A randomized controlled evaluation of a secondary school mindfulness program for early adolescents

A randomized controlled evaluation of a secondary school mindfulness program for early adolescents: Do we have the recipe right yet? Catherine Johnson et al. Behaviour Research and Therapy, https://doi.org/10.1016/j.brat.2017.09.001

Highlights
•    We investigated the .b mindfulness program for a second time in early adolescents.
•    We tightened adherence to the manualised curriculum.
•    Parental involvement was added in one arm of the RCT design.
•    We found no differences between the mindfulness groups with/without parental involvement and the control group.
•    Further research is required to identify optimal age and content of school-based mindfulness programs.

Abstract

Objective: Mindfulness is being promoted in schools as a prevention program despite a current small evidence base. The aim of this research was to conduct a rigorous evaluation of the .b (“Dot be”) mindfulness curriculum, with or without parental involvement, compared to a control condition.

Method: In a randomized controlled design, students (Mage 13.44, SD 0.33; 45.4% female) across a broad range of socioeconomic indicators received the nine lesson curriculum delivered by an external facilitator with (N = 191) or without (N = 186) parental involvement, or were allocated to a usual curriculum control group (N = 178). Self-report outcome measures were anxiety, depression, weight/shape concerns, wellbeing and mindfulness.

Results: There were no differences in outcomes between any of the three groups at post-intervention, six or twelve month follow-up. Between-group effect sizes (Cohen's d) across the variables ranged from 0.002 to 0.37. A wide range of moderators were examined but none impacted outcome.

Conclusions: Further research is required to identify the optimal age, content and length of mindfulness programs for adolescents in universal prevention settings.

Keywords: Mindfulness; Adolescence; Schools; Transdiagnostic; Prevention


The Pervasive Problem With Placebos in Psychology - Why Active Control Groups Are Not Sufficient to Rule Out Placebo Effects. Walter R. Boot et al. Perspectives on Psychological Science, Volume: 8 issue: 4, page(s): 445-454, https://doi.org/10.1177/1745691613491271

Abstract: To draw causal conclusions about the efficacy of a psychological intervention, researchers must compare the treatment condition with a control group that accounts for improvements caused by factors other than the treatment. Using an active control helps to control for the possibility that improvement by the experimental group resulted from a placebo effect. Although active control groups are superior to “no-contact” controls, only when the active control group has the same expectation of improvement as the experimental group can we attribute differential improvements to the potency of the treatment. Despite the need to match expectations between treatment and control groups, almost no psychological interventions do so. This failure to control for expectations is not a minor omission—it is a fundamental design flaw that potentially undermines any causal inference. We illustrate these principles with a detailed example from the video-game-training literature showing how the use of an active control group does not eliminate expectation differences. The problem permeates other interventions as well, including those targeting mental health, cognition, and educational achievement. Fortunately, measuring expectations and adopting alternative experimental designs makes it possible to control for placebo effects, thereby increasing confidence in the causal efficacy of psychological interventions.