Abstract

Mindfulness based programmes represent a successful strategy for developing cognitive and emotion regulation skills associated with stress coping. Both mindfulness and Schema therapy have combined benefit within clinical settings, what is less known is the impact of Schema therapy on stress coping within an applied field. The study details a novel proposal for the development of a curriculum embedded stress management intervention, taught in usual school lessons. Problematic stress reactivity and coping was addressed through the use of mindfulness and schema therapy techniques.
Design: The intervention was embedded within the curriculum in a specialist school for excluded adolescents in Newcastle. Consisting of 5 taught sessions (15 hr) for staff and integrated sessions taught within personal, social and health education (PHSE) lessons for students. Eleven participants (Adolescents n=6 aged 14-16, Teachers n=5) completed pre-and post-measures of perceived stress, emotional reactivity and mindful attention and awareness. Semi structured interviews ascertained the subjective impact of the intervention.
Results: Results showed perceived stress and emotional reactivity reduced over time with participant’s mindful attention and awareness increasing. Analysis indicated awareness led to improved stress management by changing patterns of coping. Acceptance and understanding were central to experiential themes.
Conclusion: Findings show the innovative embedded nature of the intervention has promise in enhancing stress coping in secondary education. The novel curriculum integration expands previous research regarding stress management programmes delivered in schools. Indicating a realistic opportunity for the application of health psychology within school learning.