The effectiveness of taught, self-help mindfulness-based interventions on Chinese adolescents' well-being, mental health, prosocial and difficult behavior, and coping strategy.
Applied psychology. Health and well-being August 1, 2024 Wanying Zhou, Ros Mclellan 13 citations
Mindfulness-based interventions, whether taught by an instructor or practiced as self-help, can improve well-being and prosocial behavior among Chinese adolescents. In a study of 362 students (average age 13, 47.5% girls), those who received taught mindfulness showed significantly greater improvement in well-being compared to a control group, and both mindfulness groups reported increased prosocial behavior. However, the taught group also experienced a decrease in loneliness but an increase in internalizing problems. No significant changes were observed in depression, anxiety, or stress levels across groups. The findings suggest that integrating mindfulness into Chinese schools may be beneficial, especially given the positive outcomes of the self-help approach.