P04.28. Implementing a mind-body medicine relaxation training program in an urban high school: changes in health behaviors, perceived stress, and anxiety

Wilson, H. Kent; Scult, Matthew A.; Wilcher, Marilyn; Chudnofsky, Rana; Malloy, Laura; Fricchione, Gregory L.; Benson, Herbert; Denninger, John W.

doi:10.1186/1472-6882-12-s1-p298

Cited by 3 publications

(1 citation statement)

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“…A high school transcendental meditation program resulted in significant decreases in perceived stress, and in the mood states of anger, anxiety, and depression compared with students in a silent reading control group (Bleasdale et al, 2019). State anxiety, stress management, and classroom productivity were all improved following a high school program using diaphragmatic breathing, yoga, imagery, cognitive restructuring, and positive psychology (Wilson et al, 2015). Mindfulness‐based stress reduction (MBSR) programs have also been shown to reduce anxiety.…”

Section: Introductionmentioning

confidence: 99%

A mind‐body medicine curriculum for student peer counselors following a school shooting: A qualitative study

Staples

Zapata

Fredrickson³

et al. 2023

Psychology in the Schools

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This qualitative study investigated high school student peer counselors' experience of a mind-body medicine curriculum incorporated into a peer counseling program following a school shooting. A series of focus groups were held with peer counselors in 10th-12th grade (n = 24, mean age = 16.5 [SD = 1.0]; 71% female) participating in the mind-body medicine curriculum. Data analysis was conducted using a thematic analysis. Peer counselors reported that the mindbody medicine curriculum decreased their stress and helped them regulate their emotions. Other interview themes included feeling closer to other students, improved relationships with their parents, increased resilience and self-confidence, working harder for their goals, not stressing over small things, and choosing supportive friends. The themes related to their peer counseling work were that the mind-body skills would help them be less reactive and more patient with other students and that the skills would also be helpful for these other students. This study has important implications for practitioners in the schools because the mind-body medicine curriculum can effectively

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Section: Introductionmentioning

confidence: 99%