Volume 7, Issue 3 (2019)
Health Educ Health Promot 2019, 7(3): 111-117 |
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Mostafazadeh P, Ebadi Z, Mousavi S, Nouroozi N. Effectiveness of School-Based Mindfulness Training as a Program to Prevent Stress, Anxiety, and Depression in High School Students. Health Educ Health Promot 2019; 7 (3) :111-117
URL: http://hehp.modares.ac.ir/article-5-27855-en.html
URL: http://hehp.modares.ac.ir/article-5-27855-en.html
1- Clinical Psychology Department, Psychology Faculty, Tehran Medical Branch, Islamic Azad University, Tehran, Iran
2- Psychology Department, Psychology Faculty, Payame Noor University, Tehran, Iran
3- Psychology Department, Psychology Faculty, Payame Noor University, Tehran, Iran, Psychology Faculty, Payame Noor University, Noorabad Coy, Tarisha Alley, Ahvaz, Iran. Postal Code: 6391696932
4- General Psychology Department, Literature Faculty, Izeh Branch, Islamic Azad University, Izeh, Iran
2- Psychology Department, Psychology Faculty, Payame Noor University, Tehran, Iran
3- Psychology Department, Psychology Faculty, Payame Noor University, Tehran, Iran, Psychology Faculty, Payame Noor University, Noorabad Coy, Tarisha Alley, Ahvaz, Iran. Postal Code: 6391696932
4- General Psychology Department, Literature Faculty, Izeh Branch, Islamic Azad University, Izeh, Iran
Abstract: (8590 Views)
Aims: The aim of this study was to investigate the effectiveness of the implementation of mindfulness training on depression, anxiety, and stress in high school students in Ahvaz in the academic year of 2017-2018.
Materials & Methods: This is a quasi-experimental study with pre-test post-test design with control group. The statistical population included all of high school female students in the academic year of 2017-2018. The sample size consisted of 40 students, who were selected by multi-stage cluster sampling and randomly divided into experimental (n=20) and control (n=20) groups. For the experimental group, 8 sessions (each session 90 minutes) of the mindfulness program were performed, but no experimental test was performed for the control group and the Depression Anxiety Stress Scales (DASS) was used for collecting data. To test the hypotheses, covariance analysis and multivariate analysis of variance was performed, using SPSS 21 software. In addition, Levin test was used to test the equivalency of variances. After completion of educational programs, post-test was performed on both groups.
Findings: The results of data analysis indicated that the effect of mindfulness training on decreasing depression, anxiety, and stress has been shown and there was a significant relationship between mindfulness education and anxiety reduction, depression, and stress (p<0.01).
Conclusion: Based on the results of this study, it is worthwhile for educators to teach students how to train their mind-learning skills to be able to manage their self-control coping processes and reduce the amount of anxiety disorder in psychological conditions.
Materials & Methods: This is a quasi-experimental study with pre-test post-test design with control group. The statistical population included all of high school female students in the academic year of 2017-2018. The sample size consisted of 40 students, who were selected by multi-stage cluster sampling and randomly divided into experimental (n=20) and control (n=20) groups. For the experimental group, 8 sessions (each session 90 minutes) of the mindfulness program were performed, but no experimental test was performed for the control group and the Depression Anxiety Stress Scales (DASS) was used for collecting data. To test the hypotheses, covariance analysis and multivariate analysis of variance was performed, using SPSS 21 software. In addition, Levin test was used to test the equivalency of variances. After completion of educational programs, post-test was performed on both groups.
Findings: The results of data analysis indicated that the effect of mindfulness training on decreasing depression, anxiety, and stress has been shown and there was a significant relationship between mindfulness education and anxiety reduction, depression, and stress (p<0.01).
Conclusion: Based on the results of this study, it is worthwhile for educators to teach students how to train their mind-learning skills to be able to manage their self-control coping processes and reduce the amount of anxiety disorder in psychological conditions.
Article Type: Original Research |
Subject:
Health Education and Health Behavior
Received: 2018/12/5 | Accepted: 2019/05/18 | Published: 2019/07/21
Received: 2018/12/5 | Accepted: 2019/05/18 | Published: 2019/07/21
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