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Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran , narimani@uma.ac.ir
Abstract: (8 Views)
Background: The Learning to BREATHE curriculum is a pioneering school-based mindfulness program that has been utilized in educational settings over the past two decades to enhance adolescents' mental health. It leverages mindfulness principles to improve psychological well-being and has been evaluated in various communities. In Iran, given unique cultural and social pressures like competitive exams, culturally adapted interventions are needed.
Aims: This pilot study aimed to examine the feasibility, acceptability, safety, and preliminary efficacy of the Learning to BREATHE program in improving self-compassion, reducing perceived stress, and enhancing mindfulness among Iranian adolescent girls.
Methods: This quasi-experimental study used a pre-test and post-test design without a control group. The population included all female high school students aged 15–19 in Ardabil in 2024. Eight students were selected through non-random voluntary sampling. Measurement tools included the Self-Compassion Scale (Neff, 2003), Perceived Stress Scale (Cohen et al., 1983), and Mindfulness Scale (Brown & Ryan, 2003). Data were analyzed using paired t-tests in SPSS-26, with effect sizes calculated via Cohen’s d.
Results: The attendance rate of 97.6%, completion rate of 87.5%, and high satisfaction levels confirmed the program’s feasibility and acceptability. No chronic adverse events were reported. The results demonstrated significant improvements in self-compassion (Cohen’s d = 1.12, p < 0.05), significant reductions in perceived stress (Cohen’s d = 1.3, p < 0.05), and significant increases in mindfulness (Cohen’s d = 1.2, p < 0.05) in the post-test compared to the pre-test.
Conclusion: The Learning to BREATHE program shows high potential as an effective and culturally compatible intervention for promoting the mental health of Iranian adolescents. Despite limitations such as a small sample size and the absence of a control group, future research with larger samples and long-term follow-up is recommended.
Aims: This pilot study aimed to examine the feasibility, acceptability, safety, and preliminary efficacy of the Learning to BREATHE program in improving self-compassion, reducing perceived stress, and enhancing mindfulness among Iranian adolescent girls.
Methods: This quasi-experimental study used a pre-test and post-test design without a control group. The population included all female high school students aged 15–19 in Ardabil in 2024. Eight students were selected through non-random voluntary sampling. Measurement tools included the Self-Compassion Scale (Neff, 2003), Perceived Stress Scale (Cohen et al., 1983), and Mindfulness Scale (Brown & Ryan, 2003). Data were analyzed using paired t-tests in SPSS-26, with effect sizes calculated via Cohen’s d.
Results: The attendance rate of 97.6%, completion rate of 87.5%, and high satisfaction levels confirmed the program’s feasibility and acceptability. No chronic adverse events were reported. The results demonstrated significant improvements in self-compassion (Cohen’s d = 1.12, p < 0.05), significant reductions in perceived stress (Cohen’s d = 1.3, p < 0.05), and significant increases in mindfulness (Cohen’s d = 1.2, p < 0.05) in the post-test compared to the pre-test.
Conclusion: The Learning to BREATHE program shows high potential as an effective and culturally compatible intervention for promoting the mental health of Iranian adolescents. Despite limitations such as a small sample size and the absence of a control group, future research with larger samples and long-term follow-up is recommended.
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)