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ORIGINAL ARTICLE
Year : 2017  |  Volume : 18  |  Issue : 2  |  Page : 121-127

The effect of Mindfulness based intervention on the cognitive functions of school going early adolescents: A matched control pilot study


1 (Clinical Psychology), Child Psychologist, Department of Psychiatry, All Institute of Medical Sciences, Jodhpur, India
2 Dean Humanities, Social Science and Liberal Arts; Director Amity Institute of Behavioral and allied Sciences (AIBAS), Amity UniversityRajasthan, Jaipur, India
3 Associate Professor, Department of Clinical Psychology, School of Allied Health Sciences, Manipal University Dept. & institution/s to which the work should be attributed: Department of Psychology, Amity Institute of Behavioral and Allied Sciences (AIBAS), Amity University, Rajasthan, Jaipur, India

Correspondence Address:
Uma Joshi
Amity Institute of Behavioral and Allied Sciences, Amity University, Rajasthan
India
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Source of Support: None, Conflict of Interest: None


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Background: A growing number of research studies suggest that mindfulness-based interventions are effective for a wide range of mental and physical health problems in adults. However, little is known about the effects of such interventions on adolescents, and even lesser in normal population. Aim: This pilot study tested the feasibility, acceptability and usefulness of mindfulness based intervention in improving the cognitive functions of early adolescents (aged 10-14 years). Methodology: 20 adolescents participated in the study- ten in experimental group, and ten who were matched on age and intelligence with those selected for intervention, in the control group. The training comprised of ten sessions of 45 minutes each, on a weekly basis. Pre and post intervention assessments were conducted for cognitive functions. Results: Results of the study are encouraging and provide preliminary data on effects of mindfulness training on cognitive functions- sustained attention, focussed attention, phonemic fluency, verbal working memory, and verbal memory. t test(independent as well as paired) show statistically significant improvement in cognitive functions between the two groups, and within the experimental group. Conclusion: High retention rate, high attendance and positive feedback indicate that the training is feasible and acceptable. Further research is needed to test the efficacy of the intervention with a larger sample.


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