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Processes of change in a school-based mindfulness programme: cognitive reactivity and self-coldness as mediators
Katleen Van der Gucht1, Keisuke Takano1, Filip Raes1
1a Faculty of Psychology and Educational Sciences , University of Leuven , Leuven , Belgium.
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.