Objectives

The purpose of this study was to assess the effectiveness of a manualized mindfulness-based program for adolescents, Learning to Breathe (L2B), on indicators of adolescent social-emotional well-being, mental health, substance use, and executive function.

Methods

Participants included 251 high school students attending an urban school district who were randomly assigned to required health education classes that offered L2B or the business-as-usual health curriculum.

Results

No direct effects on self-report measures were found. Students exposed to L2B demonstrated significant improvements on executive functioning measures related to susceptibility to cognitive interference and working memory. Subsequent tests of moderation revealed beneficial program effects within the treatment group were dependent on rates of practice, and those that used L2B strategies regularly showed small-to-moderate improvements on indices of emotional awareness, emotional clarity, impulse control, social connectedness, mind-wandering, substance use, perceived stress, and self-compassion relative to controls.

Conclusions

This study provides mixed support regarding the potential effectiveness of a universal mindfulness program for high school students. The absence of direct effects on self-report measures implies that simply exposing adolescents to a mindfulness curriculum within the context of typical instruction, in the absence of supports for implementation, is unlikely to impact youth socio-emotional well-being or behavior. However, changes in EF favoring the intervention group suggest that possible benefits on tasks related to susceptibility, cognitive interference, and selective attention are possible. Tests of moderation revealed dosage effects, and students who adopt mindfulness practices can indeed benefit on multiple fronts.

中文翻译：

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教师提供的正念课程对青少年社交和执行功能的有效性

目标

这项研究的目的是评估青少年基于手动正念的计划，学习呼吸（L2B）的有效性，该计划的依据是青少年的社交情绪，心理健康，药物使用和执行功能的指标。

方法

参与者包括251名在城市学区就读的高中学生，他们被随机分配到提供L2B或照常营业的健康课程的必修健康教育课程。

结果

没有发现对自我报告措施的直接影响。接触L2B的学生表现出与认知干扰和工作记忆易感性相关的执行功能指标的显着改善。随后的节制测试显示，治疗组中有益的程序效果取决于练习率，而那些使用L2B策略的测试则定期显示出在情绪意识，情绪清晰度，冲动控制，社交联系，思维能力等指标上从中到中的改善。游荡，滥用药物，感觉到的压力和与同伴相比的同情心。

结论

这项研究为全民正念计划对高中生的潜在效力提供了混合支持。缺乏对自我报告措施的直接影响意味着，在没有实施支持的情况下，仅在典型指导背景下将青少年暴露于正念课程中，就不可能影响青少年的社会情感幸福感或行为。然而，有利于干预组的EF改变表明，与易感性，认知干扰和选择性注意有关的任务可能会受益。适度测试显示了剂量效应，采用正念练习的学生确实可以在多个方面受益。