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Program evaluation of a school-based mental health and wellness curriculum featuring yoga and mindfulness.
McCurdy, Bethany H; Bradley, Travis; Matlow, Ryan; Rettger, John P; Espil, Flint M; Weems, Carl F; Carrion, Victor G.
Afiliación
  • McCurdy BH; Human Development and Family Studies, Iowa State University, Ames, Iowa, United States of America.
  • Bradley T; Department of Psychiatry and Behavioral Sciences, School of Medicine, Stanford University, Stanford, California, United States of America.
  • Matlow R; Department of Psychiatry and Behavioral Sciences, School of Medicine, Stanford University, Stanford, California, United States of America.
  • Rettger JP; Department of Psychiatry and Behavioral Sciences, School of Medicine, Stanford University, Stanford, California, United States of America.
  • Espil FM; Department of Psychiatry and Behavioral Sciences, School of Medicine, Stanford University, Stanford, California, United States of America.
  • Weems CF; Human Development and Family Studies, Iowa State University, Ames, Iowa, United States of America.
  • Carrion VG; Department of Psychiatry and Behavioral Sciences, School of Medicine, Stanford University, Stanford, California, United States of America.
PLoS One ; 19(4): e0301028, 2024.
Article en En | MEDLINE | ID: mdl-38574083
ABSTRACT

BACKGROUND:

Interest in the effectiveness of mindfulness-based interventions such as yoga in primary schools has grown. Evidence shows promise, as youth who engage in yoga to promote mindfulness show improved coping skills, increased socio-emotional competence and prosocial skills, academic performance, attention span, and ability to deal with stress.

OBJECTIVE:

This study reports the results of a program evaluation of a universal health and wellness curriculum, Pure Power, designed to teach youth yoga techniques, mindfulness, and emotion regulation.

METHODS:

A non-randomized comparison design examined outcomes among participants from schools that completed the intervention with highest fidelity of implementation (n = 461) and from students in matched comparison schools (n = 420). Standard measures of coping, emotion regulation and emotion dysregulation, spelling, and math achievement were collected.

RESULTS:

Analyses suggest the youth in the intervention schools demonstrated relative improvement on measures of emotion regulation, spelling, and math.

CONCLUSIONS:

Challenges in implementation in real-life settings are vital to identify. The data provide some real-world evidence for the effectiveness of a universal health and wellness curriculum on emotion regulation and positive academic outcomes. Training school staff to deliver the intervention may foster implementation. Future research should test the effectiveness of who delivers the intervention; for example, teacher-delivered groups vs. other wellness personnel.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Yoga / Atención Plena Límite: Adolescent / Humans Idioma: En Revista: PLoS One Asunto de la revista: CIENCIA / MEDICINA Año: 2024 Tipo del documento: Article País de afiliación: Estados Unidos Pais de publicación: Estados Unidos
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Yoga / Atención Plena Límite: Adolescent / Humans Idioma: En Revista: PLoS One Asunto de la revista: CIENCIA / MEDICINA Año: 2024 Tipo del documento: Article País de afiliación: Estados Unidos Pais de publicación: Estados Unidos