The effects of mindfulness training on emotion regulation in Vietnamese pre-adolescents: A SenseMaker study

Abstract

This 3-arm randomised controlled study with training (TG), active (ACG) and passive (NIG) control groups examined the impact of an 18-week mindfulness curriculum delivered by schoolteachers on emotion regulation and well-being in Vietnamese pre-adolescents (7-11-year-olds). SenseMaker was employed as a new measure of mindfulness and emotion regulation, along with self-reports. The training was highly acceptable to pupils. No changes were detected in self-reports. In SenseMaker assessments, the TG showed increased awareness of emotions and decreased reactivity after the mindfulness training compared to ACG that received Social Emotional Learning training (no difference between TG and NIG was found). At 6-month follow-up, emotional non-reactivity and emotional expression increased in TG, but so did ignoring of emotions (possibly associated with letting go of emotions) together with decreased awareness of emotions compared to NIG. School-based mindfulness training may support emotion regulation via decreased emotional reactivity and increased emotional expression in Eastern cultural context.