Randye Semple, Chair
Presenters: John P. Rettger, Bidyut K. Bose, Christina Khan
Saturday, February 27, 2016 | 3:00 pm – 4:30 pm
John P. Rettger
This presentation will describe the outcomes of a study of the RISE Yoga program on (n=424) high school student reports of perceived stress, self-esteem, depression and mindfulness.
The study consisted of three groups. Group A was a low intensity yoga group (n=327) receiving eight weekly 40-minute yoga classes. Group B was a high intensity yoga group (n=54) receiving an eight-week course divided into four two-week blocks. Group C was a control group (n=43) of non-yoga participants.
Results of a Wilcoxon Signed-ranks test are reported. For the high intensity intervention group (B), perceived stress levels were significantly lower at post-intervention (Mdn = 5) than at baseline (Mdn = 6), Z = -2.15, p = .032, r = -0.34. Self-esteem scores were significantly higher at post-intervention (Mdn = 30) than at baseline (Mdn = 29), Z = -2.03, p = .042, r = -0.35. Depression levels were not different at post-intervention (Mdn= 12) compared to baseline (Mdn = 12), Z = -.098, p = .922. In the lower intensity group (A) no statistically significant improvements were detected. No statistically significant changes were detected in the control group (C).
The results from the high intensity group suggest the potential effectiveness of delivering school-based yoga programs at higher-dosages of instruction over a longer period of time combined with wellness lessons, journaling, and a break period between the intensive sessions.
- The participant will be able to articulate potential strengths and challenges of implementing school-based yoga programs for high school students
- The participant will learn to identify the potential components of school-based yoga programs that may contribute to successful outcomes
- The participant will increase their understanding of the current state of yoga research for high schoolers and the ways in which current research limitations may be overcome
Bidyut K. Bose, PhD, Niroga Institute
Jennifer L. Frank, PhD , Pennsylvania State University Prevention Research Center
Effectiveness of a School-Based Dynamic Mindfulness Program on Adolescent Stress Resilience
We report on two studies on Transformative Life Skills (TLS), a Dynamic Mindfulness Social-Emotional Learning (SEL) program, consisting of yoga-based mindful movement, breath regulation, and centering practices, in 15-minute sessions in regular classrooms.
Study #1: The aim of this quasi-experimental study was to assess the effectiveness of TLS on adolescent emotional distress, prosocial behavior, and attitudes towards violence in a high-risk sample of youth in grades 9-11, attending a diverse alternative high school in an urban school district. Results indicated that participating students demonstrated significant reductions in anxiety, depression, global psychological distress, rumination, intrusive thoughts, as well as physical and emotional arousal.
Study #2: The aim of this randomized controlled trial (RCT) was to assess the effectiveness of TLS on indicators of adolescent mental health and school functioning. Participants included 159 students in grades 6 and 9, attending a diverse urban charter school, and were randomly assigned to treatment or wait-list control conditions. Results indicated that students who participated in the TLS program demonstrated significant reductions in unexcused absences and detentions, and increases in school engagement. Specifically, we found significant increases in student emotion regulation, positive thinking, and cognitive restructuring in response to stress.
- Understand the distinction between static and dynamic mindfulness, and its impact on stress resilience
- Describe the impact of chronic stress and trauma on brain development and learning
- Demonstrate a brief Dynamic Mindfulness practice that enables stress resilience and emotion regulation
Bidyut Bose is the Founder and Executive Director of Niroga Institute (www.niroga.org), which brings Dynamic Mindfulness practices (integrating yoga, breath regulation and meditation) annually to hundreds of educators and mental health professionals, as well as thousands of students in schools and alternative schools, nationally and internationally. Having learned yoga and meditation since he was a child, and with a PhD in Computer Science from UC Berkeley, his current research interests include the neurobiology and epigenetics of traumatic stress, strategies for positive child and youth development, and the development of cost-effective architectures for lasting social transformation.
Christina T. Khan, MD, PhD, Stanford University School of Medicine
So you think and you dance? Promoting girls’ social emotional development through mindfulness and movement: A pilot study
The objectives of this study included: 1) to test the feasibility and acceptability of an innovative skills-based intervention for girls combining mindfulness with movement techniques, and 2) to test the effect of the intervention on factors associated with resilience, including emotion regulation, self-esteem, and subjective sleep quality.
Girls in grades 3-6 were recruited from a semi-urban public school district after-school program and assigned to the intervention (n = 27) or control group (n = 27). The intervention was an 8-session structured curriculum based on principles from mindfulness, cognitive behavioral therapy, and dance/movement therapy. Participants completed structured questionnaires at pre-, post-, and four-month follow-up. Data analysis included comparison of means using a repeated measures general linear model.
The intervention was feasible based on rates of recruitment (60%), retention (93%), adverse events (0%), and attendance (88% girls-only sessions; 81% overall). Girls reported learning mindfulness, dance, and yoga techniques as well as healthy lifestyle behaviors. Parents reported observing improvements in mood, sleep, helping behaviors at home, and desire to learn. Intervention group participants showed improved global self-esteem (F = 5.88, p = .026, α = 0.05), peer-related self-esteem (F = 6.35, p = .021, α = 0.05) and insomnia scores (F = 122.40, p = .000, α = 0.05) four months post-intervention. Analysis of the control group data is underway and will be presented in the symposium.
- Describe a simple and affordable movement-based intervention for a low-income at-risk population.
- Identify how mindfulness techniques may be integrated with movement modalities to facilitate skill building in an after-school or community program.
- Articulate how mindfulness and movement may contribute to resilience factors in pre-adolescent girls.