Fung, J., Kim, J. J., Jin, J., Chen, G., Bear, L., & Lau, A. S. (2019). A randomized trial evaluating school based mindfulness intervention for ethnic minority youth: Exploring mediators and moderators of intervention effects. Journal of Abnormal Child Psychology, 47(1), 1-19. Web.
Fung et al. (2019) used 145 9th grade students from a predominantly ethnic minority to find how effective a school-based mindfulness training plan is in enhancing the mental health and capability to manage emotions among the ethnic minority students. This investigation shows that mindfulness-based therapy can reduce perceived stress, improve emotional regulation, and boost coping in adolescents from low-income ethnic groups. Dr. Joey Fung is an Associate Professor of Psychology with a Bachelor of Arts from the University of Michigan. She has a Master of Arts and a Ph.D. from the University of California. She is an expert in parenting, parent-child relations, mindfulness, and culture and child psychopathology. The study focused on youth self-reports, yet the studies could be important for social application, hence the need for future research to include multiple informants and various assessment methods. Fung et al. (2019) concluded that mindfulness therapy helps low-income ethnic minority adolescents manage distress and internalizing problems and control negative emotions. Overall, this article is relevant to the proposed research as it expands knowledge about the efficacy of mindfulness-based therapy in treating mental health problems.
Wong, D. F., Kwok, S. Y., Low, Y. T., Man, K. W., & Ip, P. S. (2018). Evaluating effectiveness of cognitive–behavior therapy for Hong Kong adolescents with anxiety problems. Research on Social Work Practice, 28(5), 585-594. Web.
Wong et al. (2018) studied 26 participants using an eight-session cognitive-based-therapy (CBT) group to examine the impact of CBT on enhancing anxiety indications and promoting individual growth among children in the adolescent in Hong Kong. The instruments used for measuring anxiety symptoms were anxiety in children, dysfunctional views, and the participants’ individual growth. This research illustrates that Participants in the CBT program exhibited significant improvement in anxiety and personal growth outcomes, supporting the conclusion that CBT can improve youth anxiety problems in school settings. These findings help in developing a mindfulness intervention plan for ethnic minority adolescents.
Professor Wong F.K. Daniel is a clinical psychologist and a mental health social work academic at the University of Hong Kong. He majorly researches evidence-based practice in mental health, cognitive behavioral therapy, mental health literacy, and promotion and mental health issues among immigrants. Participants in the CBT group exhibited significant improvement in anxiety and personal growth outcomes, supporting the conclusion that CBT can improve youth anxiety problems in school settings. This study informs my research by demonstrative the use of evidence-based practices such as CBT in improving mental health problems among adolescents from ethnic minorities.
Quach, D., Mano, K. E. J., & Alexander, K. (2016). A randomized controlled trial examining the effect of mindfulness meditation on working memory capacity in adolescents. Journal of Adolescent Health, 58(5), 489-496. Web.
Emma D. Quach holds a Ph.D. and in VA Bedford healthcare system and works with Geriatric Research Education and Clinical Center, Bedford. Quach et al. (2015) used 198 adolescents recruited from a large public middle school to examine the effectiveness of mindfulness intermediation on adolescents’ functional memory capacity. A randomized control trial was employed to examine the impact of mindfulness-based meditation on working memory capacity. Dianna et al. (2015) established a positive relationship between the dependent and independent variables. This study supports my research by suggestion alternative mindfulness-based interventions for investigation.
Bluth, K., Campo, R. A., Pruteanu-Malinici, S., Reams, A., Mullarkey, M., & Broderick, P. C. (2016). A school-based mindfulness pilot study for ethnically diverse at-risk adolescents. Mindfulness, 7(1), 90-104. Web.
Karen Bluth works with the University of North Carolina, Chapel Hill. Bluth et al. (2016) incorporated 27 students from ethnically diverse backgrounds to conduct a pilot study on a school-based mindfulness program. The researchers indicate that mindfulness sessions assisted in reducing the stress and that students preferred progressing with the class hence the need for my research to investigate mindfulness intervention for minority group adolescents in a school setting.
Felver, J. C., Clawson, A. J., Morton, M. L., Brier-Kennedy, E., Janack, P., & DiFlorio, R. A. (2019). School-based mindfulness intervention supports adolescent resiliency: A randomized controlled pilot study. International Journal of School & Educational Psychology, 7(sup1), 111-122. Web.
Felver et al. (2018) used two classrooms from an ethnically diverse in danger high school to evaluate the impact of seven-session mindfulness intervention. The authors used the learning to BREATHE approach, which reveals that intervention measures significantly affect self-reported psychological resilience for a certain period.