Healthy learning mind – Effectiveness of a mindfulness program on mental health compared to a relaxation program and teaching as usual in schools: A cluster-randomised controlled trial
| العنوان: | Healthy learning mind – Effectiveness of a mindfulness program on mental health compared to a relaxation program and teaching as usual in schools: A cluster-randomised controlled trial |
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| المؤلفون: | Volanen, Salla-Maarit, Lassander, Maarit, Hankonen, Nelli, Santalahti, Päivi, Hintsanen, Mirka, Simonsen, Nina, Raevuori, Anu H., Mullola, Sari, Vahlberg, Tero Juhani, But, Anna, Suominen, Sakari |
| المصدر: | Journal of Affective Disorders. 260:660-669 |
| مصطلحات موضوعية: | Mental health promotion, Mindfulness, Randomized controlled trial, School-based intervention, Individual and Society VIDSOC, Individ och samhälle VIDSOC |
| الوصف: | Background: Mindfulness-Based Interventions (MBIs) have shown promising effects on mental health among children and adolescents, but high-quality studies examining the topic are lacking. The present study assessed the effects of MBI on mental health in school-setting in an extensive randomised controlled trial. Methods: Finnish school children and adolescents (N = 3519), aged 12–15 years (6th to 8th graders), from 56 schools were randomized into a 9 week MBI group, and control groups with a relaxation program or teaching as usual. The primary outcomes were resilience, socio-emotional functioning, and depressive symptoms at baseline, at completion of the programs at 9 weeks (T9), and at follow-up at 26 weeks (T26). Results: Overall, mindfulness did not show more beneficial effects on the primary outcomes compared to the controls except for resilience for which a positive intervention effect was found at T9 in all participants (β=1.18, SE 0.57, p = 0.04) as compared to the relaxation group. In addition, in gender and grade related analyses, MBI lowered depressive symptoms in girls at T26 (β=−0.49, SE 0.21, p = 0.02) and improved socio-emotional functioning at T9 (β=−1.37, SE 0.69, p = 0.049) and at T26 (β=−1.71, SE 0.73, p = 0.02) among 7th graders as compared to relaxation. Limitations: The inactive control group was smaller than the intervention and active control groups, reducing statistical power. Conclusions: A short 9-week MBI in school-setting provides slight benefits over a relaxation program and teaching as usual. Future research should investigate whether embedding regular mindfulness-based practice in curriculums could intensify the effects. |
| وصف الملف: | electronic |
| الوصول الحر: | https://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-17756Test https://doi.org/10.1016/j.jad.2019.08.087Test https://his.diva-portal.org/smash/get/diva2:1357716/FULLTEXT01.pdfTest |
| قاعدة البيانات: | SwePub |
| تدمد: | 01650327 15732517 |
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| DOI: | 10.1016/j.jad.2019.08.087 |