Catherine Johnson1, Christine Burke2, Sally Brinkman3, Tracey Wade4. 1. School of Psychology, Flinders University, Bedford Park, South Australia, Australia. Electronic address: catherine.johnson@flinders.edu.au. 2. Institute of Positive Psychology and Education, Australian Catholic University, Strathfield, New South Wales, Australia. 3. Telethon Kids Institute, University of Western Australia, Perth, Western Australia, Australia; School of Population Health, University of Adelaide, Adelaide, South Australia, Australia. 4. School of Psychology, Flinders University, Bedford Park, South Australia, Australia.
Abstract
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 (Mage 13.44, SD 0.33; 45.4% female) across a broad range of socioeconomic indicators received thenine 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.
RCT Entities:
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 (Mage 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.
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