Effects of School-Based Mindfulness Training on Emotion Processing and Well-Being in Adolescents: Evidence from Event-Related Potentials

Autor/inn/en	Sanger, Kevanne Louise; Thierry, Guillaume; Dorjee, Dusana
Titel	Effects of School-Based Mindfulness Training on Emotion Processing and Well-Being in Adolescents: Evidence from Event-Related Potentials
Quelle	In: Developmental Science, 21 (2018) 5, (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-7687
DOI	10.1111/desc.12646
Schlagwörter	Metacognition; Teaching Methods; Well Being; Secondary School Students; Brain Hemisphere Functions; Diagnostic Tests; Cognitive Processes; Emotional Response; Task Analysis; Human Body; Control Groups; Experimental Groups; Mental Health; Health Services; Habituation; Outcomes of Treatment; Depression (Psychology); Interpersonal Competence; Social Cognition; Secondary School Teachers + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching method; Lehrmethode; Unterrichtsmethode; Well-being; Wellness; Wohlbefinden; Sekundarschüler; Diagnostic test; Diagnostischer Test; Cognitive process; Kognitiver Prozess; Emotionales Verhalten; Aufgabenanalyse; Menschlicher Körper; Psychohygiene; Health service; Gesundheitsdienst; Gesundheitswesen; Interpersonale Kompetenz; Soziale Kognition
Abstract	In a non-randomized controlled study, we investigated the efficacy of a school-based mindfulness curriculum delivered by schoolteachers to older secondary school students (16-18 years). We measured changes in emotion processing indexed by P3b event-related potential (ERP) modulations in an affective oddball task using static human faces. ERPs were recorded to happy and sad face oddballs presented in a stimulus stream of frequent faces with neutral expression, before and after 8 weeks of mindfulness training. Whilst the mean amplitude of the P3b, an ERP component typically elicited by infrequent oddballs, decreased between testing sessions in the control group, it remained unchanged in the training group. Significant increases in self-reported well-being and fewer doctor visits for mental health support were also reported in the training group as compared to controls. The observed habituation to emotional stimuli in controls thus contrasted with maintained sensitivity in mindfulness-trained students. These results suggest that in-school mindfulness training for adolescents has scope for increasing awareness of socially relevant emotional stimuli, irrespective of valence, and thus may decrease vulnerability to depression. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01