Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Home
  • Home
Hostname: page-component-78dcdb465f-9pqtr Total loading time: 0.399 Render date: 2021-04-19T13:43:57.251Z Has data issue: true Feature Flags: { "shouldUseShareProductTool": true, "shouldUseHypothesis": true, "isUnsiloEnabled": true, "metricsAbstractViews": false, "figures": false, "newCiteModal": false, "newCitedByModal": true }
EnglishFrançais
Journal of Psychologists and Counsellors in Schools Journal of Psychologists and Counsellors in Schools

Article contents

The effects of short-term mindfulness-based group intervention utilising a school setting for Japanese adolescents with trauma

Published online by Cambridge University Press:  17 November 2020

Daisuke Ito Open the ORCID record for Daisuke Ito in new tab/window[Opens in a new window] ,
Yuki Kubo ,
Ayako Takii ,
Asuka Watanabe ,
Tetsuhiro Ohtani  and
Shunsuke Koseki
Daisuke Ito
Affiliation:
Graduate School of Education, Hyogo University of Teacher Education, Hyogo, Japan
Yuki Kubo
Affiliation:
Oasis Clinic, Tokyo, Japan
Ayako Takii
Affiliation:
Joint Graduate School in Science of School Education, Hyogo University of Teacher Education, Hyogo, Japan
Asuka Watanabe
Affiliation:
Joint Graduate School in Science of School Education, Hyogo University of Teacher Education, Hyogo, Japan
Tetsuhiro Ohtani
Affiliation:
College of Social Sciences, Ritsumeikan University, Kyoto, Japan
Shunsuke Koseki
Affiliation:
Faculty of Psychology and Education, JF Oberlin University, Tokyo, Japan
Corresponding
E-mail address:
dito@hyogo-u.ac.jp
Get access
Rights & Permissions[Opens in a new window]

Abstract

The use of mindfulness as a tool to improve mental health has received increased attention. Schools provide ideal environments for short-term prevention and skill development for mental health. Further, teachers can promote and reinforce students’ daily use of mindfulness. This study explored the effects of a short-term group mindfulness-based intervention on the mental health of adolescents who have experienced trauma. A total of 49 high school students received a mindfulness-based intervention session followed by homework and teacher reinforcement. The results suggest that a short-term group intervention for mindfulness can potentially improve mindfulness attention awareness and reduce depression and anxiety symptoms in adolescents. As there was no control group, additional research examining the effectiveness of the intervention is essential.

Keywords

short-term group mindfulness adolescents mental health pilot study utilisation of school setting
Type
Practitioner Paper
Information
Journal of Psychologists and Counsellors in Schools , First View , pp. 1 - 6
Check for updates
Copyright
© The Author(s) 2020. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below.
If you should have access and can't see this content please contact technical support.

References

Asukai, N., Kato, H., Kawamura, N., Kim, Y., Yamamoto, K., Kishimoto, J., … Nishizono-Maher, A. (2002). Reliability and validity of Japanese-language version of Impact of Event Scale-Revised (IES-R-J): Four studies of different traumatic events. Journal of Nervous and Mental Disease, 190, 175–182.CrossRefGoogle ScholarPubMed
Becker, C.B., Meyer, G., Price, J.S., Graham, M.M., Arsena, A., Armstrong, D.A., & Ramon, E. (2009). Law enforcement preferences for PTSD treatment and crisis management alternatives. Behaviour Research and Therapy, 47, 245–53.CrossRefGoogle ScholarPubMed
Bernstein, A., Hadash, Y., Lichtash, Y., Tanay, G., Shepherd, K., & Fresco, D.M. (2015) Decentering and related constructs: A critical review and meta-cognitive processes model. Perspectives on Psychological Science, 10, 599–617.CrossRefGoogle Scholar
Bowen, S., Witkiewitz, K., Dillworth, T.M., & Marlatt, G. (2007). The role of thought suppression in the relationship between mindfulness meditation and alcohol use. Addictive Behaviors, 32, 2324–2328.CrossRefGoogle ScholarPubMed
Carmody, J., Baer, R.A., Lykins, E.L.B., & Olendzki, N. (2009). An empirical study of the mechanisms of mindfulness in a mindfulness-based stress reduction program. Journal of Clinical Psychology, 65, 613–626.CrossRefGoogle Scholar
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed). Hillsdale, NJ: Erlbaum.Google Scholar
Crowley, M.J., Nicholls, S.S., McCarthy, D., Greatorex, K., Wu, J., & Mayes, L.C. (2018). Innovations in practice: Group mindfulness for adolescent anxiety — Results of an open trial. Child and Adolescent Mental Health, 23, 130–133.CrossRefGoogle ScholarPubMed
Frost, K.D., Laska, K.M., & Wampold, B.E. (2014). The evidence for present-centered therapy as a treatment for posttraumatic stress disorder. Journal of Traumatic Stress, 27, 1–8.CrossRefGoogle ScholarPubMed
Fujino, M., Kajimura, S., & Nomura, M. (2015). Development and validation of the Japanese version of the Mindful Attention Awareness Scale using item response theory analysis. The Japanese Journal of Personality, 24, 61–76.CrossRefGoogle Scholar
Furukawa, T.A., Kawakami, N., Saitoh, M., Ono, Y., Nakane, Y., Nakamura, Y, … Kikkawa, T. (2008). The performance of the Japanese version of the K6 and K10 in the World Mental Health Survey Japan. International Journal of Methods in Psychiatric Research, 17, 152–158.CrossRefGoogle ScholarPubMed
Hoagwood, K., & Olin, S.S. (2002). The NIMH blueprint for change report: Research priorities in child and adolescent mental health. Journal of the American Academy of Child and Adolescent Psychiatry, 41, 760–767.CrossRefGoogle ScholarPubMed
King, A.P., Block, S.R., Sripada, R.K., Rauch, S. A.M., Porter, K.E., Favorite, T.K., … Liberzon, I. (2016). A pilot study of mindfulness-based exposure therapy in OEF/OIF combat veterans with PTSD: Altered medial frontal cortex and amygdala responses in social–emotional processing. Front in Psychiatry, 7, 154, 1–13.CrossRefGoogle ScholarPubMed
Kruczek, T., & Salsman, J. (2006). Prevention and treatment of posttraumatic stress disorder in the school setting. Psychology in the Schools, 43, 461–470.CrossRefGoogle Scholar
Kuyken, W., Weare, K., Ukoumunne, O.C., Vicary, R., Motton, N., Burnett, R., … Huppert, F. (2013). Effectiveness of the Mindfulness in Schools Programme: Non-randomised controlled feasibility study. British Journal of Psychiatry, 203, 126–131.CrossRefGoogle ScholarPubMed
Lazarus, R.S., & Folkman, S. (1984). Stress, appraisal, and coping. New York: Springer Publishing Company.Google Scholar
Nitzan-Assayag, Y., Aderka, I.M., & Bernstein, A. (2015). Dispositional mindfulness in trauma recovery: Prospective relations and mediating mechanisms. Journal of Anxiety Disorders, 36, 25–32.CrossRefGoogle ScholarPubMed
Perera, R, Heneghan, C., & Yudkin, P. (2007) Graphical method for depicting randomised trials of complex interventions. British Medical Journal, 334, 127–129.CrossRefGoogle ScholarPubMed
Shima, T., Kawai, T., Yanagihara, M., & Kumano, H. (2016). Validation of the Japanese Version of the Cognitive Fusion Questionnaire: The 13-Item Content Revised Version and the 7-Item Version. The Japanese Journal of Behavior Therapy, 24, 61–76.Google Scholar
Silverman, W.K., Ortiz, C.D., Viswesvaran, C., Burns, B.J., Kolko, D., Putnam, F.W., & Amaya-Jackson, L. (2008). Evidence-based psychosocial treatments for children and adolescents exposed to traumatic events. Journal of Clinical Child & Adolescent Psychology, 37, 156–183.CrossRefGoogle ScholarPubMed
Smiling Mind. (2020). Introducing Mindful Month with Smiling Mind. https://www.smilingmind.com.au Google Scholar
World Health Organization (WHO). (2005). Atlas: Child and Adolescent mental health resources. Geneva, Switzerland: Author.Google Scholar

Full text views

Full text views reflects PDF downloads, PDFs sent to Google Drive, Dropbox and Kindle and HTML full text views.

Total number of HTML views: 34
Total number of PDF views: 12 *
View data table for this chart

* Views captured on Cambridge Core between 17th November 2020 - 19th April 2021. This data will be updated every 24 hours.

Send article to Kindle

To send this article to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about sending to your Kindle. Find out more about sending to your Kindle.

Note you can select to send to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be sent to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

The effects of short-term mindfulness-based group intervention utilising a school setting for Japanese adolescents with trauma
Available formats
×

Send article to Dropbox

To send this article to your Dropbox account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your <service> account. Find out more about sending content to Dropbox.

The effects of short-term mindfulness-based group intervention utilising a school setting for Japanese adolescents with trauma
Available formats
×

Send article to Google Drive

To send this article to your Google Drive account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your <service> account. Find out more about sending content to Google Drive.

The effects of short-term mindfulness-based group intervention utilising a school setting for Japanese adolescents with trauma
Available formats
×
×

Reply to: Submit a response

Your details

Conflicting interests

Do you have any conflicting interests? *