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State anxiety, somatization of stress, quality of life, self-rated quality of sleep, and discomfort due to over-breathing which occurs when stressed were studied. Out of a total of 140 participants, seventy participants self-selected to be in a yoga group for stress relief (group mean age +/- SD, 33.0 +/- 6.5 years; 37 males). Seventy age and gender matched participants were in a control group. State anxiety, somatization of stress, quality of life, discomfort and self-rated quality of sleep were assessed using the State-Trait Anxiety Inventory, Symptom Checklist-90-R, SF-12, Nijmegen Discomfort Evaluation Scale and a Sleep Rating Questionnaire respectively. Assessments were made at the beginning and end of the week. Repeated measures ANOVAs with Bonferroni adjusted post-hoc analyses showed a significant decrease in state anxiety (P < 0.001), somatization of stress (P < 0.01), improved health-related quality of life (P < 0.01), self-rated quality of sleep (P < 0.01), and decrease in discomfort due to over-breathing (P < 0.001). No changes (except decreased discomfort due to over-breathing; P < 0.01) occurred in the control group. This study suggests that a brief yoga program may be beneficial in decreasing anxiety, somatization of stress and discomfort, improving health-related quality of life and self-rated sleep quality.

There is a growing interest in the use of mindfulness-based interventions (MBI) on youth, which has recently expanded to include the study of students in school settings. This article systematically reviewed the existing literature of applied studies using MBI with students in school settings in order to identify limitations in the scientific literature and inform future research directions. Twenty-eight studies were selected for review and were coded across multiple domains, including methodologies employed, student characteristics, intervention characteristics, and outcome variables. Results quantitatively summarized the coded variables, and strengths and limitations in the literature were subsequently identified. We conclude with specific recommendations for future interventions scientists wishing to study the utility of MBI in school settings.