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A Multi Component Process Evaluation of Adolescents’ Experience of the .b Mindfulness in Schools Programme

Duffy, B. (2019). A Multi Component Process Evaluation of Adolescents’ Experience of the .b Mindfulness in Schools Programme. (Unpublished Doctoral thesis, City, University of London)

Abstract

This multi component, non-randomised controlled study examined the effectiveness of the ten lesson .b Mindfulness in Schools Programme (MiSP), with adolescents aged 15-17 years (n = 73), attending Transition Year, at four Irish post primary schools, compared to students attending school as usual (n = 59). The study explored participation in the programme in relation to measures of depression, anxiety, anger, disruptive behaviour, self-concept, emotional regulation and mindfulness, as measured by the Beck Youth Inventories II, Difficulties in Emotions Regulation Scale (DERS) and the Five Facet Mindfulness Questionnaire (FFMQ), pre and post intervention and at 6 month follow up. Repeated measures ANCOVAS revealed no statistically significant quantitative differences between the mindfulness and comparison conditions on any measure, at any time point, except that of anger F(1, 128) = 3.78, p < .05, η2 = .02. Correlational analysis of qualitative questionnaires administered at Time 2 and Time 3, and qualitative analysis of focus group discussions post intervention suggested that students viewed this programme to be acceptable, enjoyable, beneficial and feasible. Results are considered in relation to mindfulness research in general and the .b Mindfulness in Schools Programme (MiSP), in particular, and directions and recommendations for future research and practice are discussed.

Publication Type: Thesis (Doctoral)
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Departments: Doctoral Theses
Doctoral Theses > School of Arts and Social Sciences Doctoral Theses
School of Health & Psychological Sciences > Psychology
[img] Text - Accepted Version
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