Mindfulness-based stress reduction to improve well-being among adolescents in an alternative high school

Mindfulness is the practice of bringing one's attention to the present moment. Mindfulness-based stress reduction (MBSR) allows the individual to utilize their inner capabilities and resources by tuning in to their mind and body's present experience in a non-reactive, non judgmental way (Kabat-Zinn, 1990). MBSR has been used unaccompanied, or in conjunction with more traditional treatment, for a variety of physical and mental health issues, and has achieved acceptance and respect as an evidence-based practice (Dryden & Still, 2002). The present study investigated the effects of a MBSR program on subjective well-being in an alternative high school sample. The study aimed to address a dearth in the research on the effects of mindfulness on adolescents, and in the areas of meditation and positive psychology (Baer, 2003; Roemer & Orsillo, 2003; Shapiro, Schwartz, & Santerre, 2005).;A single-subject, ABA repeated measures design (n=7) was utilized to assess the efficacy of an 8-week, 16 session MBSR program that was adapted for use within the alternative high school setting. The program was based on Kabat-Zinn's (1990) Stress Reduction and Relaxation Program. Weekly self-report measures were administered to the student participants to assess participant levels of subjective well-being, while teachers completed a weekly behavioral measure to assess participant school-related behavior. Participant levels of mindfulness were measured at pre-intervention, post-intervention, and fourth week of follow-up.;It was hypothesized that participants would show increases in levels of mindfulness and subjective well-being, as evidenced by increases in positive affect and life satisfaction and decreases in negative affect. Research questions investigated specific areas of life satisfaction to determine domain-specific changes, as well as investigated school-related behavior to assess changes in attendance, on-time arrival to class and class work completion. Visual inspection and ipsative z statistical analysis were used to analyze the data.;Results indicated that by the end of follow-up, all participants showed an increase in levels of mindfulness. While there was some support for some of the hypotheses, there were minimal statistically significant changes in the direction of the hypotheses and negative effects of treatment were also found. Implications are discussed.