Habits for a Healthy Mind: A Pilot Study of a Mindfulness-Based Intervention With Marginalized Youth

• In Event: Roundtable Session 23
  In Roundtable Session: Social Emotional Learning in Secondary School

Abstract

Mindfulness-based curricular interventions can support students who are at risk of school failure as they negotiate the transition from high school into young adulthood. We hypothesized that a six-week mindfulness-based intervention (Broderick, 2013) would lower students’ perceived stress while increasing their reported levels of self esteem. Participants (N = 23) ranged in age (17-20 years), and the majority were male students of color. Pre- and post-survey mean responses revealed statistically significant differences on the Single Item Self Esteem Scale and three items on the Perceived Stress Scale. Focus group (n = 8) data indicated that the most sustainable daily practice was the body scan technique. Memorable class concepts included positive self talk, control of emotions, and methods for relieving stress.

Author

• Amy L. Eva, Seattle University