Schools are increasingly being identified as ideal settings for early intervention for anxiety and other mental health challenges; however, questions remain about whether individuals who require the most assistance will receive it in more universally applied intervention programs. This study compared targeted and universal delivery approaches of a social and emotional learning intervention for anxiety, using a mixed-methods approach. 66 upper primary aged children (50.9% male) completed a brief mindfulness-based group program, with 46 students in the universal group. The remaining participants (n = 20) were part of the targeted group, selected because they were deemed ‘at risk’ of social and emotional maladjustment. Significant improvements in mean anxiety scores were found for the targeted group and a subset of the universal group, who reported elevated anxiety pre-program, but not for the universal group as a whole. Thematic analysis of semistructured interviews indicated positive experiences from both methods of delivery. These results indicate that a universal delivery is appropriate for social and emotional learning programs, providing opportunities for the greatest number of students, while also supporting those students who were experiencing more significant levels of anxiety.

中文翻译：

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比较基于正念的儿童焦虑计划的普遍和有针对性的交付

学校越来越被认为是早期干预焦虑和其他心理健康挑战的理想场所；然而，对于最需要帮助的个人是否会在更普遍应用的干预计划中得到帮助，仍然存在疑问。本研究使用混合方法比较了针对焦虑的社交和情绪学习干预的有针对性和普遍交付方法。66 名高年级儿童（50.9% 为男性）完成了一个简短的正念小组课程，其中 46 名学生属于通用小组。其余参与者（n= 20) 是目标群体的一部分，之所以选择他们是因为他们被认为有社交和情绪失调的“风险”。发现目标组和通用组的一个子集的平均焦虑评分有显着改善，他们报告了预编程升高的焦虑，但对于整个通用组则没有。对半结构化访谈的主题分析表明，两种交付方式都取得了积极的经验。这些结果表明，普遍交付适用于社交和情感学习计划，为最多的学生提供机会，同时也支持那些焦虑程度更高的学生。