Changing Minds: A Pilot Feasibility Study of Mindfulness Training for At-Risk Adolescents

Autor/inn/en	Culang, Hanna; Davis, Elizabeth R.; Egan, Laura; Simmons, Akeesha; Vago, David R.; Finley, Susan; Dennis-Tiwary, Tracy
Titel	Changing Minds: A Pilot Feasibility Study of Mindfulness Training for At-Risk Adolescents
Quelle	In: National Youth Advocacy and Resilience Journal, 5 (2021) 1, S.3-26, Artikel 2 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2766-9300
Schlagwörter	Metacognition; Attention Control; Adolescents; High School Students; At Risk Students; Nontraditional Education; Reentry Students; Program Length; Program Effectiveness; Intervention; Classroom Techniques; Social Emotional Learning; Resilience (Psychology); Academic Achievement; Coping; Anxiety; Likert Scales; State Trait Anxiety Inventory + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Aufmerksamkeitstest; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Non-traditional education; Alternative Erziehung; Zweiter Bildungsweg; Klassenführung; Schulleistung; Bewältigung; Angst; Likert-Skala
Abstract	Youth at risk for negative health outcomes due to reduced access to social, mental health, and educational support systems are in particular need of resources promoting social-emotional resilience and positive educational outcomes. A growing body of research documents the positive benefits of mindfulness-based interventions (MBIs), but few studies have examined the impact of MBIs for at-risk adolescents, particularly in school settings where barriers to access can be minimized. This pilot feasibility study examined the effects of a nine-week school-based MBI, augmented by cross-course curricular material, in a group of high school students attending a transfer school, designed to re-engage students who have dropped out or fallen behind in credits (N = 63). Pre- and post- MBI, students completed self-report measures of attention control, trait anxiety, coping, and emotion regulation, and attendance and academic achievement records were obtained from the school. Findings showed that the MBI promoted social-emotional resilience over the course of the semester. Moreover, students who took part in the science curriculum component of the program showed a trend for improved academic performance. Findings are discussed in terms of the potential for school-based MBIs to promote positive outcomes in at-risk youth. (As Provided).
Anmerkungen	College of Education at Georgia Southern University. Digital Commons Office, Zach S. Henderson Library, Georgia Southern University, Statesboro, GA 30458. e-mail: nyarjournal@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/nyar/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01