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The primary purpose of this analysis was to learn how therapeutic community (TC) residents describe Mindfulness-Based Stress Reduction (MBSR) delivered as part of their substance use recovery experience. A secondary purpose was to develop focus group questions guided by TC residents' descriptions. Two researchers independently analyzed 38 written stories about stress in the TC. The researchers used conventional content analysis; independent analysis was followed by consensus dialogue to identify key words and code definitions. Three themes emerged from the content analysis: utility, portability, and sustainability. Participants talked about MBSR as a tool which helped them “manage” their recovery, noting that they used MBSR techniques in the TC and off-site. They believed they could use MBSR even after exiting the TC. Three focus group questions were formulated, one for each theme. Content analysis of stories of stress provided substantive guidance for formulating focus group questions which incorporated the voice of participants through familiar terms and friendly language.
Substance use is a pervasive health problem. Therapeutic community (TC) is an established substance abuse treatment but TC environments are stressful and dropout rates are high. Mindfulness-based TC (MBTC) intervention was developed to address TC stress and support self-change that could impact treatment retention. Self-change was assessed through feeling and thinking word-use in written stories of stress from 140 TC residents in a historical control group and 253 TC residents in a MBTC intervention group. Data were collected 5 times over a 9-month period. Linguistic analysis showed no differences between the groups over time; however, over all time points, the MBTC intervention group used fewer negative emotion words than the TC control group. Also, negative emotion (P < .01) and anxiety (P < .01) word-use decreased whereas positive emotion word-use increased (P < .05) over time in both groups. Descriptive data from linguistic analyses indicated that sustained self-change demands participation in mindfulness behaviors beyond the instructor-guided MBTC intervention.
The purposes of this pilot study were to address these limitations and to test the effect of mindfulness on depression and anxiety for minority children. Depressive and anxiety symptoms were examined. An experimental design was used comparing minority children who received mindfulness intervention (MI) to those who received health education intervention (HEI) immediately pre- and post-intervention. Eighteen children were recruited from a summer camp; one was lost to follow-up. The MI used a program designed specifically for children by Mindful Schools. This program includes attention to breath, mindful movement, and generosity. Data were analyzed using repeated-measures analysis of variance with one between factor and one repeated measures factor. There was a significant interaction between group and time for depressive symptoms. Children receiving mindfulness reported lower levels over time compared to those receiving health education. These results show promise for the use of mindfulness to decrease particularly depressive symptoms in minority children. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
The purposes of this pilot study were to address these limitations and to test the effect of mindfulness on depression and anxiety for minority children. Depressive and anxiety symptoms were examined. An experimental design was used comparing minority children who received mindfulness intervention (MI) to those who received health education intervention (HEI) immediately pre- and post-intervention. Eighteen children were recruited from a summer camp; one was lost to follow-up. The MI used a program designed specifically for children by Mindful Schools. This program includes attention to breath, mindful movement, and generosity. Data were analyzed using repeated-measures analysis of variance with one between factor and one repeated measures factor. There was a significant interaction between group and time for depressive symptoms. Children receiving mindfulness reported lower levels over time compared to those receiving health education. These results show promise for the use of mindfulness to decrease particularly depressive symptoms in minority children.