Journal
BEHAVIOUR RESEARCH AND THERAPY
Volume 99, Issue -, Pages 37-46Publisher
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.brat.2017.09.001
Keywords
Mindfulness; Adolescence; Schools; Transdiagnostic; Prevention
Categories
Funding
- Flinders University Australian Postgraduate Award
- Fraser Mustard Centre
- Telethon Kids Institute
- Department of Education and Child Development
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Objective: Mindfulness is being promoted in schools as a prevention program despite a current small evidence base. The aim of this research was to conduct a rigorous evaluation of the .b (Dot be) mindfulness curriculum, with or without parental involvement, compared to a control condition. Method: In a randomized controlled design, students (M-age 13.44, SD 0.33; 45.4% female) across a broad range of socioeconomic indicators received the nine lesson curriculum delivered by an external facilitator with (N = 191) or without (N = 186) parental involvement, or were allocated to a usual curriculum control group (N = 178). Self-report outcome measures were anxiety, depression, weight/shape concerns, wellbeing and mindfulness. Results: There were no differences in outcomes between any of the three groups at post-intervention, six or twelve month follow-up. Between-group effect sizes (Cohen's d) across the variables ranged from 0.002 to 0.37. A wide range of moderators were examined but none impacted outcome. Conclusions: Further research is required to identify the optimal age, content and length of mindfulness programs for adolescents in universal prevention settings. Trial registration: ACTRN12615001052527. (C) 2017 Elsevier Ltd. All rights reserved.
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