On being aware and accepting: A one‐year longitudinal study into adolescent well‐being

Ciarrochi, Joseph; Kashdan, Todd B.; Leeson, Peter; Heaven, Patrick C. L.; Jordan, Carlie

doi:10.1016/j.adolescence.2010.09.003

Cited by 105 publications

(68 citation statements)

References 48 publications

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“…Similarly, mindfulness was positively associated with overall quality of life and negatively associated with internalizing and externalizing problem behaviors in a sample of 5 th through 10 th grade students (Greco, Baer, & Smith, 2011). In a sample of Australian tenth graders from diverse socioeconomic backgrounds, awareness and acceptance, two key components of mindfulness, were associated with lower reported levels of fear, hostility, and sadness, and positively associated with positive affect (Ciarroci, Kashdan, Leeson, Heaven, & Jordan, 2010). The results of these correlational analyses indicated strong support for the positive associations between mindfulness and dimensions of emotional well-being among adolescents.…”

Section: Introductionmentioning

confidence: 99%

Mindfulness and Self-Compassion: Exploring Pathways to Adolescent Emotional Well-Being

2013

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Adolescents today are confronted with the compounded stressors of life in our high-pressured society and the cognitive, physiological, and emotional changes characteristic of this stage of development. To explore ways to promote well-being in this population, mindfulness, defined as paying attention in the moment in an intentional and purposeful way, was examined in terms of its associations with aspects of emotional well being. It has been reported to have positive effects on emotional well-being in adults, and shows promise for similar results in research with youth. Moreover, the mechanisms through which being mindful may influence positive outcomes have only recently been explored, and have not been investigated with adolescents. Self-compassion, defined by the three components of self-kindness, sensing oneself as part of a common humanity, and maintaining perspective in challenging circumstances, was examined as a potential mediator of the relationship of mindfulness to various outcome measures. Measures assessing mindfulness, self-compassion, and aspects of emotional well-being comprised an online survey that was administered to 67 adolescents in an urban high school. Path analysis was utilized to explore relationships among the variables. An alternate model with self-compassion as the predictor and mindfulness as the mediator was also investigated. Results suggested that both mindfulness and self-compassion functioned as mediators in the pathway to emotional well-being. A theorized model is presented which depicts a reciprocal relationship between mindfulness and self-compassion and describes an iterative process that takes place between these two constructs, promoting emotional well-being. Implications for research and practice include conducting longitudinal studies, which assess constructs at three time points to definitively establish mediation, and developing a self-compassion program tailored for adolescents to facilitate improvements in emotional well-being.

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Section: Introductionmentioning

confidence: 99%

Mindfulness and Self-Compassion: Exploring Pathways to Adolescent Emotional Well-Being

2013

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“…Child and Adolescent Mindfulness Measure (CAMM-20) [53] . The CAMM-20 is a 20-item self-report questionnaire that focuses on internal and external awareness as well as mindfulness [53].…”

Section: Methodsmentioning

confidence: 99%

“…The CAMM-20 is a 20-item self-report questionnaire that focuses on internal and external awareness as well as mindfulness [53]. Exploratory factor analysis found support for a CAMM-20 two-factor model of ‘Observing’, noticing and attending to stimuli including internal and external phenomena, and ‘Acting with Awareness (AWA)’ including items that involve absolute focus and engagement with activity in the present moment [53]. The internal consistency of both scales was in the moderate range [53].…”

Section: Methodsmentioning

confidence: 99%

Acceptance and Commitment Therapy for anxious children and adolescents: study protocol for a randomized controlled trial

Swain

Hancock

Dixon

et al. 2013

Trials

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BackgroundAnxiety disorders affect approximately 10% to 20% of young people, can be enduring if left untreated, and have been associated with psychopathology in later life. Despite this, there is a paucity of empirical research to assist clinicians in determining appropriate treatment options. We describe a protocol for a randomized controlled trial in which we will examine the effectiveness of a group-based Acceptance and Commitment Therapy program for children and adolescents with a primary diagnosis of anxiety disorder. For the adolescent participants we will also evaluate the elements of the intervention that act as mechanisms for change.Methods/designWe will recruit 150 young people (90 children and 60 adolescents) diagnosed with an anxiety disorder and their parent or caregiver. After completion of baseline assessment, participants will be randomized to one of three conditions (Acceptance and Commitment Therapy, Cognitive Behavior Therapy or waitlist control). Those in the Acceptance and Commitment Therapy and Cognitive Behavior Therapy groups will receive 10 × 1.5 hour weekly group-therapy sessions using a manualized treatment program, in accordance with the relevant therapy, to be delivered by psychologists. Controls will receive the Cognitive Behavior Therapy program after 10 weeks waitlisted. Repeated measures will be taken immediately post-therapy and at three months after therapy cessation.DiscussionTo the best of our knowledge, this study will be the largest trial of Acceptance and Commitment Therapy in the treatment of children and young people to date. It will provide comprehensive data on the use of Acceptance and Commitment Therapy for anxiety disorders and will offer evidence for mechanisms involved in the process of change. Furthermore, additional data will be obtained for the use of Cognitive Behavior Therapy in this population and this research will illustrate the comparative effectiveness of these two interventions, which are currently implemented widely in contemporary clinical practice. Anticipated difficulties for the trial are the recruitment and retention of participants, particularly adolescents. To avert these concerns and maximize recruitment, several strategies will be adopted to optimize referral rates as well as reduce participant drop-outs.Trial registrationThis trial is registered with the Australian and New Zealand Clinical Trials Registry, registration number: ACTRN12611001280998

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“…Only a few other studies have examined the AFQ-Y or EArelated constructs in relation to psychopathology in youth and all of them have been with adolescents. For example, in nonclinical samples, both sadness and fear in adolescents has been found to be related to their EA (Ciarrochi et al 2011) and their cognitive avoidance (Dickson et al 2012). In a sample of inpatient adolescents, Venta et al (2012) found EA was related to both depressive and anxiety symptoms and disorders.…”

mentioning

confidence: 95%

Experiential Avoidance and Anxiety Sensitivity: Independent and Specific Associations with Children’s Depression, Anxiety, and Social Anxiety Symptoms

Epkins

2015

J Psychopathol Behav Assess

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Experiential avoidance (EA) is a key component in acceptance and commitment therapy (ACT) theory and research. EA is associated with a wide range of psychopathology in adults including anxiety, in particular social anxiety, and depression, yet little research exists on EA in youth. Anxiety sensitivity (AS), like EA, has been viewed as a form of distress tolerance or emotion regulation. In a sample of 124 children (age 10 to 12), this study examined the independent and specific relations of EA and AS to children's depression, anxiety, and social anxiety symptoms, both before and after controlling for comorbid symptoms. EA and AS had independent associations with each of children's depression, anxiety, and social anxiety; and EA had significantly stronger relations than AS with each of children's social anxiety and anxiety. After controlling for depression, only EA (and not AS) was uniquely related to both children's anxiety and social anxiety. After controlling for anxiety and social anxiety, only AS (and not EA) was uniquely related to depression. After controlling for depression and social anxiety, neither EA nor AS was significantly related to anxiety. In contrast, after controlling for depression and anxiety, EA (and not AS) showed a significant and unique relation to children's social anxiety. These findings indicate: 1) there are distinctions between EA and AS; 2) EA and AS are overlapping yet independent correlates for each of depression, anxiety and social and anxiety; and 3) EA and AS show some differential relations with children's depression, anxiety, and social anxiety when comorbid symptoms are considered. Theoretical and treatment implications are highlighted.

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On being aware and accepting: A one‐year longitudinal study into adolescent well‐being

Cited by 105 publications

References 48 publications

Mindfulness and Self-Compassion: Exploring Pathways to Adolescent Emotional Well-Being

Mindfulness and Self-Compassion: Exploring Pathways to Adolescent Emotional Well-Being

Acceptance and Commitment Therapy for anxious children and adolescents: study protocol for a randomized controlled trial

Experiential Avoidance and Anxiety Sensitivity: Independent and Specific Associations with Children’s Depression, Anxiety, and Social Anxiety Symptoms

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