[
    {
        "id": "osp-39631",
        "type": "article-journal",
        "title": "Development of a school-based mindful yoga and meditation intervention module for enhancing adolescents’ emotion regulation and well-being",
        "author": [
            {
                "family": "Jobin",
                "given": "K."
            },
            {
                "family": "Ashok",
                "given": "Lena"
            },
            {
                "family": "Munivenkatappa",
                "given": "Manjula"
            },
            {
                "family": "Andrews",
                "given": "J. J. Teddy"
            },
            {
                "family": "Lakshmi",
                "given": "R. Vani"
            },
            {
                "family": "John",
                "given": "Soyuz"
            }
        ],
        "URL": "https://omanscience.com/en/articles/development-of-a-school-based-mindful-yoga-and-meditation-intervention-module-for-enhancing-adolescents-emotion-regulation-and-well-being",
        "language": "en",
        "issued": {
            "date-parts": [
                [
                    2025
                ]
            ]
        },
        "container-title": "Journal of Education and Health Promotion",
        "volume": "14",
        "issue": "1",
        "page": "558",
        "DOI": "10.4103/jehp.jehp_408_25",
        "publisher": "Wolters Kluwer Medknow Publications",
        "ISSN": "2277-9531",
        "abstract": "BACKGROUND: Mindfulness and Yoga practices are well-established interventions for enhancing adolescent well-being. This study aimed to design, validate, and evaluate a Mindful Yoga and Meditation (MYM) intervention module tailored for adolescents. MATERIALS AND METHODS: The study was conducted in two phases. In Phase I, formative research using a qualitative approach was conducted to explore the needs, barriers, and facilitators for integrating mindfulness practices. Data were collected through in-depth interviews ( n = 21) and focus group discussions ( n = 8) with key stakeholders. Insights from the data, expert feedback, and literature review informed the development of the module, with content validity established using Lawshe’s content validity ratio ( n = 9 experts). Phase II involved a pilot study among high school students ( n = 18) in a government school in Udupi district, Karnataka, India, in July 2024. Participants were recruited through purposive sampling. Standardized tools were used to measure the psychological distress (K10), emotion regulation (ERQ-CA), mindfulness (CAMM), and well-being (WHO-5). Thematic analysis was applied to qualitative data, while paired t-tests/Wilcoxon signed-rank tests were used for quantitative analysis. RESULTS: The results revealed significant reductions in psychological distress and emotional suppression and improvements in mindfulness, emotion regulation, and well-being. CONCLUSION: The validated MYM module is a feasible school-based intervention for fostering adolescent well-being and emotional regulation by addressing their developmental needs through activity-based mindfulness and yoga practices."
    }
]