Emotion Regulation Outcomes and Preliminary Feasibility Evidence From a Mindfulness Intervention for Adolescent Substance Use.
| Autor: | Russell, Beth S., Hutchison, Morica, Fusco, Alaina |
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| Předmět: |
PREVENTION of mental depression
PREVENTION of psychological stress ABILITY EMOTIONS PSYCHOLOGY of high school students IMPULSIVE personality EVALUATION of medical care STATISTICAL sampling SELF-management (Psychology) SELF-perception SUBSTANCE abuse treatment PATIENT participation TRAINING GROUP process RANDOMIZED controlled trials HUMAN research subjects PATIENT selection EVALUATION of human services programs MINDFULNESS ADOLESCENCE |
| Zdroj: | Journal of Child & Adolescent Substance Abuse; Jan/Feb2019, Vol. 28 Issue 1, p21-31, 11p, 3 Charts |
| Abstrakt: | Based on the evidence that emotion regulation difficulties underpin many mental health struggles during adolescence, including substance use disorders (SUDs), we focused on distress tolerance as a particularly salient mechanism of action for bolstering emotion regulation outcomes for adolescents in early SUD recovery. Mindfulness-based interventions are effective in improving distress tolerance through teaching skills to reduce individuals' perceived stress or feelings of crisis and increasing a sense of agency and self-regulatory efficacy. The aim of the present study was to improve emotion regulation outcomes in the student body of a recovery high school (N = 27) through six weeks of mindfulness intervention content delivered in a small-group format. Thus, we tested feasibility through recruitment and retention rates and examined preliminary efficacy outcomes from two, randomized mindfulness intervention conditions, and used a comparison group of students without an SUD diagnosis (N = 29) sampled from the community. Results indicate significant post-intervention impacts on recovery students' depression symptomology and on two separate measures of impulsivity (t(22) = 2.358, p <.05; t(20) = 2.358, p <.05; t(17) = 3.979, p <.01, respectively), although no significant differences between intervention condition were noted. Findings from the current study echo similar studies with comparable samples. Implications for the dosage and approach of group-format mindfulness interventions for adolescent samples are discussed. [ABSTRACT FROM AUTHOR] |
| Databáze: | Complementary Index |
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