ABSTRACT
This research evaluated the effects of a seven-session mindfulness intervention, Learning to BREATHE, on an ethnically diverse at-risk high school student sample. Two classrooms were randomly assigned to intervention or normal health-education programming. Results indicated significant effects to self-reported psychosocial resilience, with students receiving the intervention reporting stable levels of resilience over time and students in the control condition reporting significant reductions. Intervention groups did not evidence change to self-reported psychosocial problem behavior, school attendance, and quarterly academic grades. Findings suggest that MBI may offer an effective strategy for enhancing student dispositional resilience, and suggestions for further research are offered.
Additional information
Notes on contributors
Joshua C. Felver
Joshua Felver, PhD, is an Assistant Professor of Psychology at Syracuse University.
Adam J. Clawson
Adam Clawson, BA, is a graduate student in school psychology at Syracuse University.
Melissa L. Morton
Melissa Morton, MEd, is a graduate student in school psychology at Syracuse University.
Erica Brier-Kennedy
Erica Brier-Kennedy, MA, is a mental health professional in the Syracuse City School District.
Pamela Janack
Pamela Janack, MS, is a health education teacher in the Syracuse City School District.
Robert A. DiFlorio
Robert DiFlorio, EdD, is a high school principal in the Syracuse City School District.