EFFECTS OF A MINDFULNESS INTERVENTION IN CHILEAN HIGH SCHOOLERS
Mindfulness y promoción de la salud mental en adolescentes: efectos preliminares de una intervención en el contexto educativo
Author
Langer, Álvaro I; Escuela de Psicología, Facultad de Medicina, Universidad Austral de Chile, Valdivia, Chile.
Schmidt, Carlos; Escuela de Psicología, Facultad de Medicina, Universidad Austral de Chile, Valdivia, Chile.
Aguilar-Parra, José; Departamento de Psicología.
Área de Psicología Evolutiva y de la Educación
Universidad de Almería
España
Cid, Cristian
Magni, Antonella
Abstract
Background: Mindfulness has been conceptualized as paying attention to present moment experience in a non-judgmental manner, and the practice of developing that skill . Aim: To determine the impact of a mindfulness-based intervention on negative emotional states of anxiety, stress, and depression in Chilean high schoolers. Material and methods: Eighty-eight teenagers aged 13 ± 0.6 years (46 females) were randomly assigned to a mindfulness group or a control (41 and 47, respectively). The mindfulness intervention consisted in eight weekly 45-minute sessions. A depression, anxiety, and stress scale (DASS-21) was applied at baseline, after the intervention, and at three and six-month follow-up. Results: There was a significant reduction in anxiety, depression, and general symptomatology in the experimental group compared to the control group. However, these changes were not sustained at follow-up. Conclusions: These results suggest the feasibility and effectiveness of a mindfulness intervention in Chilean schools as a strategy to reduce negative emotional states and prevent risk factors in adolescent population groups. Background: Mindfulness has been conceptualized as paying attention to present moment experience in a non-judgmental manner, and the practice of developing that skill . Aim: To determine the impact of a mindfulness-based intervention on negative emotional states of anxiety, stress, and depression in Chilean high schoolers. Material and methods: Eighty-eight teenagers aged 13 ± 0.6 years (46 females) were randomly assigned to a mindfulness group or a control (41 and 47, respectively). The mindfulness intervention consisted in eight weekly 45-minute sessions. A depression, anxiety, and stress scale (DASS-21) was applied at baseline, after the intervention, and at three and six-month follow-up. Results: There was a significant reduction in anxiety, depression, and general symptomatology in the experimental group compared to the control group. However, these changes were not sustained at follow-up. Conclusions: These results suggest the feasibility and effectiveness of a mindfulness intervention in Chilean schools as a strategy to reduce negative emotional states and prevent risk factors in adolescent population groups.