Reactions to Mindfulness Intervention in an Early Psychosis Program
Bibliographic record
Abstract
Objective: The Mindfulness Ambassador Program (MAP) is a standardized facilitated group mindfulness-based intervention designed for youth that intersects core foundations of mindfulness with social emotional learning. The curriculum introduces participants to mindfulness practices and related activities in order to achieve the following: increased self-awareness; emotional regulation; responsive listening; communication skills; social awareness; and perspective taking. These pillars of the MAP curriculum align with psychosocial rehabilitation outcomes among those experiencing early psychosis. The objective of this study was to understand the client experience and assess the acceptability of MAP within the clinical setting of an early psychosis intervention program. Research Design and Methods: Two semi-structured focus groups explored experiences of clients (n=9) of an early psychosis intervention program who participated in a pilot trial of MAP in a clinical setting. Focus group discussions were analyzed using a thematic analysis framework. Results: Five overarching themes emerged with nuanced subthemes: (i) program engagement (overall impressions, participant involvement); (ii) learning (core mindfulness skills, personal learning and growth); (iii) direct benefits to participants’ well-being; (iv) aspects of the program (facilitation, group structure, group dynamic); and (v) challenges and opportunities for improvement. Conclusions: All participants reported benefits from and/or challenges with participating in MAP. Evaluative comments about MAP content, facilitation, and structure were expressed. This research supports MAP as a promising intervention for young people recovering from early psychosis.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".