A randomized controlled evaluation of a secondary school mindfulness program for early adolescents: Do we have the recipe right yet?

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

doi:10.1016/j.brat.2017.09.001

Cited by 75 publications

(120 citation statements)

References 20 publications

Supporting

Mentioning

106

Contrasting

Order By: Relevance

“…The review outcomes are presented under the following three categories, research method, mindfulness intervention and practice and experience. The number of quality appraisal indicators met by the seven quantitative studies ranged from 11 (Sibinga et al 2016) to 15 (Barnes et al 2004;Johnson et al 2017) on a total of 17 measures ( Table 1). The quality appraisal indicators met by the four mixed-method (quantitative focus) studies ranged from 12 (Viafora et al 2015) to 17 (Britton et al 2014) on a total of 1,2,3,4,5,6,8,9,10,11,12,13,14,16,17 Between group comparison: Only the mindfulness group showed significant decreases in (1) Eating Disorder examination (EDE-Q) Well-being: Warwick-Edinburgh Mental well-being (WEMWBS) Mindfulness: comprehensive inventory of mindfulness experiences -adolescents (CHIME-A)…”

Section: Resultsmentioning

confidence: 99%

“…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%

“…Differences in self-concept between preadolescent (grades 4-5) and early adolescent students (grades 6-7) may lead to differences in self-awareness (Schonert-Reichl and Lawlor 2010), a key element of mindfulness. Neurocognitive maturity may also influence the effects of MBIs across different age groups (Johnson et al 2017). Given the developmental significance of early adolescence and the proven effectiveness of school-based well-being programs for minimising mental health risk, it is important to closely examine school-based MBI studies targeted for early adolescents.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

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

2018

View full text Add to dashboard Cite

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.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Design and Methodsmentioning

confidence: 99%

Section: Design and Methodsmentioning

confidence: 99%

Section: Design and Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

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

2018

View full text Add to dashboard Cite

show abstract

Feasibility and acceptability of video‐based microinterventions for eating disorder prevention among adolescents in secondary schools

Kristoffersen

Johnson

Atkinson

2022

Intl J Eating Disorders

Self Cite

View full text Add to dashboard Cite

Objective Eating disorders (EDs) often emerge in late adolescence. Schools are ideal settings for prevention programs; however, cost and time limit implementation. Microinterventions may overcome these challenges. This study adapted two microinterventions (cognitive dissonance, self‐compassion) and assessed feasibility and acceptability among mid‐adolescents to provide proof‐of‐concept for further investigation. Method Feedback from staff (n = 5) and student (n = 15) focus groups contributed iteratively to the adaptation of intervention materials. Students in Grade 10 and 11 (N = 101, Mage = 15.80, SD = 0.68) were then randomly allocated by class to a 20‐min video‐based cognitive‐dissonance or self‐compassion intervention, accessed on their school devices. ED risk and protective factors were assessed at baseline, immediate postintervention (state outcomes), and 1‐week follow‐up (trait outcomes). Acceptability items were included at both timepoints. Results Implementation was deemed feasible. Girls generally reported greater acceptability than boys. Among girls, the self‐compassion intervention demonstrated greater acceptability. Among boys, some aspects of acceptability (e.g., lesson endorsement, utilization of techniques) were rated higher in the cognitive dissonance group whereas other aspects (e.g., understanding, interest) were greater in the self‐compassion group. All groups exhibited favorable changes in most state outcomes, however trait outcome change was varied. Discussion Microinterventions provide a feasible way of implementing prevention strategies in a time‐poor educational context. Future large‐scale evaluation is warranted to determine efficacy, following modifications based on current findings. Public Significance This study shows promising feasibility and acceptability of two brief, self‐guided video‐based lessons (microinterventions) for adolescents in school classrooms, that use psychological techniques to target appearance pressures as a key risk factor for eating disorders. Such interventions are easier to implement in school settings than longer, facilitator‐led interventions, to encourage greater uptake and ongoing use. Findings support further research to evaluate effectiveness, to ultimately provide accessible and gender‐inclusive tools for busy schools.

show abstract

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

View full text Add to dashboard Cite

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.

show abstract

A randomized controlled evaluation of a secondary school mindfulness program for early adolescents: Do we have the recipe right yet?

Abstract: ACTRN12615001052527.

Cited by 75 publications

References 20 publications

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

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

Feasibility and acceptability of video‐based microinterventions for eating disorder prevention among adolescents in secondary schools

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

Contact Info

Product

Resources

About