Processes of change in a school-based mindfulness programme: cognitive reactivity and self-coldness as mediators. Issue 3 (3rd April 2018)

• Record Type: Journal Article
• Authors: Van der Gucht, Katleen; Takano, Keisuke; Raes, Filip; Kuppens, Peter
• Is Part Of: Cognition and emotion. Volume 32:Issue 3(2018)
• Page Start: 658
• Page End: 665
• Publication Date: 2018-04-03
• Subjects: Mindfulness -- cognitive reactivity -- self-compassion -- depression -- anxiety; Cognition -- Periodicals; Emotions and cognition -- Periodicals; 155.413
• DOI: 10.1080/02699931.2017.1310716
• Languages: English
• ISSNs: 0269-9931

Abstract

ABSTRACT: The underlying mechanisms of the effectiveness of mindfulness-based interventions for emotional well-being remain poorly understood. Here, we examined the potential mediating effects of cognitive reactivity and self-compassion on symptoms of depression, anxiety and stress using data from an earlier randomised controlled school trial. A moderated time-lagged mediation model based on multilevel modelling was used to analyse the data. The findings showed that post-treatment changes in cognitive reactivity and self-coldness, an aspect of self-compassion, mediated subsequent changes in symptoms of depression, anxiety and stress. These results suggest that cognitive reactivity and self-coldness may be considered as transdiagnostic mechanisms of change of a mindfulness-based intervention programme for youth.