Promoting healthy transition to college through mindfulness training with first-year college students: Pilot randomized controlled trial.
Study Goal
The researchers aimed to evaluate the effectiveness and feasibility of mindfulness training in promoting health and wellbeing among first-year college students.
Results Summary
Participation in the mindfulness intervention was associated with significant increases in life satisfaction and significant decreases in depression and anxiety, with marginally significant improvements in sleep issues and alcohol consequences.
Population
109 first-year college students (66% female, 50% Caucasian) recruited from residential halls.
Effective Dosage
Not specified
Duration
Not specified
Interactions
None mentioned
| Intervention | Direction | Endpoint | Population | Dosage | Impact | Claim # |
|---|---|---|---|---|---|---|
mindfulness training | increase | students' life satisfaction | first-year college students | - | significant increase | #1 |
mindfulness training | decrease | depression | first-year college students | - | significant decrease | #2 |
mindfulness training | decrease | anxiety | first-year college students | - | significant decrease | #3 |
mindfulness training | decrease | sleep issues | first-year college students | - | marginally significant decrease | #4 |
mindfulness training | decrease | alcohol consequences | first-year college students | - | marginally significant decrease | #5 |
OBJECTIVE: Given the importance of developmental transitions on young adults' lives and the high rates of mental health issues among U.S. college students, first-year college students can be particularly vulnerable to stress and adversity. This pilot study evaluated the effectiveness and feasibility of mindfulness training aiming to promote first-year college students' health and wellbeing. PARTICIPANTS: 109 freshmen were recruited from residential halls (50% Caucasian, 66% female). Data collection was completed in November 2014. METHODS: A randomized control trial was conducted utilizing the Learning to BREATHE (L2B) program, a universal mindfulness program adapted to match the developmental tasks of college transition. RESULTS: Participation in the pilot intervention was associated with significant increase in students' life satisfaction, and significant decrease in depression and anxiety. Marginally significant decrease was found for sleep issues and alcohol consequences. CONCLUSIONS: Mindfulness-based programs may be an effective strategy to enhance a healthy transition into college.