Search

The purpose of this study was to investigate the feasibility, acceptability, and preliminary outcomes of an online self-compassion intervention for transgender adolescents, with the aim of improving mental health. Participants identified as transgender or gender expansive, were between the ages of 13 and 17, and lived in the U.S. or Canada. The empirically-based self-compassion program, "Mindful Self-Compassion for Teens" (formerly "Making Friends with Yourself") was implemented in eight 1.5 hour sessions on the Zoom platform by two trained instructors. Surveys were administered pre-, post-intervention, and at 3 months follow-up, and qualitative data were collected through end-of-program interviews and open-ended questions on the post-survey. All protocols were approved by the university IRB. Quantitative data analysis included repeated measures ANOVAs, and qualitative data were analyzed via both inductive and deductive methods. Results indicated that all but one psychosocial measure significantly improved from pre- to post-intervention, which then significantly improved at 3-month follow-up; most other improvements were maintained at follow-up. Four themes emerged from the qualitative data: "virtual safe space"; "connection to body"; "personal growth"; and "recommended course changes" and are discussed. Results suggest that self-compassion interventions can be incorporated into therapy programs to support and improve mental health for transgender adolescents.

Objective: To assess the feasibility and acceptability of Making Friends with Yourself (MFY): A Mindful Self-Compassion Program for Teens and Young Adults with a sample of college students. A secondary objective was to explore changes in psychosocial outcomes. Participants: Twenty-five students (23 females; mean age 20.35 years) enrolled in the 8-week intervention. Methods: Feasibility was measured by attendance and retention of participants; acceptability was determined through analysis of focus group data. Psychosocial outcomes were assessed through analyses of pre- and post-intervention measures. Results: The intervention was feasible as 20 students attended at least seven of eight classes, and 21 completed the program. Students found the intervention acceptable and reported significant increases in mindfulness and self-compassion and decreased perceived stress from pre- to post-intervention. However, academic stress increased. Conclusions: MFY may be a feasible and acceptable program to offer to college students. Further piloting in college student populations is recommended.

This 4‐year prospective study investigated the dynamic relationship between stress, self‐compassion, and resilience among university students, a population with increasing rates of mental health challenges. Drawing on stress theories, the research explored whether the combination of stress and self‐compassion strengthens resilience over time. A sample of 1137 university students (47.6% White, 38% female) completed measures of stress, resilience, and self‐compassion annually during the Spring semester across their four undergraduate years. A random intercept cross‐lagged panel model with latent interactions was used to test the hypothesized causal relationships. Contrary to the common belief that stress is debilitating, the results revealed a positive association between an increase in stress and a subsequent increase in self‐compassion. Moreover, when stress levels increased alongside self‐compassion, students demonstrated higher resilience. Notably, an increase in either stress or self‐compassion alone did not enhance resilience. These findings highlight the synergetic effect between self‐compassion and stress in enhancing resilience; under the right conditions, stress can lead to positive outcomes and increased capacity for coping with future stressors. [ABSTRACT FROM AUTHOR]

Introduction: Adolescents are experiencing high rates of depressive symptoms, with negative consequences to their long‐term health. Group‐based, mindful self‐compassion programs show promise in mitigating the development of more significant depression in at‐risk adolescents. However, the lack of well‐designed, active control conditions has limited the ability to examine the efficacy of such interventions. Methods: Fifty‐nine adolescents (Mage = 15.81, 70% female) with subsyndromal depressive symptoms from the Southeastern US were randomized to group‐based Mindful Self‐Compassion for Teens (N = 30) or a newly developed active control Healthy Lifestyles group (N = 29) during 2018 and 2019. Participants attended 8 weekly "main" sessions followed by 6 monthly continuation sessions. The feasibility and acceptability of participation in both groups were measured using attrition, attendance, credibility, and satisfaction data. Depression scores were collected weekly, and self‐compassion scores were collected five times across 36 weeks. Results: Both groups were equally feasible and acceptable during the 8‐week program period; however, monthly continuation sessions were poorly attended in both groups. The risk of developing clinically significant depression was 2.6 times higher in the control group compared with the self‐compassion group (p =.037) across 36 weeks. Depression significantly decreased in the self‐compassion group, while it significantly increased in the control group. Both groups increased significantly in reports of self‐compassion. These findings are on par with results noting the efficacy of cognitive‐based interventions for high‐risk adolescents; follow‐up studies with larger sample sizes should be conducted to confirm these findings. Conclusions: Initial examination suggests Mindful Self‐Compassion for Teens programming is feasible, acceptable, and efficacious in preventing the development of clinically significant depression in adolescents with subsyndromal depression. Future studies may benefit from refinements to the self‐compassion measurement and/or the attention control condition; moreover, larger sample sizes are needed to confirm results. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the feasibility, acceptability, and preliminary outcomes of an online self-compassion intervention for transgender adolescents, with the aim of improving mental health. Participants identified as transgender or gender expansive, were between the ages of 13 and 17, and lived in the U.S. or Canada. The empirically-based self-compassion program, Mindful Self-Compassion for Teens (formerly Making Friends with Yourself) was implemented in eight 1.5 hour sessions on the Zoom platform by two trained instructors. Surveys were administered pre-, post-intervention, and at 3 months follow-up, and qualitative data were collected through end-of-program interviews and open-ended questions on the post-survey. All protocols were approved by the university IRB. Quantitative data analysis included repeated measures ANOVAs, and qualitative data were analyzed via both inductive and deductive methods. Results indicated that all but one psychosocial measure significantly improved from pre- to post-intervention, which then significantly improved at 3-month follow-up; most other improvements were maintained at follow-up. Four themes emerged from the qualitative data: virtual safe space; connection to body; personal growth; and recommended course changes and are discussed. Results suggest that self-compassion interventions can be incorporated into therapy programs to support and improve mental health for transgender adolescents. [ABSTRACT FROM AUTHOR]

Objective: To assess the feasibility and acceptability of Making Friends with Yourself (MFY): A Mindful Self-Compassion Program for Teens and Young Adults with a sample of college students. A secondary objective was to explore changes in psychosocial outcomes. Participants: Twenty-five students (23 females; mean age 20.35 years) enrolled in the 8-week intervention. Methods: Feasibility was measured by attendance and retention of participants; acceptability was determined through analysis of focus group data. Psychosocial outcomes were assessed through analyses of pre- and post-intervention measures. Results: The intervention was feasible as 20 students attended at least seven of eight classes, and 21 completed the program. Students found the intervention acceptable and reported significant increases in mindfulness and self-compassion and decreased perceived stress from pre- to post-intervention. However, academic stress increased. Conclusions: MFY may be a feasible and acceptable program to offer to college students. Further piloting in college student populations is recommended. [ABSTRACT FROM AUTHOR]