School-based Mindfulness Programs: Effect on Adolescent Anxiety

This project proposes to examine school-based mindfulness programs and their effect adolescent anxiety. In recent decades mindfulness and mindfulness-meditation have been reported to have positive impacts on physical, emotional, and psychological wellbeing. Whether these practices offer the same benefits to adolescents and to what degree is not well understood, but they may offer a possible solution to the growing number of teens experiencing anxiety. School-based Mindfulness Programs: Effect on Adolescent Anxiety Authors: Kelly Butler Affiliation: University of Ottawa Study Design Exploratory Study; Scoping Review Methods Description of essential elements 1. Following registration, search will be conducted for reviews matching selection criteria. 2. Reviews will be collected from electronic databases. 3. Sample size: The number of reviews included in this study will depends on how many reviews are relevant to the topic of interest. 4. The findings from available reviews will be described as they relate to evidence of efficacy of mindfulness as an intervention for adolescent anxiety. Inclusion criteria -Mindfulness based interventions -Participants are students with age range 13-19 -Anxiety levels (may be “stress”) are assessed before and after intervention -Intervention delivered in school setting -Primary research -Available in English Exclusion criteria -Interventions that have a mindfulness component, but are not strictly mindfulness meditation (yoga, martial arts, Cognitive Behavior Therapy, other types of meditation) -Intervention occurs outside school setting -Participants with pre-existing health issues or conditions Procedure This scoping review follows the Joanna Briggs Institute (JBI) updated guidance for the conduct of scoping reviews and will be reported in lined with Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (the PRISMA-ScR). Scoping review will be conducted by searching the following electronic literature databases: CINAHL, ERIC, MEDLINE, Scopus, and PsycInfo. The search strategy will combine the concepts of adolescents (adolescen*, youth, teen*, juvenile*, young adult, student*) plus anxiety (anxiety or stress or worry or anxious) plus mindfulness (meditation or mindfulness or mindbody) plus school (school or learning cent* or classroom). Data Extraction From each review, data extraction will include author, year, study design, location, inclusion/exclusion criteria, type of intervention, length of intervention, time span of intervention, study population, anxiety levels before and after intervention, diagnostic test used. Data from published reviews that fall within inclusion/exclusion guidelines will be used to create a summary describing effects of mindfulness programs in a school setting on adolescent anxiety. Analysis Descriptive analysis will be used to analyze the data. Findings will be shared in results. Answer the following final questions: Has data collection begun for this project? X No, data collection has not begun Yes, data collection is underway or complete If data collection has begun, have you looked at the data? N/A Yes No Other References American Psychiatric Association. 2013). Diagnostic and statistical manual of mental disorders. (5th ed.). Washington, DC. Arksey H, O'Malley L (2005) Scoping studies: towards a methodological framework. International journal of social research methodology 8: 19-32. Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., Segal, Z.V., Abbey, S., Speca, M., Velting, D., Devins, G. (2004). Mindfulness: a proposed operational definition. Clinical Psychology: Science and Practice. (11)3. 230-241. Blum, H., Rutt, C., Nash, C., Joyce, V., Buonopane, R. (2019). Mindfulness meditation and anxiety in adolescents on an inpatient psychiatric unit. Journal of Health Care Chaplaincy. (0)1-19. 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