MYPATH: A novel mindfulness and yoga-based peer leader intervention to prevent violence among youth experiencing homelessness

被引:3
|
作者
Barr, Nicholas [1 ]
Petering, Robin [2 ]
Onasch-Vera, Laura [2 ]
Thompson, Nichole [2 ]
Polsky, Ryan [3 ]
机构
[1] Univ Nevada, Las Vegas Sch Social Work, Reno, NV 89557 USA
[2] Lens Co, Los Angeles, CA USA
[3] Univ Southern Calif, Suzanne Dworak Peck Sch Social Work, Los Angeles, CA USA
关键词
homelessness; mindfulness; social networks; violence; POSTTRAUMATIC-STRESS-DISORDER; EXPOSURE; TRAUMA; HEALTH; AGGRESSION; PREVALENCE; RISK; CARE;
D O I
10.1002/jcop.22661
中图分类号
R1 [预防医学、卫生学];
学科分类号
1004 ; 120402 ;
摘要
Young adults experiencing homelessness (YAEH) are at elevated risk for violence victimization and perpetration. However, there are no evidence-based violence prevention interventions for homeless populations. This study is an evaluation of a novel mindfulness-based peer-leader intervention designed to reduce violence and improve mindfulness in YAEH. A social network of YAEH receiving services at a drop-in agency was recruited in Summer 2018 (n = 106) and peer-leaders identified at baseline (n = 12). Peer leaders were trained in mindfulness and yoga skills during a 1-day intensive workshop and seven 1-h weekly follow-up workshops and encouraged to share their knowledge with in-network peers. Postintervention data were collected 2 and 3 months after baseline. Two one-way repeated-measures analyses of variance (ANOVAs) tested differences in means for mindfulness and fighting. ANOVA models showed significant increases in group mean mindfulness F(2, 110) = 3.42, p < 0.05 and significant decreases in group mean violent behavior F(2, 112) = 5.23, p < 0.01 at the network level. Findings indicate a network-based, peer-leader model can be effective for influencing complex, socially conditioned attitudes and behaviors among YAEH. Additional advantages of the peer-leader model include relatively few direct-service person-hours required from providers and convenience to participants able practice skills in their relevant social contexts.
引用
收藏
页码:1952 / 1965
页数:14
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