Effects of Mind-Body Interventions on Adolescents’ Cooperativeness and Emotional Symptoms
Susanna Feruglio, Stefania Pascut, Alessio Matiz, Andrea Paschetto, Cristiano Crescentini
Behavioral Sciences February 24, 2022 DOI: 10.3390/bs12020033 (opens in new tab) via DOAJ
Summary
AI-generated from the abstractHealthy Italian adolescents who completed eight weeks of either mindfulness-oriented meditation or autogenic training showed increased cooperativeness and reduced emotional symptoms. The more participants' cooperativeness rose, the more their emotional symptoms fell. Both mind-body interventions fostered a cooperative attitude and helped regulate emotions, suggesting they may protect youth well-being and psychosocial adjustment in school settings.
Study at a glance
| Characteristics | Randomized controlled trial Peer reviewed |
|---|---|
| Sample size | 72 |
| Population | Healthy Italian adolescents |
| Interventions | mindfulness-oriented meditation training autogenic training |
| Duration | 8-week training |
| Keywords | Adolescence Mindfulness meditation Autogenic training Character Cooperativeness |
| Key finding | Both mindfulness-oriented meditation and autogenic training increased cooperativeness and reduced emotional symptoms in adolescents, with changes in these dimensions negatively correlated. |
Abstract
Background: Mind-body interventions may support the development of adolescents’ self-regulation and provide a protective effect against maladaptive outcomes, e.g., internalizing and externalizing problems. The present study aimed at evaluating the effects of mindfulness-oriented meditation training (MOM) and autogenic training (AT) on a group of healthy Italian adolescents’ character dimensions, emotional and behavioral difficulties. Methods: 72 adolescents were randomly assigned to MOM/AT conditions and tested before and after the 8-week trainings through self-report measures (Temperament and Character Inventory 125, TCI; Strengths and Difficulties Questionnaire for Adolescents, SDQ-A). Main analyses involved robust and repeated measures ANOVAs, carried out separately for character TCI and SDQ-A scales. Results: After trainings, we found increased levels of cooperativeness and reduced emotional symptoms. Changes in these dimensions were negatively correlated: the more participants increased in their cooperativeness the greater decrease they showed in emotional symptoms. Conclusion: Both MOM and AT enhanced a cooperative attitude in adolescents and helped reducing their emotional problems. Therefore, it may be useful to apply these mind-body interventions in school settings as they can have a protective effect on the well-being and psychosocial adjustment of youths, through fostering their character maturity and helping them to better regulate their emotions.