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Reducing stress in school-age girls: Mindful awareness for girls through yoga (MAGY).
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- 자료유형학위논문
- 저자명White, Laura Santangelo
- 학회/출판사/기관명Boston College Connell School of Nursing
- 출판년도2010
- 언어영어
- 학술지명/학위논문주기
- 발행사항
- ISBN/ISSN
- 소개/요약This randomized intervention study examined the efficacy and feasibility of a stress reduction program using mindful movement to decrease levels of perceived stress, facilitate coping, enhance self-esteem, and self-regulation in school-age girls._x000D_ School-age children experience stressors with serious sequelae and need to respond with multiple coping strategies. Girls use maladaptive coping strategies and report lower self-esteem. Evidence-based interventions for stress management in children are scant, contributing to missed opportunities for preventing illness and promoting health._x000D_ Mindfulness-based stress reduction is a training program of awareness-based practices, including yoga, which was adapted to the development of school-age girls. The questions included: (1) To what extent do school-age girls who participate in an eight week mindful movement intervention report significantly different levels of perceived stress, effectiveness and number of coping strategies, levels of self-esteem, and self-regulation than girls in a wait-list control group? (2) To what extent is the dose of mindful movement inversely correlated with perceived stress and positively correlated with effectiveness and number of coping strategies, self-esteem, and self-regulation?._x000D_ A sample of fourth and fifth grade girls was recruited from two public schools randomized as intervention and wait-list control. The intervention group met one hour a week for eight weeks and completed ten minutes of daily homework._x000D_ Repeated Measures Analysis of Variance with an intention to treat analysis (n=155) was used. No differences between groups were found. Both groups reported increased self-esteem and self-regulation over time. Compared to the control group, the intervention group was more likely to increase their frequency of coping (p<.05). The amount of home yoga practice predicted an increase in stress scores. Supplemental analyses found the intervention group was more likely to report increasing stress appraisals (p<.01). Coping frequency and stress appraisal scores were not correlated at Time 1 in the intervention group, but were positively correlated at Time 2._x000D_ The intervention group may have become more aware of feelings associated with stress and generated coping, or may have experienced increasing stress as part of mindfulness training. School-based mindfulness interventions are feasible and may be coordinated by school nurses, but require more investigation. Limitations, implications, and suggestions for future research are discussed._x000D_
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