School-based mindfulness intervention for depressive symptoms in adolescence: For whom is it most effective
Open accessAbstract
Introduction: There is accumulating evidence for the effectiveness of mindfulness‐based interventions in alleviating depressive symptoms. A crucial question is, however, whether mindfulness interventions are more effective for some individuals than others, depending on individual characteristics before a mindfulness intervention. We exploratorily investigated whether the effectiveness of school‐based mindfulness intervention against depressive symptoms is modified by executive functions, rumination, and emotion regulation among adolescents. Methods: The longitudinal data included adolescents with at least mild depressive symptoms at the baseline (n = 369, at the 6th–8th grade, 68.4% female) who were randomized into a 9‐week school‐based mindfulness intervention group, into an active control group receiving relaxation program, or into an inactive control group. Adolescents' executive functions, rumination, and emotion regulation (i.e., acceptance, catastrophizing, and positive reappraisal) were assessed at the baseline; and depressive symptoms at three time points (at the baseline and at 9‐week and 6‐month follow‐ups). Results and Conclusions: In adolescents with at least mild depressive symptoms at the baseline, high catastrophizing, high acceptance, and low executive functions were found to increase the effectiveness of mindfulness‐based intervention against depressive symptoms. There seemed to be some sex differences. Thus, when aiming to alleviate depressive symptoms, mindfulness‐based intervention may possibly be more effective for adolescents with high catastrophizing, high acceptance, and low executive functioning (than for adolescents with the opposite dispositions). However, as this study was exploratory by nature and corrections for multiple testing were not used, the findings must be regarded as preliminary and need confirmation in further studies.
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Mindfulness helps reduce rumination and enhances self-regulation.
“This method helps reduce rumination and enhances self-regulation (70).”
From Recent developments in bibliotherapy for adolescent depression (2025) · cites this paper as [70]
The paper describes mindfulness and rumination as partly opposite and says rumination and emotion regulation may change during mindfulness interventions (Abstract; Discussion, §4; page numbers unavailable). It measured those traits only at baseline, so it does not establish that the intervention reduced rumination or enhanced self-regulation. (LLM, conf=0.83)
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- Authors
- Saarinen, A., Hintsanen, M., Vahlberg, T., Hankonen, N., & Volanen, S.
- Affiliations
- University of Helsinki (FI)
- University of Oulu (FI)
- University of Turku (FI)
- Corresponding author
- Saarinen, Aino
- Venue
- Journal of Adolescence
- Publisher
- Wiley
- Published
- 2022-01-26
- Volume
- 94
- Issue
- 2
- Pages
- 118-132
- ISSN
- 0140-1971 (ISSN-L)
- 1095-9254
- OpenAlex
- W4214817475
- Cited by
- 17
- References
- 78
- Citations by year
- 2026: 4 · 2025: 6 · 2024: 3 · 2023: 2 · 2022: 2
- FWCI
- 2.97
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Journal of Adolescence (publishedVersion, cc-by)
- PubMed (publishedVersion)
- UTUPub (University of Turku) (submittedVersion)
- Työväentutkimus Vuosikirja (submittedVersion)
- Tampere University Institutional Repository (Tampere University) (submittedVersion, cc-by)
- Funders
- Signe ja Ane Gyllenbergin Säätiö
- Academy of Finland
- Sosiaali- ja Terveysministeriö
- Yrjö Jahnssonin Säätiö
- Juho Vainion Säätiö
- Topics
- Social Sciences › Psychology › Clinical Psychology › Mindfulness and Compassion Interventions
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Keywords
- mindfulness-based interventions, depressive symptoms, adolescents, school-based intervention, executive function, rumination, emotion regulation, catastrophizing, acceptance, positive reappraisal, sex differences, treatment moderators
- MeSH terms
- Emotional Regulation, Adolescent, Depression, Female, Humans, Male, Schools, Executive Function, Mindfulness
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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