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Pilot study of a mindfulness-based, multi-component, in-school group sleep intervention in adolescent girls
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- 자료유형학술지논문
- 저자명Bei, B.,Byrne, M. L.,Ivens, C.,Waloszek, J.,Woods, M. J.,Dudgeon, P.,Murray, G.,Nicholas, C. L.,Trinder, J.,Allen, N. B.
- 학회/출판사/기관명BLACKWELL PUBLISHING LTD
- 출판년도2013
- 언어영어
- 학술지명/학위논문주기EARLY INTERVENTION IN PSYCHIATRY
- 발행사항Vol.7No.2[2013]_x000D_
- ISBN/ISSN1751-7885
- 소개/요약Aim: Existing literature links poor sleep and anxiety symptoms in adolescents. This pilot study aimed to develop a practical method through which a program to improve sleep could reach adolescents in need and to examine the feasibility of a mindfulness-based, multi-component group sleep intervention using sleep and anxiety as outcome measures. Methods: Sixty-two grade 9 students (aged 13-15) at a girls' school were screened with the Pittsburgh Sleep Quality Index (PSQI) and Spence Children's Anxiety Scale (SCAS). Ten participants with self-reported poor sleep were enrolled into a six-session program based on Bootzin & Stevens, with added stress/anxiety-specific components. Sessions covered key aspects of basic mindfulness concepts and practice, sleep hygiene, sleep scheduling, evening/daytime habits, stimulus control, skills for bedtime worries and healthy attitudes to sleep. Treatment changes were measured by pre-post scores on the PSQI, SCAS and 7-day actigraphy-measured sleep. Results: The program demonstrated high acceptability, with a completion rate of 90%. Based on effect-size analysis, participants showed significant improvement on objective sleep onset latency (SOL), sleep efficiency and total sleep time; actigraphy data also showed significantly earlier bedtime, rise time and smaller day-to-day bedtime variation. Post-intervention global PSQI scores were significantly lower than that of pre-intervention, with significant improvement in subjective SOL, sleep quality and sleep-related daytime dysfunction. There were small improvements on some subscales of the SCAS, but change on its total score was minimal. Conclusions: A mindfulness-based, multi-component, in-school group sleep intervention following brief screening is feasible, and has the potential to improve sleep. Its impact on anxiety needs further investigation.
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