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During the past two decades research on the use of mindfulness-based practices on adults has grown rapidly. However, little is known about the effects of such interventions for adolescents. This study examined the feasibility, acceptability, and usefulness of a Mindfulness - Based Stress Reduction (MBSR) program in reducing stress and enhancing well-being in adolescents in the school setting. Thirty three adolescents aged 13-15 years studying in class IX participated in the intervention. The program comprised of eight weekly sessions conducted within the school hours for duration of approximately 40 minutes. Tools used were the School Situation Survey, Personal Well-being Index for School Children, Weekly Meditation Form and Intervention Feedback Proforma. Pre, post and 3 month follow-up assessments were conducted. Results of the present study provide evidence for the effectiveness of the MBSR program in significantly reducing physiological and emotional manifestations of stress, academic stress, stress due to peer interactions, and enhancing academic self-concept and well-being. Regular practice was instrumental in cultivating mindfulness. Findings suggest that the intervention is feasible and acceptable to adolescents.
Keywords: stress, mindfulness-based stress reduction, mindfulness meditation, adolescents; school mental health
Recent years have witnessed a growing number of school going children and adolescents experiencing social, emotional, and behavioural problems that interfere with their academic achievements, interpersonal relationships, and their potential to become competent and productive adults (Schonert-Reichl & Lawlor, 2010). In India, the age of children visiting psychiatrists and psychologists is falling steadily and the number of children and adolescents requiring treatment in the form of medications and / or counselling are also increasing (Abraham &Neogi, 1997).
School children and adolescents experience a significant amount of stress during their academic years (Compas, 1987; Currie, 2004; Lohaus, Klein-Heßling, & Shebar, 1997). Stress is generally defined as 'a particular relationship between the person and the environment that is appraised by the person as taxing or exceeding his or her resources and endangering his or her well-being' (Lazarus & Folkman, 1984). Children are affected by both daily hassles as well as ongoing, enduring experiences, in particular those over which they perceive having no control.
School-going children are able to identify the stressors in their lives (Romano, 1997; Sharrer, & Ryan-Wenger, 2002) and they have reported "school" as a major stressor particularly, negative feelings...