School-based mindfulness training in early adolescence : what works, for whom and how in the MYRIAD trial?
© Author(s) (or their employer(s)) 2022. Re-use permitted under CC BY. Published by BMJ..
BACKGROUND: Preventing mental health problems in early adolescence is a priority. School-based mindfulness training (SBMT) is an approach with mixed evidence.
OBJECTIVES: To explore for whom SBMT does/does not work and what influences outcomes.
METHODS: The My Resilience in Adolescence was a parallel-group, cluster randomised controlled trial (K=84 secondary schools; n=8376 students, age: 11-13) recruiting schools that provided standard social-emotional learning. Schools were randomised 1:1 to continue this provision (control/teaching as usual (TAU)), and/or to offer SBMT ('.b' (intervention)). Risk of depression, social-emotional-behavioural functioning and well-being were measured at baseline, preintervention, post intervention and 1 year follow-up. Hypothesised moderators, implementation factors and mediators were analysed using mixed effects linear regressions, instrumental variable methods and path analysis.
FINDINGS: SBMT versus TAU resulted in worse scores on risk of depression and well-being in students at risk of mental health problems both at post intervention and 1-year follow-up, but differences were small and not clinically relevant. Higher dose and reach were associated with worse social-emotional-behavioural functioning at postintervention. No implementation factors were associated with outcomes at 1-year follow-up. Pregains-postgains in mindfulness skills and executive function predicted better outcomes at 1-year follow-up, but the SBMT was unsuccessful to teach these skills with clinical relevance.SBMT as delivered in this trial is not indicated as a universal intervention. Moreover, it may be contraindicated for students with existing/emerging mental health symptoms.
CLINICAL IMPLICATIONS: Universal SBMT is not recommended in this format in early adolescence. Future research should explore social-emotional learning programmes adapted to the unique needs of young people.
| Medienart: |
E-Artikel |
|---|
| Erscheinungsjahr: |
2022 |
|---|---|
| Erschienen: |
2022 |
| Enthalten in: |
Zur Gesamtaufnahme - year:2022 |
|---|---|
| Enthalten in: |
Evidence-based mental health - (2022) vom: 12. Juli |
| Sprache: |
Englisch |
|---|
| Beteiligte Personen: |
Montero-Marin, Jesus [VerfasserIn] |
|---|
| Links: |
|---|
| Themen: |
Adolescence |
|---|
| Anmerkungen: |
Date Revised 16.02.2024 published: Print-Electronic Citation Status Publisher |
|---|
| doi: |
10.1136/ebmental-2022-300439 |
|---|
| funding: |
|
|---|---|
| Förderinstitution / Projekttitel: |
|
| PPN (Katalog-ID): |
NLM343413655 |
|---|
| LEADER | 01000caa a22002652 4500 | ||
|---|---|---|---|
| 001 | NLM343413655 | ||
| 003 | DE-627 | ||
| 005 | 20240217231942.0 | ||
| 007 | cr uuu---uuuuu | ||
| 008 | 231226s2022 xx |||||o 00| ||eng c | ||
| 024 | 7 | |a 10.1136/ebmental-2022-300439 |2 doi | |
| 028 | 5 | 2 | |a pubmed24n1297.xml |
| 035 | |a (DE-627)NLM343413655 | ||
| 035 | |a (NLM)35820993 | ||
| 035 | |a (PII)ebmental-2022-300439 | ||
| 040 | |a DE-627 |b ger |c DE-627 |e rakwb | ||
| 041 | |a eng | ||
| 100 | 1 | |a Montero-Marin, Jesus |e verfasserin |4 aut | |
| 245 | 1 | 0 | |a School-based mindfulness training in early adolescence |b what works, for whom and how in the MYRIAD trial? |
| 264 | 1 | |c 2022 | |
| 336 | |a Text |b txt |2 rdacontent | ||
| 337 | |a ƒaComputermedien |b c |2 rdamedia | ||
| 338 | |a ƒa Online-Ressource |b cr |2 rdacarrier | ||
| 500 | |a Date Revised 16.02.2024 | ||
| 500 | |a published: Print-Electronic | ||
| 500 | |a Citation Status Publisher | ||
| 520 | |a © Author(s) (or their employer(s)) 2022. Re-use permitted under CC BY. Published by BMJ. | ||
| 520 | |a BACKGROUND: Preventing mental health problems in early adolescence is a priority. School-based mindfulness training (SBMT) is an approach with mixed evidence | ||
| 520 | |a OBJECTIVES: To explore for whom SBMT does/does not work and what influences outcomes | ||
| 520 | |a METHODS: The My Resilience in Adolescence was a parallel-group, cluster randomised controlled trial (K=84 secondary schools; n=8376 students, age: 11-13) recruiting schools that provided standard social-emotional learning. Schools were randomised 1:1 to continue this provision (control/teaching as usual (TAU)), and/or to offer SBMT ('.b' (intervention)). Risk of depression, social-emotional-behavioural functioning and well-being were measured at baseline, preintervention, post intervention and 1 year follow-up. Hypothesised moderators, implementation factors and mediators were analysed using mixed effects linear regressions, instrumental variable methods and path analysis | ||
| 520 | |a FINDINGS: SBMT versus TAU resulted in worse scores on risk of depression and well-being in students at risk of mental health problems both at post intervention and 1-year follow-up, but differences were small and not clinically relevant. Higher dose and reach were associated with worse social-emotional-behavioural functioning at postintervention. No implementation factors were associated with outcomes at 1-year follow-up. Pregains-postgains in mindfulness skills and executive function predicted better outcomes at 1-year follow-up, but the SBMT was unsuccessful to teach these skills with clinical relevance.SBMT as delivered in this trial is not indicated as a universal intervention. Moreover, it may be contraindicated for students with existing/emerging mental health symptoms | ||
| 520 | |a CLINICAL IMPLICATIONS: Universal SBMT is not recommended in this format in early adolescence. Future research should explore social-emotional learning programmes adapted to the unique needs of young people | ||
| 650 | 4 | |a Journal Article | |
| 650 | 4 | |a adolescence | |
| 650 | 4 | |a implementation | |
| 650 | 4 | |a mediation | |
| 650 | 4 | |a mental health | |
| 650 | 4 | |a moderation | |
| 650 | 4 | |a preventive medicine | |
| 650 | 4 | |a process evaluation | |
| 650 | 4 | |a school-based mindfulness training | |
| 700 | 1 | |a Allwood, Matthew |e verfasserin |4 aut | |
| 700 | 1 | |a Ball, Susan |e verfasserin |4 aut | |
| 700 | 1 | |a Crane, Catherine |e verfasserin |4 aut | |
| 700 | 1 | |a De Wilde, Katherine |e verfasserin |4 aut | |
| 700 | 1 | |a Hinze, Verena |e verfasserin |4 aut | |
| 700 | 1 | |a Jones, Benjamin |e verfasserin |4 aut | |
| 700 | 1 | |a Lord, Liz |e verfasserin |4 aut | |
| 700 | 1 | |a Nuthall, Elizabeth |e verfasserin |4 aut | |
| 700 | 1 | |a Raja, Anam |e verfasserin |4 aut | |
| 700 | 1 | |a Taylor, Laura |e verfasserin |4 aut | |
| 700 | 1 | |a Tudor, Kate |e verfasserin |4 aut | |
| 700 | 0 | |a MYRIAD Team |e verfasserin |4 aut | |
| 700 | 1 | |a Blakemore, Sarah-Jayne |e verfasserin |4 aut | |
| 700 | 1 | |a Byford, Sarah |e verfasserin |4 aut | |
| 700 | 1 | |a Dalgleish, Tim |e verfasserin |4 aut | |
| 700 | 1 | |a Ford, Tamsin |e verfasserin |4 aut | |
| 700 | 1 | |a Greenberg, Mark T |e verfasserin |4 aut | |
| 700 | 1 | |a Ukoumunne, Obioha C |e verfasserin |4 aut | |
| 700 | 1 | |a Williams, J Mark G |e verfasserin |4 aut | |
| 700 | 1 | |a Kuyken, Willem |e verfasserin |4 aut | |
| 700 | 1 | |a Ahmed, Saz |e investigator |4 oth | |
| 700 | 1 | |a Aukland, Louise |e investigator |4 oth | |
| 700 | 1 | |a Bennett, Marc |e investigator |4 oth | |
| 700 | 1 | |a Casey, Triona |e investigator |4 oth | |
| 700 | 1 | |a Dalrymple, Nicola |e investigator |4 oth | |
| 700 | 1 | |a Farley, Eleanor-Rose |e investigator |4 oth | |
| 700 | 1 | |a Fletcher, Katie |e investigator |4 oth | |
| 700 | 1 | |a Foulkes, Lucy |e investigator |4 oth | |
| 700 | 1 | |a Griffiths, Kirsty |e investigator |4 oth | |
| 700 | 1 | |a Griffin, Cait |e investigator |4 oth | |
| 700 | 1 | |a Harper, Jennifer |e investigator |4 oth | |
| 700 | 1 | |a Kappelmann, Nils |e investigator |4 oth | |
| 700 | 1 | |a Kempnich, Maria |e investigator |4 oth | |
| 700 | 1 | |a Komninidou, Konstantina |e investigator |4 oth | |
| 700 | 1 | |a Knight, Rachel |e investigator |4 oth | |
| 700 | 1 | |a Laws, Suzannah |e investigator |4 oth | |
| 700 | 1 | |a Leung, Jovita |e investigator |4 oth | |
| 700 | 1 | |a Medlicott, Emma |e investigator |4 oth | |
| 700 | 1 | |a Palmer, Lucy |e investigator |4 oth | |
| 700 | 1 | |a Parker, Jenna |e investigator |4 oth | |
| 700 | 1 | |a Petit, Ariane |e investigator |4 oth | |
| 700 | 1 | |a Philips, Alice |e investigator |4 oth | |
| 700 | 1 | |a Pi-Sunyer, Blanca Piera |e investigator |4 oth | |
| 700 | 1 | |a Pryor-Nitsch, Isobel |e investigator |4 oth | |
| 700 | 1 | |a Radley, Lucy |e investigator |4 oth | |
| 700 | 1 | |a Shackleford, Jem |e investigator |4 oth | |
| 700 | 1 | |a Sakhardande, Ashok |e investigator |4 oth | |
| 700 | 1 | |a Sellars, Elise |e investigator |4 oth | |
| 700 | 1 | |a Sonley, Anna |e investigator |4 oth | |
| 700 | 1 | |a Tickell, Alice |e investigator |4 oth | |
| 700 | 1 | |a Vainre, Maris |e investigator |4 oth | |
| 700 | 1 | |a Warriner, Lucy |e investigator |4 oth | |
| 700 | 1 | |a Wainman, Brian |e investigator |4 oth | |
| 773 | 0 | 8 | |i Enthalten in |t Evidence-based mental health |d 2001 |g (2022) vom: 12. Juli |w (DE-627)NLM113688172 |x 1468-960X |7 nnns |
| 773 | 1 | 8 | |g year:2022 |g day:12 |g month:07 |
| 856 | 4 | 0 | |u http://dx.doi.org/10.1136/ebmental-2022-300439 |3 Volltext |
| 912 | |a GBV_USEFLAG_A | ||
| 912 | |a GBV_NLM | ||
| 951 | |a AR | ||
| 952 | |j 2022 |b 12 |c 07 | ||