Adolescents subjected to chronic stress are at greater risk for developing mental and physical health difficulties. Mindfulness-based interventions (MBIs) may buffer the effects of chronic stress by enhancing cognitive executive function and emotional regulation. Since adolescents are still developing these cognitive and emotional resources, mindfulness training may accelerate their development.
Using ecological momentary assessment, Miller-Chagnon et al. [Journal of Consulting and Clinical Psychology] tested whether an MBI, taught within a community mentoring program, improved mindfulness and emotional regulation in chronically stressed adolescents better than the mentoring program alone.
The researchers randomly assigned 81 adolescents (mean age = 14 years; 56% male, 37% female, 7% other; 57% White) referred to a community-based mentoring program due to juvenile justice and/or emotional or behavioral problems to either the mentoring program alone or the mentoring program plus an MBI. Half of the adolescents’ families reported annual incomes below $20,000, 55% rated themselves on the bottom rung of a subjective social status scale, and 56% had mental health diagnoses.
The mentoring program met 3 nights per week across 12 weeks. The MBI group received nine weekly 30-minute mindfulness training sessions during weeks 2-10 of the mentoring program, while the control group continued mentored activities as usual. The MBI, adapted from the Learning to Breathe program, emphasized mindfulness of the body, senses, thoughts, emotions, and speech, as well as lovingkindness, gratitude, and compassion.
In the mentoring program, mentors engaged mentees in activities designed to promote positive relationships, academic success, and prosocial interests. A part of the cohort met face-to-face while others participated only online due to the COVID pandemic.
Participants were assessed using ecological momentary assessment at three time points: one week before the intervention, one week mid-intervention, and one-week post-intervention. During each 7-day assessment period, participants replied to three 13-item questionnaires delivered to their smartphones at semi-random intervals. The questionnaires assessed acute stressors, mindfulness (using the Mindful Attention and Awareness scale), self-judgment, and difficulties with emotional regulation experienced during the past hour.
The results showed that in the MBI group, the negative association between acute stressors and mindful attention was significantly weaker at postintervention compared to baseline. The presence of an acute stressor was associated with less self-judgment and less emotional regulation difficulty at postintervention than at baseline.
For the control group, acute stressors were associated with lower mindfulness scores and greater emotion regulation difficulty at postintervention than at baseline. All effect sizes were small.
The study demonstrates an MBI can potentially buffer the negative effects of stressor exposure on the ability to stay mindful and regulate emotion among adolescents with social and behavioral problems. A key strength of the study was its use of ecological momentary assessment across three distinct week-long periods, providing a more nuanced understanding of changes over time. The study is limited by the absence of long-term follow-up to assess whether and how long these effects persist.
Reference:
Miller-Chagnon, R. L., Shomaker, L. B., Prince, M. A., Krause, J. T., Rzonca, A., Haddock, S. A., Zimmerman, T. S., Lavender, J. M., Sibinga, E., & Lucas-Thompson, R. G. (2024). The benefits of mindfulness training for momentary mindfulness and emotion regulation: A randomized controlled trial for adolescents exposed to chronic stressors. Journal of Consulting and Clinical Psychology, 92(12), 800–813.
Link to study
