Mindfulness-based interventions in undergraduate students: a systematic review.
Roberto Chiodelli1, Luana Thereza Nesi de Mello1, Saúl Neves de Jesus1
1Faculdade de Ciências Humanas e Sociais, Universidade do Algarve, Faro, Portugal.
Journal of American College Health : J of ACH
|May 21, 2020
Summary
Mindfulness-based interventions (MBIs) show promise for improving undergraduate student mental health, particularly for anxiety, stress, and depression. Further research should incorporate physiological measures and follow-up assessments.
Area of Science:
- Psychology
- Education
- Public Health
Background:
- Undergraduate students face significant mental health challenges.
- Mindfulness-based interventions (MBIs) are increasingly explored as a supportive strategy.
- Existing literature requires systematization regarding MBI implementation and outcomes in this demographic.
Purpose of the Study:
- To describe the implementation of MBIs for undergraduate students.
- To systematically review the outcomes of these interventions.
- To identify limitations in current research on MBIs for students.
Main Methods:
- Systematic literature searches were conducted across seven databases in January 2019.
- Keywords included "mindfulness intervention" and terms related to undergraduate students.
- Nineteen articles met the inclusion criteria from an initial pool of 510.
Main Results:
- A notable increase in research publications in this area was observed.
- Most studies reported positive effects of MBIs, irrespective of intervention duration.
- Anxiety, stress, and depression were the most frequently studied outcomes.
Conclusions:
- MBIs demonstrate potential as effective interventions for enhancing mental health in academic settings.
- The study identified a need for more rigorous research designs, including physiological measures and follow-up assessments.
- MBIs are a promising avenue for supporting student well-being in higher education.
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