Topic: Emotional Competency, Life Stress
Target Population: Middle Childhood
Sector: School-Based
This program is for youth who are living in areas that are considered underserved and urban.
Mindfulness Intervention for Urban Youth, a school-based program, is designed to enhance participant's self-regulatory capabilities and improve their responses to stressful situations and feelings.
Posttest results from one pilot randomized controlled trial indicate that the program was successful in reducing participant's involuntary stress responses including rumination, intrusive thoughts, and emotional arousal, compared to the control group. There were no significant impacts on depressive symptoms, positive or negative emotions, or relationships with peers or school.
This program intends to strengthen participant's abilities to respond to stress by cultivating capacities for focused attention and awareness. Through the practice of mindfulness, participants can develop compassion for self and for others and can increase their feelings of self empowerment. Intervention components include the following:
Before the guided mindfulness practice, instructors engage the class in a brief discussion period about topics, such as identifying stressful triggers, forming positive relationships, and maintaining a healthy body and mind. Participants are encouraged to practice the skills they learn outside of class.
This program was created and evaluated by researchers from Johns Hopkins Bloomberg School of Public Health and Pennsylvania State University and practitioners from the Holistic Life Foundation. The extent to which this program has been implemented outside of the evaluation trial was not located.
Information on training was not located. Please use details in the Contact section to learn more.
Considerations for implementing this program include acquiring school administration, teacher, and student buy-in; ensuring instructors receive training; making time during the school day for classes; and locating space that is large enough to accommodate a yoga mat for each participant.
The Clearinghouse can help address these considerations. Please call 1-877-382-9185 or email Clearinghouse@psu.edu
If you are interested in implementing Mindfulness Intervention for Urban Youth, the Clearinghouse is interested in helping you! Please call 1-877-382-9185 or email Clearinghouse@psu.edu
This program is held during school hours and consists of four 45-minute sessions per week. Program length can vary and can be determined by each school.
Information on implementation costs was not located. Please use details in the Contact section to learn more.
To move Mindfulness Intervention for Urban Youth to the Promising category on the Clearinghouse Continuum of Evidence, at least one evaluation should be performed demonstrating positive effects lasting at least one year from the beginning of hte program or at least six months from program completion.
The Clearinghouse can help you develop an evaluation plan to ensure the program components are meeting your goals. Please call 1-877-382-9185 or email Clearinghouse@psu.edu
Contact the Clearinghouse with any questions regarding this program.
Phone: 1-877-382-9185 Email: Clearinghouse@psu.edu
You may also contact the Center for Adolescent Health, Johns Hopkins Bloomberg School of Public Health, 615 North Wolfe Street, Rm: E4532, Baltimore, MD 21205, phone 1-410-614-3953, or visit https://www.jhsph.edu/research/centers-and-institutes/center-for-adolescent-health/contact-us/
http://hlfinc.org/services/urban-youth-yoga-mindfulness-training/ (This website no longer contains program information), https://www.jhsph.edu/research/centers-and-institutes/center-for-adolescent-health/_docs/policy-briefs/Yoga%20Brief%206%20pg%20interactive%20FINAL.pdf, Mendelson et al. (2010), and Gould et al. (2014).
Mendelson, T., Greenberg, M. T., Dariotis, J. K., Gould, L. F., Rhoades, B. L., & Leaf, P. J. (2010). Feasibility and preliminary outcomes of a school-based mindfulness intervention for urban youth. Journal of Abnormal Child Psychology, 38(7), 985-994. https://doi.org/10.1007/s10802-010-9418-x
Dariotis, J. K., Mirabal-Beltran, R., Cluxton-Keller, F., Gould, L. F., Greenberg, M. T., & Mendelson, T. (2016). A qualitative evaluation of student learning and skills use in a school-based mindfulness and yoga program. Mindfulness, 7(1), 76-89. https://doi.org/10.1007/s12671-015-0463-y
Gould, L. F., Mendelson, T., Dariotis, J. K., Ancona, M., Smith, A. S. R., Gonzalez, A. A., . . . Greenberg, M. T. (2014). Assessing fidelity of core components in a mindfulness and yoga intervention for urban youth: Applying the CORE process. New Directions for Youth Development, 2014(142), 59-81. https://doi.org/10.1002/yd.20097
Gould, L. F., Dariotis, J. K., Mendelson, T., & Greenberg, M. T. (2012). A school‐based mindfulness intervention for urban youth: Exploring moderators of intervention effects. Journal of Community Psychology, 40(8), 968-982. https://doi.org/10.1002/jcop.21505