Psychophysiological and Behavioral Effects of Meditation on High School Students
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Abstract
Introduction. Although anxiety and depression disorders in adolescence are considered a worrying public health problem, there is a dearth of research on the issue, particularly of intervention strategies in the school environment designed to improve students’ mental health.
Objective. To evaluate the quality of life and anxiety, stress, and depression levels in high school adolescents regularly engaging in meditation.
Method. This is a quasi-experimental, mixed design study with qualitative features, comprising 473 high school students. Depression, anxiety, and stress levels was evaluated using the Depression, Anxiety and Stress Scale for Adolescents (DASS-21), and quality of life was assessed with the WHOQOL-bref questionnaire before and after eight weeks of meditation. The qualitative evaluation was guided by participant observation, in-depth interviews and focus group testimonials.
Results. Results showed a significant improvement in the perception of quality of life in the following domains: physical (p = .022), psychological (p = .018), personal satisfaction (p = .012), and general quality of life (p = .014). Improvements were observed and across all domains (Depression: p = .014; Anxiety: p = .002; Stress: p = .007) in the comparison between the pre- and post-meditation period. The control of physical, psychophysiological and behavioral symptoms was reflected in the analysis of the interviews and the focus group testimonial.
Discussion and conclusion. Meditation improved quality of life, reducing physical and psychophysiological symptoms, and promoting healthy behavioral changes in students.
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