Effects of Mindfulness and Life-Skills Training on Emotion Regulation and Anxiety Symptoms in Chinese Migrant Children: A Randomized Controlled Trial.
Study Goal
The researchers aimed to evaluate the effects of mindfulness and life-skills training on emotional regulation and anxiety symptoms in Chinese rural-to-urban migrant children.
Results Summary
Mindfulness training (MT) improved cognitive reappraisal in highly integrated children but increased physical anxiety, while MT plus life-skills (MT + LS) reduced anxiety symptoms in highly integrated children but worsened emotion regulation in low-integration children. Some benefits persisted three months post-intervention for intermediately integrated children in the MT + LS group.
Population
Chinese rural-to-urban migrant children aged 9-17 years with varying levels of social integration.
Effective Dosage
Weekly small-group sessions (15 children per group) for eight weeks.
Duration
Eight weeks, with follow-up assessments at three months post-intervention.
Interactions
None mentioned
| Intervention | Direction | Endpoint | Population | Dosage | Impact | Claim # |
|---|---|---|---|---|---|---|
mindfulness training (MT) | increase | cognitive reappraisal ability | children with high social integration | p < .05 | showed increased | #1 |
mindfulness training (MT) | increase | physical anxiety | children with high social integration | p < .01 | showed higher | #2 |
MT plus LS mentorship (MT + LS) | decrease | anxiety symptoms of harm avoidance | children with high social integration | p < .01 | had lower | #3 |
MT plus LS mentorship (MT + LS) | decrease | physical anxiety | children with high social integration | p < .05 | had lower | #4 |
MT plus LS mentorship (MT + LS) | decrease | cognitive reappraisal | children with low social integration | p < .01 | showed lower | #5 |
MT plus LS mentorship (MT + LS) | decrease | overall emotion regulation abilities | children with low social integration | p < .01 | showed poorer | #6 |
MT plus LS mentorship (MT + LS) | decrease | separation anxiety | children with intermediate integration | p < .05 | had lower | #7 |
MT plus LS mentorship (MT + LS) | decrease | harm avoidance anxiety | children with intermediate integration | p < .05 | had lower | #8 |
mindfulness and LS training | increase | mental health | Chinese migrant children who have higher levels of social integration | - | may benefit | #9 |
mindfulness and LS training | increase | anxiety | those with lower social integration | - | increase anxiety | #10 |
PURPOSE: China's rapid urbanization has been associated with increased mental health challenges, especially in rural-to-urban migrant children. This study evaluates the effects of mindfulness and life-skills (LS) training on emotional regulation and anxiety symptoms from a randomized controlled trial aimed at improving the mental health of Chinese migrant children. METHODS: Two intervention arms-mindfulness training (MT) and MT plus LS mentorship (MT + LS)-were compared to a waitlist control group of 368 migrant children aged 9-17 years. Volunteers were trained to deliver interventions to 285 migrant children in small groups of 15 for eight weeks weekly. Social integration varied: migrant children mixed with local children at public schools were considered highly integrated, those in migrant-only classrooms at public schools had intermediate levels of integration, and children in private migrant schools had low integration. Emotion regulation and anxiety symptoms were assessed preintervention, postintervention, and three months postintervention. RESULTS: Postintervention and compared to the control group, children with high social integration in the MT arm showed increased cognitive reappraisal ability (p < .05) but higher physical anxiety (p < .01). Children with high social integration in the MT + LS arm had lower anxiety symptoms of harm avoidance (p < .01) and physical anxiety (p < .05). Children with low social integration in the MT + LS arm showed lower cognitive reappraisal (p < .01) and poorer overall emotion regulation abilities (p < .01). Three months later, children with intermediate integration in the MT + LS arm had lower separation anxiety (p < .05) and harm avoidance anxiety (p < .05). No other groups showed significant improvements in emotion regulation or reducing in anxiety symptoms three months postintervention. DISCUSSION: Mindfulness and LS training may benefit Chinese migrant children who have higher levels of social integration but increase anxiety in those with lower social integration. Future research should consider the sociocultural context in which a treatment is implemented.