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Randomized Trial on the Effects of a Mindfulness Intervention on Temperament, Anxiety, and Depression: A Multi-Arm Psychometric Study

Andrea Poli, A. G. Maremmani, Angelo Gemignani, Mario Miccoli

Behavioral Science March 1, 2022 DOI: 10.3390/bs12030074 (opens in new tab)

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Study at a glance

AI-extracted from the abstract
Characteristics Multi-arm pre-post study Randomized Peer reviewed
Sample size 41
Population Fifth-year primary school students
Intervention Mindfulness training
Duration 8-week intervention with weekly 60-minute group sessions
Measures QUIT (Italian Questionnaires of Temperament), TAD (Test for Anxiety and Depression in Childhood and Adolescence)
Topics Anxiety Depression Meditation
Key points The eight-week mindfulness program lowered anxiety and changed temperament dimensions: social orientation, positive emotionality, and attention increased, while inhibition to novelty and negative emotionality decreased. Path analysis suggested attention may promote improvements in social orientation and inhibition to novelty, and that reduced inhibition to novelty may promote positive emotionality.

Abstract

Mindfulness is a mental state that can be achieved through meditation. So far, studies have shown that practicing mindfulness on a consistent and regular basis can improve attentional functions and emotional well-being. Mindfulness has recently begun to be used in the field of child development. The goal of this study is to assess if a mindfulness program may help primary school students in reducing anxiety and depression while also improving their temperamental characteristics. This multi-arm pre-post study included 41 subjects recruited in the fifth year of two primary school classes. Participants were randomly assigned to the experimental and control groups. The experimental group, but not the control group, underwent an eight-week mindfulness training. Every week, the program included 60-min group sessions. QUIT (Italian Questionnaires of Temperament) and TAD (Test for Anxiety and Depression in Childhood and Adolescence) were used to assess temperament, and anxiety and depression, respectively. Both groups were administered both instruments before and after mindfulness intervention. The mindfulness program lowered anxiety levels and was effective in changing temperament dimensions: there was an increase in social orientation (SO), positive emotionality (PE), and attention (AT), as well as a decrease in inhibition to novelty (IN) and negative emotionality. Path analysis revealed that AT may promote the improvement of both SO and IN. Similarly, PE may be promoted by the decrease of IN. Clinical implications are discussed.

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