A PILOT STUDY OF A MINDFULNESS INTERVENTION FOR ADOLESCENTS AND THE POTENTIAL ROLE OF SELF-COMPASSION IN REDUCING STRESS

Objective: In this pilot study, we sought to investigate the effects of a mindfulness intervention for adolescents on a community sample of teens. Specifically, we explored the effects of mindfulness training on emotional well-being outcomes. Also, we examined the relationship between mindfulness and self-compassion at baseline-predicted outcome measures. Design: This design was a pre-/post-pilot intervention study. Paired t-tests were conducted to examine change in outcome measures before and after the mindfulness intervention. Multiple regression was also conducted to investigate the influence of baseline mindfulness and self-compassion on outcome measures. Setting: The study took place after school in a classroom at a local university. Participants: Overall 28 adolescents age 10-18 years from two different cohorts participated in this study. Intervention: Learning to BREATHE, a mindfulness curriculum designed specifically for adolescents and taught in six 1.5 h sessions, was implemented. Main Outcome Measures: The outcome measures, life satisfaction and perceived stress, were included in an online survey before and after the mindfulness intervention. Results: Results indicated that mindfulness, self-compassion, perceived stress, and life satisfaction improved from pre-intervention to post-intervention. Further, self-compassion (taught within the mindfulness intervention) was negatively related to perceived stress post-intervention while controlling for baseline stress. These findings suggest that mindfulness may be an effective intervention for improving indicators of emotional well-being among an adolescent population. Additionally, self-compassion may be a pathway through which youth can lower stress. Future research should examine self-compassion as a potential factor in promoting emotional well-being.