Assessing fidelity of core components in a mindfulness and yoga intervention for urban youth: Applying the CORE Process

Gould, Laura Feagans; Mendelson, Tamar; Dariotis, Jacinda K.; Ancona, Matthew; Smith, Ali; Gonzalez, Andres A.; Smith, Atman A.; Greenberg, Mark T.

doi:10.1002/yd.20097

Cited by 28 publications

(19 citation statements)

References 15 publications

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“…37 In this paper, we focus specifically on youth perceptions of the relationship among mindful yoga skills learned, emotional regulation mechanisms, and skills application in stressful contexts.…”

Section: Resultsmentioning

confidence: 99%

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“The Program Affects Me ’Cause it Gives Away Stress”: Urban Students’ Qualitative Perspectives on Stress and a School-Based Mindful Yoga Intervention

Dariotis¹,

Cluxton-Keller²,

Mirabal-Beltran³

et al. 2016

EXPLORE

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School-based mindfulness and yoga studies generally measure stress-related outcomes using quantitative measures. This study answers the following research questions: how do youth define stress and in what ways, if any, was a mindful yoga intervention helpful to youth during experiences of stress. To explore youths’ own perspectives on stress, stressors in youths’ lives, and perceived changes in responses to stress post-intervention, we conducted focus group discussions with 22 middle school students from low-income urban communities following a 16-week mindful yoga intervention. Using thematic analysis, three themes emerged: (1) youth conflated stress with negative emotions; (2) peer and family conflicts were common stressors; and (3) youth reported improved impulse control and emotional regulation following the intervention. Study findings have implications for refining intervention content (e.g., discussions of stress), as well as informing the selection and development of quantitative measures for future research on stress and stress responses in urban youth.

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Section: Resultsmentioning

confidence: 99%

“…37 During focus group discussions, youth described real-life stressful situations when they applied these skills to control negative emotions (e.g., annoyance, anger) and better manage their stress. These contexts were predominantly interpersonal.…”

Section: Resultsmentioning

confidence: 99%

“The Program Affects Me ’Cause it Gives Away Stress”: Urban Students’ Qualitative Perspectives on Stress and a School-Based Mindful Yoga Intervention

Dariotis¹,

Cluxton-Keller²,

Mirabal-Beltran³

et al. 2016

EXPLORE

Self Cite

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show abstract

“…For example, implementation of MT will require engagement with school leadership teams, teachers and pupils, as identified; for example, in research in disadvantaged urban schools in the US [77, 87]. …”

Section: Methodsmentioning

confidence: 99%

The effectiveness and cost-effectiveness of a mindfulness training programme in schools compared with normal school provision (MYRIAD): study protocol for a randomised controlled trial

Kuyken

Nuthall

Byford

et al. 2017

Trials

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BackgroundMindfulness-based approaches for adults are effective at enhancing mental health, but few controlled trials have evaluated their effectiveness or cost-effectiveness for young people. The primary aim of this trial is to evaluate the effectiveness and cost-effectiveness of a mindfulness training (MT) programme to enhance mental health, wellbeing and social-emotional behavioural functioning in adolescence.Methods/designTo address this aim, the design will be a superiority, cluster randomised controlled, parallel-group trial in which schools offering social and emotional provision in line with good practice (Formby et al., Personal, Social, Health and Economic (PSHE) Education: A mapping study of the prevalent models of delivery and their effectiveness, 2010; OFSTED, Not Yet Good Enough: Personal, Social, Health and Economic Education in schools, 2013) will be randomised to either continue this provision (control) or include MT in this provision (intervention). The study will recruit and randomise 76 schools (clusters) and 5700 school students aged 12 to 14 years, followed up for 2 years.DiscussionThe study will contribute to establishing if MT is an effective and cost-effective approach to promoting mental health in adolescence.Trials registrationInternational Standard Randomised Controlled Trials, identifier: ISRCTN86619085. Registered on 3 June 2016.Electronic supplementary materialThe online version of this article (doi:10.1186/s13063-017-1917-4) contains supplementary material, which is available to authorized users.

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“…Fidelity of implementation of the intervention was measured via four classroom observations across the academic year using two observers and a standardized form created by the authors based on previous work related to yoga in schools (Gould et al, ). The form has 10 items describing general activities considered essential to every class (e.g., arrival routine has been established, the day's theme is made explicit, and so on), which are marked by the observer as yes/no (occurring, or not occurring).…”

Section: Methodsmentioning

confidence: 99%

Yoga Improves Academic Performance in Urban High School Students Compared to Physical Education: A Randomized Controlled Trial

Hagins

Rundle²

2016

Mind Brain and Education

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Yoga programs within schools have become more widespread but research regarding the potential effect on academic achievement remains limited. This study cluster-randomized 112 students within a single New York City public high school to participate in either school-based yoga or physical education (PE) for an entire academic year. The primary outcome was mean annual grade point average (GPA). Psychosocial variables (self-regulation, executive function, well-being, and mindfulness) were examined as mediators. The study's primary hypothesis that yoga would improve academic performance was not supported by intent to treat analysis; however, a significant interaction was observed between class assignment and class participation. Among students with higher participation, those assigned to yoga classes had a significantly higher GPA. For example, at 49 classes of participation for both groups, students assigned to yoga classes had an estimated 2.70 higher mean GPA (effect size = 0.31) than students assigned to PE.

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Assessing fidelity of core components in a mindfulness and yoga intervention for urban youth: Applying the CORE Process

Cited by 28 publications

References 15 publications

“The Program Affects Me ’Cause it Gives Away Stress”: Urban Students’ Qualitative Perspectives on Stress and a School-Based Mindful Yoga Intervention

“The Program Affects Me ’Cause it Gives Away Stress”: Urban Students’ Qualitative Perspectives on Stress and a School-Based Mindful Yoga Intervention

The effectiveness and cost-effectiveness of a mindfulness training programme in schools compared with normal school provision (MYRIAD): study protocol for a randomised controlled trial

Yoga Improves Academic Performance in Urban High School Students Compared to Physical Education: A Randomized Controlled Trial

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