Research in Human Development · 2013 · 258 citations · 47 references
Breathe ProgramAdolescent Behavioral HealthEducationMental HealthMindfulness InterventionPsychologyEmotional SkillsEmotion RegulationSocial-emotional DevelopmentMindfulness-based ProgramBehavioral SciencesSocial Emotional LearningSocial SkillsMedicineEmotion Regulation SkillsAdolescent PsychologyAdolescent DevelopmentAdolescent Emotion RegulationAdolescent LearningMindfulnessEmotional DevelopmentSelf-regulationEmotionAdaptive Emotion
The study evaluated whether the Learning to BREATHE mindfulness program improves emotion regulation in adolescents. A randomized comparison of 216 high‑school students measured pre‑ and post‑intervention outcomes between the program and a usual‑instruction control. Participants in the program showed reduced stress and psychosomatic complaints, increased affective‑regulation efficacy, and greater gains in emotional awareness, strategy access, and clarity.
This study assessed the effectiveness of a mindfulness-based program, Learning to BREATHE, on adolescent emotion regulation. Participants included 216 regular education public high school students with pretest and posttest data participating in the program or instruction-as-usual comparison condition. Program participants reported statistically lower levels of perceived stress and psychosomatic complaints and higher levels of efficacy in affective regulation. Program participants also evidenced statistically larger gains in emotion regulation skills including emotional awareness, access to regulation strategies, and emotional clarity. These findings provide promising evidence of the effectiveness of Learning to BREATHE on the development of key social-emotional learning skills.
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