Processes of change in a school-based mindfulness programme: cognitive reactivity and self-coldness as mediators

Cogn Emot. 2018 May;32(3):658-665. doi: 10.1080/02699931.2017.1310716. Epub 2017 Mar 31.

Abstract

The underlying mechanisms of the effectiveness of mindfulness-based interventions for emotional well-being remain poorly understood. Here, we examined the potential mediating effects of cognitive reactivity and self-compassion on symptoms of depression, anxiety and stress using data from an earlier randomised controlled school trial. A moderated time-lagged mediation model based on multilevel modelling was used to analyse the data. The findings showed that post-treatment changes in cognitive reactivity and self-coldness, an aspect of self-compassion, mediated subsequent changes in symptoms of depression, anxiety and stress. These results suggest that cognitive reactivity and self-coldness may be considered as transdiagnostic mechanisms of change of a mindfulness-based intervention programme for youth.

Keywords: Mindfulness; anxiety; cognitive reactivity; depression; self-compassion.

Publication types

  • Research Support, Non-U.S. Gov't

MeSH terms

  • Adolescent
  • Anxiety Disorders / psychology
  • Anxiety Disorders / therapy
  • Cognition*
  • Depressive Disorder / psychology
  • Depressive Disorder / therapy
  • Empathy*
  • Female
  • Humans
  • Male
  • Mental Disorders / psychology
  • Mental Disorders / therapy*
  • Mindfulness / methods*
  • Program Evaluation / methods
  • School Health Services*
  • Self Concept*
  • Stress, Psychological / psychology
  • Stress, Psychological / therapy
  • Treatment Outcome