Effectiveness of a school-based mindfulness program for transdiagnostic prevention in young adolescents

Johnson, Catherine; Burke, Christine; Brinkman, Sally; Wade, Tracey D.

doi:10.1016/j.brat.2016.03.002

Cited by 136 publications

(167 citation statements)

References 62 publications

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“…usual curricular) and one study had a waitlist control group (Quach et al 2016). Three of these studies also examined the sustainability of the intervention effects, reporting 3-month follow-up (Johnson et al 2016;Sibinga et al 2013), and 6-and 12-month follow-up (Johnson et al 2017) effects. Of the remaining four non-randomised studies, two were pre-post design with a waitlist control group (Schonert-Reichl and Lawlor 2010; Viafora et al 2015) and two were pre-post without control group (Bernay et al 2016;Joyce et al 2010).…”

Section: Design and Methodsmentioning

confidence: 99%

“…Four of these papers (Barnes et al 2004;Britton et al 2014;Sibinga et al 2013Sibinga et al , 2016 employed an active control (e.g. health education class), two papers (Johnson et al 2016(Johnson et al , 2017 used a control group (e.g. usual curricular) and one study had a waitlist control group (Quach et al 2016).…”

Section: Design and Methodsmentioning

confidence: 99%

“…Information on comparison conditions in the quantitative papers with active control, control or waitlist control groups were reported in seven of the nine papers (Barnes et al 2004;Britton et al 2014;Johnson et al 2016Johnson et al , 2017Quach et al 2016;Schonert-Reichl and Lawlor 2010;Viafora et al 2015), including details on program format, structure, duration and facilitator. Attrition information was reported in seven of the studies (Barnes et al 2004;Britton et al 2014;Johnson et al 2016Johnson et al , 2017Quach et al 2016;Sibinga et al 2013Sibinga et al , 2016, and ethical considerations were documented in all the review papers except one (Arthurson 2015).…”

Section: Design and Methodsmentioning

confidence: 99%

“…All of the studies provided information on student's age. Two of the papers reported age range between 11 and 12 years (Arthurson 2015;Costello and Lawler 2014), one study reported age range between 11 and 13 years (Viafora et al 2015) and the remaining ten studies reported a mean age between 11 and 14 years, with a minimum mean age of 11.1 years (Schonert-Reichl and Lawlor 2010) and a maximum mean age of 13.63 years (Johnson et al 2016). Students attended either upper primary school, middle school or lower high schools.…”

Section: Mindfulness Interventionmentioning

confidence: 99%

“…Students attended either upper primary school, middle school or lower high schools. Of the 13 studies, two were conducted with private schools (Arthurson 2015;Britton et al 2014), six with public schools (Barnes et al 2004;Costello and Lawler 2014;Schonert-Reichl and Lawlor 2010;Sibinga et al 2013Sibinga et al , 2016Viafora et al 2015), two had students from both public and private schools (Johnson et al 2016(Johnson et al , 2017) and three did not provide this information (Bernay et al 2016;Joyce et al 2010;Quach et al 2016). 1,5,6,8,9,12,13,17,18,19,20,21 No significant interaction between time and group found for the AFQ-Y and SCS-C Only students in traditional classrooms reported increased mindfulness from preto post-intervention (p < .01) Students facing homelessness reported higher evaluations of the course and its generalisability for use in the future Quality indicators of mixed method (predominantly quantitative study): (1) aims and objectives, (2) random assignment of participants, (3) sufficient information about participants, (4) similarity between groups at the start of the intervention, (5) sufficient information about intervention, (6) information about comparison conditions, (7) fidelity of intervention, (8) balance between measures of intervention and performance, (9) reliability of outcome measures, (10) validity of outcome measures, (11) information about attrition, (12) ethical consideration, (13) Quality indicators of mixed-method (predominantly qualitative study): (1) aims and objectives, (2) alignment between research aims and design, (3) sufficient information about participants, (4) sufficient information about intervention, (5) appropriateness of recruitment strategies, (6) Alignment between research aims and data collection method, (7) relationship between researcher and participants, (8) rigorous of data analysis, (9) documentation of trustworthiness and credibility, (10) reflection about researchers' position/perspective, (11) ethical consideration, (12) …”

Section: Mindfulness Interventionmentioning

confidence: 99%

See 4 more Smart Citations

A Systematic Review of Mindfulness-Based School Interventions with Early Adolescents

2018

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Recent research on mindfulness-based interventions (MBIs) in schools have reported effect differences across age groups of students, with early adolescent students reporting the least effect. Existing reviews, however, include students across all age ranges and largely concern intervention effects and their contributors. The exclusion of qualitative data exploring students' experiences of learning and practising mindfulness omits valuable information that could be used to better inform implementation of MBIs. The lack of quality critique employed in the existing reviews necessitates a new review. A search carried out in nine electronic databases resulted in an initial selection of 1571 records, from which 13 papers emerged that met all inclusion criteria. The review found positive improvements reported in well-being measures in 11 of the 13 papers examined across both quantitative and qualitative data that provide support for mindfulness as a well-being school preventative program with this age group. A quality analysis critique of each paper demonstrated methodological strengths and limitations of existing MBI studies for early adolescent students, which inform ongoing conversations about whether and how MBIs meet the criteria of evidence-based practice (EBP) as an effective educational program. Findings are discussed for future research and education considerations are reviewed for educational professionals who aim to support early adolescents through the implementation of MBIs at school.

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Section: Design and Methodsmentioning

confidence: 99%

Section: Design and Methodsmentioning

confidence: 99%

Section: Design and Methodsmentioning

confidence: 99%

Section: Mindfulness Interventionmentioning

confidence: 99%

Section: Mindfulness Interventionmentioning

confidence: 99%

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A Systematic Review of Mindfulness-Based School Interventions with Early Adolescents

2018

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Mindfulness and eating disorder psychopathology: A meta‐analysis

Sala

Ram

Vanzhula

et al. 2020

Intl J Eating Disorders

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Objective: Mindfulness is implicated in eating disorder (ED) psychopathology. However, this literature has not been synthesized to date. The current meta-analysis examined the associations between mindfulness and ED psychopathology.Methods: A total of 74 independent samples (effects = 576) were included. We used a multilevel random-effects model to estimate summary study-level effect sizes, and multilevel mixed-effects models to examine moderator effects.Results: Mindfulness was negatively associated with ED psychopathology (r = −.25, p < .001), both concurrently (r = −.25, p < .001) and prospectively (rs = −.22 to −.24, ps < .001). Associations were strongest for binge eating, emotional/external eating, and body dissatisfaction as well as the acting with awareness and nonjudging facets.Discussion: Mindfulness may be an important process in ED psychopathology.Future research should prospectively and experimentally examine the relation between mindfulness and ED psychopathology. ResumenObjetivo: La atención plena (mindfulness) está implicada en la psicopatología de los trastornos de la conducta alimentaria (TCA). Sin embargo, esta literatura no ha sido sintetizada a la fecha. El presente meta-análisis examinó las asociaciones entre la atención plena y la psicopatología de los TCA.Métodos: Se incluyeron un total de 74 muestras independientes (efectos = 576). Utilizamos un modelo de efectos aleatorios multinivel para estimar la síntesis de los tamaños de efecto por nivel de estudio, y los modelos de efecto mixto multinivel para examinar los efectos moderadores.Resultados: La atención plena fue asociada negativamente con la psicopatología de TCA (r = −.25, p < .001), tanto concurrentemente (r = −.25, p < .001) como prospectivamente (rs = −.22-−.24, ps < .001). Las asociaciones fueron más fuertes para trastorno por atracón, alimentación emocional/externa, e insatisfacción corporal, así como también el actuar con conciencia y sin juzgar las facetas.Discusión: La atención plena (mindfulness) puede ser un proceso importante en la psicopatología de los TCA. K E Y W O R D Sanorexia nervosa, binge-eating disorder, bulimia nervosa, eating disorders, mindfulness

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Task shifting eating disorders prevention: A pilot study of selective interventions adapted for teacher‐led universal delivery in secondary schools

Atkinson,

Parnell,

Diedrichs

2023

Intl J Eating Disorders

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ObjectiveIncreasing effectiveness and sustainability of universal school‐based eating disorder prevention is needed. This study adapted two existing selective prevention programmes for universal delivery, investigating feasibility, acceptability, and preliminary effects when delivered by trained teachers to classes of mixed‐gender adolescents.MethodA three‐arm controlled pilot study with Year 9 students (N = 288; Mage = 13.61 SDage = .50). Three schools in south Wales and south‐west England were allocated to mindfulness‐based intervention (MBI), dissonance‐based intervention (DBI), or classes‐as‐usual (CAU) control. Self‐reported eating disorder risk factors were collected at baseline, 6‐week post‐intervention, and 2‐month follow‐up. Focus groups were conducted post‐intervention.ResultsDelivery and evaluation were feasible, allowing for flexibility in scheduling, with good retention. Student and teacher ratings indicated moderate acceptability of both interventions, with recommendations for refinement. Mixed model analyses, controlling for baseline, showed significant effects of condition across post‐intervention and follow‐up for body esteem (DBI > CAU; Cohen's d = .34) and positive affect (MBI > CAU, d = .58). For girls only, both MBI and DBI improved body satisfaction and internalization, and the MBI additionally resulted in improved weight and shape concerns, negative affect, and life disengagement (d's = .39–1.12), across post‐intervention and follow‐up.DiscussionSelective eating disorder prevention programmes based on cognitive dissonance and mindfulness can be delivered universally in schools, by teachers, allowing for appropriate flexibility necessary for real world implementation. Moderate acceptability indicates areas for improving content and delivery; positive effects on key outcomes are encouraging. These findings provide support for further robust evaluation.Public SignificanceExisting universal eating disorder prevention is limited by small effects and reliance on highly trained facilitators. This study is the first to adapt mindfulness‐ and dissonance‐based interventions for delivery by teachers, to adolescents of all genders in a classroom setting. Delivery was largely feasible and acceptable, and both interventions showed significant effects across key risk factors for eating disorders, with larger effect sizes than found previously. This underpins further robust evaluation.

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Effectiveness of a school-based mindfulness program for transdiagnostic prevention in young adolescents

Cited by 136 publications

References 62 publications

A Systematic Review of Mindfulness-Based School Interventions with Early Adolescents

A Systematic Review of Mindfulness-Based School Interventions with Early Adolescents

Mindfulness and eating disorder psychopathology: A meta‐analysis

Task shifting eating disorders prevention: A pilot study of selective interventions adapted for teacher‐led universal delivery in secondary schools

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