SCHOOL-BASED MINDFULNESS AND YOGA WITH YOUNG ADOLESCENTS AS AN ENHANCED HEALTH AND PHYSICAL EDUCATION CURRICULUM
Chancey, Leigh Patterson
Little is known about the effects of mindfulness-based intervention and yoga implemented with adolescents in school settings, especially regarding evaluation of specific outcomes compared to alternate Health and PE curriculums. The current study describes the effects of a mindfulness and yoga enhanced Health and PE curriculum compared to an active control Health and PE curriculum on stress, mechanisms of mindfulness, emotional self-regulation, and other psychological outcomes. Participants (N=80) were recruited from five, ninth grade classes in a rural, public high school. A mindfulness intervention was implemented with whole classrooms (N = 49) twice per week for 30 minutes, after delivery of a 30-minute yoga session, over six weeks during Health and PE class. The classes in the active control condition (N = 31) participated in a Stress Management and Coping Skills program (SM&C) delivered in the same format. Data was collected regarding feasibility, acceptability according to teachers, administration, and students, as well as efficacy of the programs at initial, end of treatment and follow up time points. There were not significant differences between treatment and active control groups in student reported stress, overall difficulties in emotional regulation, symptoms of depression, or disruptive behavior between groups at posttest or follow up. Participation in the SM&C program predicted significantly lower posttest SCARED GAD scores compared to the L2B condition. Participation in the L2B condition buffered decreases in academic efficacy scores on the PALS Academic Efficacy subtest at follow up compared to the active control condition. Participants in the mindfulness intervention did not show significant changes in stress, emotional regulation, or the development of mechanisms of mindfulness compared to the active control condition. This study highlights that mindfulness programs can be challenging to implement with adolescents in large groups in school settings and that considerable planning is needed to minimize disruption and facilitate effective delivery. Implications for future research and practice are provided including considerations for implementation within a Multi-Tiered System of Supports framework, ensuring effective classroom management is in place, further tailoring programming to developmental needs of adolescent students, and providing training and involvement of teachers and school staff.
Chancey, Leigh Patterson. (July 2018). SCHOOL-BASED MINDFULNESS AND YOGA WITH YOUNG ADOLESCENTS AS AN ENHANCED HEALTH AND PHYSICAL EDUCATION CURRICULUM (Doctoral Dissertation, East Carolina University). Retrieved from the Scholarship. (http://hdl.handle.net/10342/6978.)
Chancey, Leigh Patterson. SCHOOL-BASED MINDFULNESS AND YOGA WITH YOUNG ADOLESCENTS AS AN ENHANCED HEALTH AND PHYSICAL EDUCATION CURRICULUM. Doctoral Dissertation. East Carolina University, July 2018. The Scholarship. http://hdl.handle.net/10342/6978. February 24, 2021.
Chancey, Leigh Patterson, “SCHOOL-BASED MINDFULNESS AND YOGA WITH YOUNG ADOLESCENTS AS AN ENHANCED HEALTH AND PHYSICAL EDUCATION CURRICULUM” (Doctoral Dissertation., East Carolina University, July 2018).
Chancey, Leigh Patterson. SCHOOL-BASED MINDFULNESS AND YOGA WITH YOUNG ADOLESCENTS AS AN ENHANCED HEALTH AND PHYSICAL EDUCATION CURRICULUM [Doctoral Dissertation]. Greenville, NC: East Carolina University; July 2018.
East Carolina University