Positive Psychology: Dedicated to furthering research and promoting good practice, 10 (3), pp. 185–195.
  • 19. Eisenberg, N., Spinrad, T. L., & Eggum, N. D. (2010). Emotion-related self-regulation and its relation to children’s maladjustment. Annual Review of Clinical Psychology, 6, 495.
  • 20. Feindler, E. L (1995). Ideal treatment package for children and adolescents with anger disorders. Issues in Comprehensive Pediatric Nursing, 18, 233–260.
  • 21. Forman, E. M., & Davies, P. T. (2003). Family instability and young adolescent maladjustment: the mediating efects of parenting quality and adolescent appraisals of family security. Journal of Clinical Child and Adolescent Psychology, 32(1), 94–105.
  • 22. Galantino, M. L., Galbavy, R., Quinn, L. (2008). Terapeutic efects of yoga for children: a systematic review of the literature. Pediatric Physical Terapy, 20(1):66–80.
  • 23. Greco, L., Baer, R. A., & Smith, G. T. (2011). Assessing mindfulness in children and adolescents: development and validation of the child and adolescent mindfulness measure (CAMM). Psychological Assessment, 23(3), 606–614.
  • 24. Greenberg, M. T., & Harris, A. R. (2011). Nurturing mindfulness is children and youth: Current state of research. Child Development Perspectives, 6, 1-6.
  • 25. Hassed C & Chambers R (2014). Mindful learning: reduce stress and improve brain performance for efective learning. Wollombi NSW: Exisle Publishing.
  • 26. Hayes, S.C. (2004). Acceptance and commitment therapy and the new behavior therapies. In S.C. Hayes, V.M. Follette, & M.M. Linehan (Eds.), Mindfulness and acceptance: Expanding the cognitive-behavioral tradition. (pp. 1-29). New York: Te Guilford Press.
  • 27. Huppert, F. A., & Johnson, D. M. (2010). A controlled trial of mindfulness training in schools; the importance of practice for an impact on well-being. Te Journal of Positive Psychology, 5(4), 264-274.
  • 28. Kabat-Zinn (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice. 10:144–156.
  • 29. Kabat-Zinn, J. (1994). Mindfulness meditation for everyday life. New York: Hyperion.
  • 30. Lee, J., Semple, R., Rosa, D., & Miller, L. (2008). Mindfulness-based cognitive therapy for children: Results of a pilot study. Journal of Cognitive Psychotherapy: An International Quarterly, 22(1), 15–28
  • 31. Lu, C., Tito, J., & Kentel, J. (2009). Eastern movement disciplines (EMDs) and mindfulness: A new path to subjective knowledge in Western physical education. Quest, 61(3), 353-370
  • 32. Mendelson, T., Greenberg, M., Dariotis, J., Gould, L., Rhoades, B. & Leaf, P. (2010). Feasibility and preliminary outcomes of a school-based mindfulness intervention for urban youth. Journal of Abnormal Child Psychology, 38(7), 985–994.
  • 33. Metz, S., Frank, J., Reibel, D., Cantrell, T., Sanders, R., & Broderick, P. (2013). Te efectiveness of the learning to BREATHE program on adolescent emotion regulation. Research in Human Development, 10(3), 252–272.
  • 34. Napoli, M., Krech, P. R., & Holley, L. C. (2005) “Mindfulness training for elementary school students: the attention academy”. Journal of Applied School Psychology, 21(1), 99-125.
  • 35. Nef, K. D., & McGehee, P. (2010). Self-compassion and psychological resilience among adolescents and young adults. Self and Identity, 9, 225–240.
  • 36. Orzech K. M. Shapiro S. L. Brown K. W. McKay M. (2009). Intensive mindfulness training-related changes in cognitive and emotional experience. Te Journal of Positive Psychology, 4 212–222.
  • 37. Paus, T., Keshavan, M., & Giedd, J. N. (2008). Why do many psychiatric disorders emerge during adolescence? Nature Reviews Neuroscience, 9:947–57.
  • 38. Pepping, C. A., O’Donovan, A., Davis, P. (2013). Te positive efects of mindfulness on self-esteem. Te Journal of Positive Psychology, 8(5),376–386,
  • 39. Pine, D. S., Cohen, E., & Brook, J. (1999). Adolescent depressive symptoms as predictors of adult depression: moodiness or mood disorder? American Journal of Psychiatry, 156(1), 133–135.
  • 40. Prins, P. J. M., & Hanewald, G. J. (1999). Coping self-talk and cognitive interference in anxious children. Journal of Consulting and Clinical Psychology, 67, 435–439.
  • 41. Rutter, M., Kim-Cohen, J., & Maughan, B. (2006). Continuities and dis- continuities in psychopathology between childhood and adult life. Journal of Child Psychology and Psychiatry, 47, 276–295.
  • 42. Schonert-Reichl, K. A., Oberle, E., Stewart-Lawlor, M., Abbott, D., Tomson, K., Oberlander, T. F., & Diamond, A. (2015): Enhancing cognitive and social-emotional development through a simple-toadminister mindfulness-based school program for elementary school children: a randomized controlled trial. Developmental Psychology 51(1), 52-66.
  • 43. Segerstrom S. C. (2010). Optimistic expectancies and immunity: Context matters. Te European Health Psychologist, 12, 36-38.
  • 44. Seligman, M.E.P. (2002). Authentic happiness: Using the new positive psychologyto realize your potential for lasting fulfllment. New York: Free Press.
  • 45. Shapiro, S. L., Brown, K. W., & Biegel, G. M. (2007). Teaching selfcare to caregivers: Efects of mindfulness-based stress reduction on the mental health of therapists in training. Training and Education in Professional Psychology, 1, 105–115.
  • 46. Schonert-Reichl, K. A., & Lawlor, M. S. (2010). Te efects of a mindfulness-based education program on pre- and early adolescents’ well-being and social and emotional competence. Mindfulness, 1(3), 137–151.
  • 47. Solomon, D. A., Keller, M. B., Leon, A. C., Mueller, T. I., Lavori, P. W., Shea, M.T. (2000). Multiple recurrences of major depressive disorder. American Journal of Psychiatry, 157:229–233
  • 48. Starr, L. R., & Davila, J. (2008). Diferentiating interpersonal correlates of depressive symptoms and social anxiety in adolescence: Implications for models of comorbidity. Journal of Clinical Child & Adolescent Psychology, 37:337
  • 49. Steinberg L. (2010). A dual systems model of adolescent risk-taking. Developmental Psychobiology, 52:216–24.
  • 50. Susman, E., & Dorn, L. (2009). Puberty: its role in development. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology (3rd ed.). New York: Wiley.
  • 51. Waters, L., Barsky, A., Ridd, A., & Allen, K. (2014). Contemplative education: A systematic, evidence-based review of the efect of meditation interventions in schools. Educational Psychology Review, 1-32.
  • 52. Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2014). Mindfulnessbased interventions in schools-A systematic review and meta-analysis. Frontiers in Psychology, 5, 603.
  • 53. Zoogman, S., Simon B., Goldberg, S., Hoyt, W., & Miller, L. (2014). Mindfulness interventions with youth: A meta-analysis. Mindfulness, 1-13.
Data source: Dialnet