Effects of Mindfulness Training on Emotional Care Strategies
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 328
- 试验地点
- 1
- 主要终点
- Change in Stress
研究概览
简要总结
Teachers in Hong Kong are susceptible to professional stress and its associated psychosomatic illnesses. To enhance teachers' well-being, mindfulness training is conducted in local schools. The present study is a randomized controlled trial to investigate 1) the effects of mindfulness training on teachers' well-being (i.e. general health, positive affect, stress, negative affect); 2) whether decentering strategy (vs. cognitive reappraisal strategy) is nurtured by mindfulness practice; and 3) whether decentering instead of cognitive reappraisal is the mediator that explains the impact of mindfulness on well-being. Participants will be randomized to either intervention (8-week .b Foundations course) or waiting-list control condition.
详细描述
All the participants will complete an online survey before (baseline), after (post-intervention), and two-months (follow-up) after the intervention. A subset of participants (N = 30) will complete an electroencephalography (EEG) experiment.
Prior to the experiment, participants will complete an online questionnaire writing down eight recent autobiographical situations: four reflecting a neutral experience, two reflecting events that triggered anxiety, and two reflecting events that triggered sadness. After writing about each situation, participants will be asked to identify five keywords that are both unique and tightly linked to each situation.
During the experiment, participants will be reminded of the autobiographical situations in the computerized task. Participants will be asked to view the keywords (i.e. control condition); step back and view the keywords like an impartial observer, allowing whatever thoughts or emotions arise to come and go (i.e. decentering condition); and think about the keywords from different perspective to minimize negative emotions (i.e. reappraisal condition). EEG will be recorded while participants complete the task. Participants will receive $200 Hong Kong dollars each time as a remuneration for the time to participate in the experiment.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Prevention
- 盲法
- Single (Participant)
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Aged 18 years old or above
- •Working in local schools or education institutions
- •Willing to participate in mindfulness training voluntarily
排除标准
- •Have history of neurological or psychiatric disorder, brain injury, birth complications, or significant sensory impairment
- •Currently under medications that are known to affect the brain (e.g. anti-depressants, epileptica, tranquilizer, sleep medication, psychotropics, ritalin, concerta, etc.)
- •Experiencing severe or unstable mental health condition currently
- •Completed 8-week mindfulness training previously
- •Unwilling to go by random assignment
结局指标
主要结局
Change in Stress
时间窗: Baseline, Immediately after intervention, Two-months after intervention
Perceived Stress Scale (PSS), 10 items, 5-point Likert scale ranging from 1 (never) to 5 (always)
Change in General Health
时间窗: Baseline, Immediately after intervention, Two-months after intervention
General Health Questionnaire (GHQ), 12 items, 5-point Likert scale ranging from 1 (never) to 5 (always)
次要结局
- Change in Negative affect(Baseline, Immediately after intervention, Two-months after intervention)
- Change in Decentering(Baseline, Immediately after intervention, Two-months after intervention)
- Change in Mindfulness(Baseline, Immediately after intervention, Two-months after intervention)
- Change in Late positive potential (LPP)(Baseline, Immediately after intervention)
- Change in Positive affect(Baseline, Immediately after intervention, Two-months after intervention)
- Change in Reappraisal(Baseline, Immediately after intervention, Two-months after intervention)
研究者
Professor Lam Shui-fong
Director
The University of Hong Kong