Table_3_The Effects of a Mindfulness Program on Mental Health in Students at an Undergraduate Program for Teacher Education: A Randomized Controlled Trial in Real-Life.DOCX

Background: In this study, we aimed to investigate the effects of a mindfulness program including Mindfulness-Based Stress Reduction (MBSR) on the mental health of student teachers when offered at their educational institution in a real-life context.Methods: A parallel randomized controlled trial (RCT) was conducted among self-selected student teachers at a Danish undergraduate program for teacher education in the autumns of 2019 and 2020. Participation was not recommended in case of (1) clinical depression or a diagnosis of psychosis or schizophrenia, (2) abuse of alcohol, drugs, and/or medicine. Randomization was performed by a Statistician who was blinded to the identity of the students. Data was collected using self-reported questionnaires. The primary outcome was a change in perceived stress 3 months from baseline. Secondary outcome measures were symptoms of anxiety and depression, well-being, resilience, mindfulness, and thoughts and feelings during rest. The effects were analyzed according to the intention-to-treat principle using mixed-effect linear regression models. Mediating effects of mindfulness skills on the mental health outcomes were explored using structural equation modeling.Results: The study group included 67 student teachers with 34 allocated to the intervention group (median age: 25 years; women: n = 24, 71%); and 33 students (median age: 25 years; women: n = 25, 76%) allocated to a waiting list control group. At baseline, mean Perceived Stress Scale (PSS) scores were 18.88 (SD: 5.75) in the intervention group and 17.91 (SD: 6.36) in the waiting list control group. A total of 56 students completed the questionnaire at a 3-month follow-up (28 in both the intervention- and the control group). Statistically significant effects of the intervention were found on perceived stress, symptoms of anxiety and depression, well-being, and on three of seven resting-state dimensions. No effects were found on resilience or mindfulness. Statistically significant mediated effects via resting-state dimensions were found.Conclusion The findings suggested that offering a mindfulness program at an undergraduate program for teacher education could significantly improve the mental health among self-selected students within 3 months. Results of mediation analysis supported the hypothesis that some of the effects might be explained by reduced distracting thoughts.Clinical Trial Registration: [www.ClinicalTrials.gov], identifier [NCT04558099].

背景：本研究旨在探讨在现实生活背景下，于教育机构向学生教师提供正念训练计划（包括基于正念的压力管理 [MBSR]）对其心理健康的影响。方法：在2019年和2020年秋季，对丹麦一所教师教育本科项目的自选学生教师进行了一项平行随机对照试验（RCT）。若存在以下情况，则不建议参与：1）临床抑郁症或精神分裂症、精神病的诊断；2）酒精、药物及/或药物的滥用。随机化由一位对学生的身份不知情的统计学家执行。数据通过自我报告问卷收集。主要结局指标为基线后3个月感知压力的变化。次要结局指标包括焦虑和抑郁症状、幸福感、复原力和休息期间的思维与情绪。根据意向治疗原则，使用混合效应线性回归模型分析效应。通过结构方程模型探索正念技能在心理健康结局上的中介效应。结果：研究组包括67名学生教师，其中34人被分配到干预组（中位数年龄：25岁；女性：n = 24，占71%）；33名学生（中位数年龄：25岁；女性：n = 25，占76%）被分配到等待名单对照组。在基线时，干预组的感知压力量表（PSS）平均得分为18.88（标准差：5.75），等待名单对照组的平均得分为17.91（标准差：6.36）。总共56名学生完成了3个月随访的问卷（干预组和对照组均为28人）。在感知压力、焦虑和抑郁症状、幸福感以及七个休息状态维度中的三个维度上发现了干预的显著效应。在复原力和正念上未发现任何效应。通过休息状态维度发现了具有统计学意义的中介效应。结论：研究结果提示，在教师教育本科项目中提供正念训练计划，可在3个月内显著改善自选学生的心理健康。中介分析的结果支持了假设，即部分效应可能由减少的干扰性思维所解释。临床试验注册：[www.ClinicalTrials.gov]，标识符[NCT04558099]。