El programa de mindfulness “Aprendiendo a Respirar” en adolescentes haciendo la transición a la universidad: ensayo piloto controlado aleatorizado

• Esther Calvete ^[1] ; Izaskun Orue ^[1] ; Liria Fernández-González ^[1] ; Estíbaliz Royuela Colomer ^[1] ; Ángel Prieto-Fidalgo ^[1] ; Joana Gómez Odriozola
  1. [1] Universidad de Deusto

     Universidad de Deusto

     Bilbao, España

     
• Localización: Revista de Psicología Clínica con Niños y Adolescentes, ISSN-e 2340-8340, Vol. 6, Nº. 3, 2019 (Ejemplar dedicado a: Prevención en psicología clínica y de la salud infanto-juvenil), págs. 32-38
• Idioma: español
• Títulos paralelos:
  • Learning to Breathe: A Mindfulness Program for Adolescents in Transition to University: Randomized Controlled Pilot Trial
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 5 Citas
• Resumen
  • español

    La transición a la universidad puede ser un momento estresante para muchos adolescentes. En este estudio piloto se evalúan los efectos de una intervención basada en mindfulness en estudiantes que inician estudios universitarios. Se realizó un ensayo controlado aleatorizado con 114 estudiantes (92 chicas, media de edad = 17.99, DT = 0.69). Se empleó el programa Aprendiendo a Respirar (Learning to Breathe, L2B) traducido y adaptado para el presente estudio. Los participantes completaron diferentes medidas en el pretest y el postest, incluyendo depresión, ansiedad, rumiación, autoconcepto, autocompasión, resiliencia y mindfulness. Los resultados mostraron una disminución significativa de la depresión, la ansiedad y la rumiación y un aumento significativo de la resiliencia, el autoconcepto, y algunas facetas de mindfulness y autocompasión. Los programas basados en mindfulness pueden ser una estrategia efectiva para mejorar la transición a la universidad, favoreciendo estrategias saludables de adaptación a los nuevos cambios

  • English

    Transition to university can be a stressful moment for many adolescents. In this pilot study we examined the effect of a mindfulness based intervention in first year university students. A randomized controlled trial was conducted with 114 students (92 women, mean age = 17.99, SD = 0.69). The intervention was the program Learning to Breathe (L2B), which was translated and adapted for the present study. The adolescents completed different measures at pretest and postest, including depression, anxiety, rumination, self-concept, self-compassion and mindfulness. Participation in the intervention was associated with a significant decrease in depression, anxiety and rumination and an increase in resilience, self-concept and some facets of mindfulness and self-compassion. Mindfulness based interventions may be an effective way to favor healthy adaptation strategies to new changes and to enhance an adequate transition into college.

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