1

THE IMPACTS OF MINDFULNESS-BASED INTERVENTIONS ON FEARFUL,

STRESS-STRICKEN, ANXIOUS, AND DEPRESSED ADOLESCENT STUDENTS

AFTER THE COVID-19 CRISIS

by

Nguyen Thi Thuy Dung

An Applied Research Proposal Presented in Partial Fulfillment

Of the Requirements for the Degree

Master of Education

University of the People

Dr. Seoyeon Park

May 2022
2

Table of Contents

INTRODUCTION.......................................................................................................................6

Purpose of the Study....................................................................................................................6

Context.........................................................................................................................................7

Statement of the Problem.............................................................................................................7

Rationale......................................................................................................................................8

Prior Interventions.......................................................................................................................9

Research Questions......................................................................................................................9

Significance of the Study...........................................................................................................10

LITERATURE REVIEW..........................................................................................................11

Mindfulness...............................................................................................................................11

Definition...............................................................................................................................11

Benefit....................................................................................................................................11

Application............................................................................................................................12

Mindfulness-Based Interventions (MBIs).................................................................................13

Summary....................................................................................................................................15

METHODOLOGY....................................................................................................................16

Purpose of the Study..................................................................................................................16

Research Questions....................................................................................................................16

Study Population........................................................................................................................16

Intervention................................................................................................................................17

Intervention Plan....................................................................................................................17
3

Sources of Data..........................................................................................................................21

Instrumentation......................................................................................................................21

Research Procedure...................................................................................................................24

Soliciting Participants............................................................................................................24

Informed Consent..................................................................................................................25

Data Collection Procedures...................................................................................................25

Ethical Considerations...............................................................................................................26

Considerations During Intervention......................................................................................27

Considerations During Data Collection.................................................................................28

Considerations Regarding Researcher Bias...........................................................................28

Summary....................................................................................................................................29

DATA ANALYSIS AND RESULTS...........................................................................................30

Data Analysis Procedure............................................................................................................30

Validity and Reliability..........................................................................................................30

Results........................................................................................................................................31

Descriptive Findings..............................................................................................................31

DISCUSSION AND CONCLUSION...........................................................................................32

Discussion..................................................................................................................................32

Outcome Analysis..................................................................................................................32

Learning Themes...................................................................................................................33

Implications...........................................................................................................................33

Conclusion.................................................................................................................................34

REFERENCES..............................................................................................................................35
4

ABSTRACT

Throughout the past two decades, studies on the adoption of mindfulness-based

interventions on adults has evolved rapidly. However, little is researched about the practicability

and usefulness of such approaches for adolescents, particularly after COVID-19 pandemic. This

present investigation examined the impact of the mindfulness-based intervention in mitigating

fear, stress, anxiety, and depression in adolescents. The sample size comprised 50 male and

female high school students. The meditation training included ten-day sessions implemented

within the monastery environment. Tools used were the Fear of COVID-19 Scale (FCV-19S),

Depression Anxiety and Stress Scale 21 (DASS-21), Mindful Attention Awareness Scale in

Adolescent (MAAS-A), and Ego-Resilience Scale (ERS). Pre and post assessments were

analyzed and presented. Outcomes of the action-based research offer evidence for the

effectiveness of the ten-day mindfulness meditation program in considerably diminishing

manifestations of fear, stress, anxiety, and depression and fostering academic self-concept and

well-being. Findings indicate that the intervention is workable and productive to adolescent

students.
5

INTRODUCTION

Purpose of the Study

The present study aims to explore the efficiency of implementing mindfulness-based

interventions (MBI) in order to mitigate students’ mental health incidents (fear, stress, anxiety,

and depression) triggered by a coronavirus. With the comparison of shifts in variables in the

pretest and posttest, the research would like to point out that MBI is one of the most productive

treatment methods to elevate students’ resilience. Before adopting mindfulness practice, the

research also probed the primary cause that renders students mental health incidents due to the

COVID-19 outbreak when they returned to school post-pandemic. The sample size was the

scope, associated with both qualitative and quantitative measures. The outcome measures

selected to scrutinize mental health problems, mindfulness, and resilience, and these were

measured by employing standard scales designed for adolescents and adults.

Context

Located in Dong Nai province, Phuoc Son monastery, the Theravada temple constantly

organizes meditation retreats for numerous Buddhists and worldlings who wish to balance and

stabilize their distracted minds in the hustle and bustle of life. During summer vacation, the

researcher selected this environment to establish a 10-day meditation retreat so as to study how

mindfulness practice can reduce mental health problems with the participation of 50 male and

female high school students. This vital condition that can engage in the comprehensive

development of learners regarding how they can mainly possess serene minds was the primary

aspect to be studied in this research.

Statement of the Problem

Dr. Ghebreyesus, Director-General of the World Health Organization, argued that the

influence of the COVID-19 contagion on human mental health is already incredibly concerning

and likewise conceded that fear of transmission; social isolation; and family members,

employment, and income loss lead to mental burnout (Coronavirus Disease (COVID-19)

Pandemic, 2020). Indeed, the progressing COVID-19 pandemic is generating a psycho-

emotional disordered situation as countries presented evidence revolving around a steep

increment of mental health problems among their citizens, encompassing stress, anxiety, sleep

disorder, and fear (Gritsenko et al., 2020; Xiao et al., 2020), that ultimately rose the substance

use (Gritsenko et al., 2020) and occasionally suicidal behavior (Mamun & Griffiths, 2020;

Russia Today, 2020).

Remarkably, this unprecedented challenge of 'home quarantine' under closure with the

unfamiliarity of novel academics harmfully affects students' mental health. Too much technology

device usage inhibits students' social life equilibrium, which inevitably impacts overall mental
7

well-being (Gao et al., 2020). More particularly, students would be accustomed to a hectic

schooling life, interacting and collaborating with peers and teachers, so the tediousness of

classroom distancing or social isolation might prompt them to become more depressive,

aggressive, lethargic (Duong, 2020), monotony, irritation, mental distress (Sundarasen et al.,

2020) in the long run. Therefore, this study was conducted to concentrate on investigating mental

health incidents, including COVID-19 fear, stress, anxiety, and depression, that affect teenage

students the most and measure the impact of mindfulness-based interventions that can

significantly improve students' mental health.

Rationale

Recently, an increase in the prevalence of school mental health problems caused by the

COVID-19 pandemic has emerged all over the world, so many studies investigate the students'

fear or stress and anxiety of coronavirus in present years. However, other researchers have not

provided or implemented effectually measures yet to aid students in controlling their negative

feelings and emotions post-pandemic. Hence, this study can emphasize a mindfulness-based

approach to mitigate the level of mental health issues (fear, stress, anxiety, and depression),

particularly in Vietnamese students, and this practice can be widely considered to be employed

in the global schooling environment. This research is likewise a more extensive scale issue for

helping instructional leaders in other public and private schools to consider mingling

mindfulness practice with daily sessions for further comprehending the thoughts, emotions, and

aspirations of their students and teaching staff as part of preparing their still and accepted minds

in the long term, and then generating better mindful, healthy, and productive teaching and

learning environment.
8

Prior Interventions

Many evidence that disclosed mindfulness training with individuals, in small groups, or

on retreats appears to reduce adults' anxiety- and stress-related problems (de Vibe et al., 2017;

Meiklejohn et al., 2012). In recent years, having detected students who exhibited mental health

symptoms, multiple schools have perceived the significance of diminishing students' tension and

pressure and then occasionally administered mindfulness treatments, such as Mindfulness-Based

Stress Reduction (MBSR) (Kabat-Zinn, 1982) and Mindfulness-Based Cognitive Therapy

(MBCT) (Segal et al., 2002). For example, in the well-organized study of Metz et al. (2013), they

proved that 129 public high school students, who experienced eighteen 15–25 minute

mindfulness sessions as part of choir lessons, could minimize levels of perceived complaints and

psychosomatic struggles. However, it might be hard to find the learning settings or research on

the integration of mindfulness practice as part of a regular class beginning for students on

weekdays, which can proffer a time- and cost-efficient strategy for backing both to productively

combat stress and anxiety as people need to cultivate their minds for a long time to work and live

in mindfulness.

Research Questions

A grand tour question guided this research

How do the impacts of mindfulness-based interventions on fearful, stress-stricken, anxious, and

depressed adolescent students after the covid-19 crisis?

Sub-questions

What is the perspective of students regarding mindfulness-based intervention?

Significance of the Study

With that worthily concerning circumstances, it is critical to perceive the chaotic mental

experience of students for propounding precautionary measures for them, notably when students

returned to school after the COVID-19 pandemic. This present study was designed to address the

mental health issues undergone by the adolescent students particularly and by Vietnamese or

international students in general. Such a study is expected to formulate and implement effective

interventions and strategies to alleviate people's mental health incidents at large.

This study will benefit not only students and educators but also institutions

administrators, teachers, parents, researchers, and community. The research can help

instructional leaders consider incorporating mindfulness-based interventions into the schooling

curriculum, just as Kang et al. (2018) contended that “School-based mindfulness training can be

a powerful addition to existing school programs and can efficiently function to meet students'

psychological needs” (p. 164), which aims to equip students with the mindful awareness to be

willing to confront impending challenges. Mindful offsprings can reduce parents' and teachers'

apprehensive burden, and mindful schools can contribute to the productive development of the

society. Ultimately, the study could potentially contribute to the literature on future researchers

and investigation field and knowledge.

LITERATURE REVIEW

Over the past decades, there has been a large volume of published studies describing the

role of mindfulness in minimizing the mental health problems of human beings. Based on

preceding research and investigation results of numerous scholars, the study will provide a

review of mindfulness meditation and Mindfulness-Based Interventions (MBIs), explicitly

concentrating on Mindfulness Meditation (MM) approachch as the most effective measure to

mitigate mental burnout of adolescent students.

Mindfulness

Definition

The concept of “mindfulness” is rendered from the Pali words "sati," which in the

Theravada Buddhist tradition refers to awareness, consciousness, or attentiveness, which means

insight developed by meditation. Remarkably, Jon Kabat-Zinn's Full Catastrophe Living

interpreted traditional Buddhist concepts in modern everyday language skilfully and successfully

to make them accessible to the West (Maex, 2011). He posited that “Mindfulness means paying

attention in a particular way: on purpose, in the present moment, and non-judgmentally” (Kabat-

Zinn & Hanh, 2009, p. 3). In other words, as the Mental Health Foundation Report (2010)

defined, “Mindfulness is a way of paying attention. It means consciously bringing awareness to

our experience, in the present moment, without making judgments about it” (para. 20).

Benefit

One can be fully present and conscious of where they are and what they are doing and not

overly reactive or overwhelmed by what is occurring around them. With mindfulness, perceiving

thoughts, feelings, and experiences with an open, non-reactive, and curious mind (Kabat-Zinn &

Hanh, 2009) has revealed multiple benefits for symptoms of trepidation, anxiety, and depression
11

(Hofmann et al., 2010). Moreover, according to Bhikkhu Bodhi (2011), he articulated that the

adoption of mindfulness in clinical settings has surpassed suffering reduction psychotherapy,

where it has evidenced a prospective tool for aiding patients in surmounting mental conditions,

such as tension, distress, and obsessive-compulsive disorders.

Frequently, people are little aware of their experiences rather quickly dominated by

thoughts, sensations, actions, and external events, comprising interactions with others, past

memories, and future hopes and fears (Huppert & Johnson, 2010). They often think, utter, and

behave with instinctive reactions, swept away by their experience, and respond automatically,

particularly when encountering pressure challenges. In contrast, when they no longer blanket

their instant experience with reactive emotions and thoughts, they can start to “discern things as

they truly are” (Wellings, 2016) and have wiser options over how they respond. With

mindfulness, we can intentionally and fully pay attention to and willingly accept what is taking

place right now and right here, within our bodies, minds, or the outside world, irrespective of

pleasant or atrocious experience, with an attitude of gentle welcome. Therefore, mindfulness

targets awareness and acceptance of existing experiences to augment coping with multifarious

aversive encounters (Davis et al., 2015) without attachment and rejection.

Application

While the use of mindfulness is common in many cultures and spiritual traditions, it is

most commonly associated with Buddhist traditions (Germer, 2005; Kabat-Zinn, 2003). In the

educational and health care spheres, mindfulness training is conventionally best instructed in a

worldly way, that cultural or spiritual delivery thus fails to impede people from availing

themselves of the practical profits they might be seeking (Hassed, 2000, 2004). Whereas several

mindfulness-based exercises are accompanied by eastern religions, especially Buddhism, as part

of their origin, mindfulness practices, as proposed in this study, were concentrated on a cognitive

approach with secular symbolism.

Mindfulness-Based Interventions (MBIs)

Research on mindfulness-based interventions (MBIs) has developed exponentially in the

past recent decades, notably the rapid development in many school settings. Kabat-Zinn

pioneered a mindfulness meditative practice employed across the world to heal pain and

depression. He developed Mindfulness-Based Stress Reduction (MBSR) in 1979; subsequently,

this model for the incorporation of mindfulness meditation practices within clinical mainstream

psychology and medicine has emerged in health facilities around the globe (Kabat-Zinn, 2003).

For example, Segal et al. (2002) extended the application of mindfulness techniques into

psychiatry by devising a treatment procedure that integrates mindfulness practice and Cognitive-

Behavioral Therapy, named Mindfulness-Based Cognitive Therapy (MBCT), which has been

demonstrated to be an applicable precautionary measure in chronic depression relapse. Then, in

the study of Mindfulness-Based Interventions in Psychiatry, Shapero et al. (2018) explored that

hundreds of other mindfulness-based interventions (MBIs) have been progressed, and a myriad

of research studies and reviews have been conducted to examine the efficacy of these programs,

as well as a growing number of doctoral dissertations on diverse adoption of mindfulness

meditation.

Furthermore, Waters et al. (2015) and Felver et al. (2016) conducted two research works

that provide a systematic and evidence-based review of various mindfulness approaches in an

educational environment. So & Orme-Johnson (2001) studied 362 high school learners at three

different schools in Taiwan and proved that regular exercises of the Transcendental Meditation

practice for 15–20 min twice a day for 6 to 12 months would enhance cognitive ability. Napoli et
13

al. (2005) researched the mindfulness training program for 6–9 school ages in the US, the

Attention Academy Program, and the 24-week training that adopted a series of breathwork

techniques and body scan movement, and sensorimotor awareness activities. Results from three

attentional measures administered to the students show that it helps students significantly

increase focus and selective attention and decrease both ADHD behaviors and test anxiety. In the

study of Schonert-Reichl and Lawlor (2010), 246 pre-and early Canadian adolescent students in

the 4th to 7th grades experienced Mindfulness Education program classrooms demonstrated

considerable increases in optimism and enhancement on dimensions of educator-rated classroom

social competent behaviors. Viafora et al. (2014) studied homeless American students from 11 to

13 who participated in 45 min per week of an 8-week mindfulness course, the Planting Seeds and

Still Quiet Place intervention. Students facing homelessness informed that they significantly

appraise the course, greater emotional well-being from mindfulness exercise, and could be likely

to employ mindfulness techniques at school, in interpersonal situations, for coping with temper

and other struggling emotions and recommend it to peers.

Mindfulness Meditation

A particularly applicable training for the present study purposes is an approach known as

mindfulness meditation (MM), a underlying meditation technique conducted to help balance and

stabilize the mind. MM can foster the ability for composed and choiceless attention in which

conscious awareness moves naturally and promptly among the shifting elements of experience

(Germer et al., 2004). In MM approach, the breath or another subject is believed as an anchor

point for perceiving the current moment. Thoughts, feelings, and sensations that may occur are

neither captivated nor rejected but merely experienced, accepted, and disengaged. The fruition is

propelled present-moment alertness and greater acknowledgement of oneself (Kabat-Zinn,

1994). Remarkably, Miller et al. (1995) inspected a experimentally and longitudinal controlled

research of MM and designated that it can be functional for healing anxiety disorders and can

achieve long-term advantageous impacts.

Summary

Whereas multiple studies investigated the students' anxiety- and stress-related symptoms,

adopted classroom-based mindfulness interventions, and obtained positive results, few scholarly

articles have researched the mental health problems triggered by COVID-19 on adolescents' fear,

stress, anxiety, and depression and recommended appropriate measures to minimize students'

mental illnesses overall in the world and Vietnamese particularly. To address the gap, this study

utilized the Fear of COVID-19 Scale (FCV-19S) and Depression Anxiety and Stress Scale 21

(DASS-21) to assess teenage students' mental health symptoms and adopted a 10-day MM

practice to mitigate students' psychological crisis and increase their resilience after COVID-19

pandemic.

Further, based on the global achievement of previous research on implementing

mindfulness-based interventions to address students' stress, depression, and anxiety and

considering the wide application of mindfulness interventions in past years for Vietnamese

teenage students and the strength of mindfulness practice on mental health, it was essential to

assess the value of the 10-day MM approach in the researcher's investigation context. Providing

these statements can provide additional assistance for the employment of the mindfulness pratice

as a reliable and self-report test of mindfulness skills and a valid evaluation instrument in

adolescent mindfulness-based programs.

METHODOLOGY

Purpose of the Study

The research explored the efficacy of employing mindfulness-based interventions (MBI)

in the schooling environment to diminish students' mental health problems, including fear, stress,

anxiety, and depression, caused by COVID-19. The study also investigated the predominant

source stemming from the coronavirus outbreak that triggered students mental health issues

when they returned to the class post-pandemic.

Research Questions

1. How do the impacts of mindfulness-based interventions on the mental health (fear, stress,

anxiety, and depression) of adolescent students after the covid-19 crisis?

2. What is the perspective of students regarding mindfulness-based intervention?

Study Population

The participants were enrolled from grade 10, 11 and 12 from the high school in Dong

Nai province. The school was mainly comprised students who raised in the family of medium

and high income. The ages of adolescent participants ranged from 16 to 18 years, with an

average age of 17 years 4 months. Of the participants, 45.8% were female and 54.2% were male.

All the participants have been received bilingual instructional program and were English

languages learners, so they responded to the surveys in English. No information was gathered to

evaluate the students' socioeconomic and educational backgrounds, teachers, or students’

families.

Population Justification

These populations were selected since some religious instructors in that school, who

practiced longstanding mindfulness, realized their students’ stress, so they expected their
16

students to partake in this mindfulness-based practice to mitigating their mental health concerns

after COVID-19 pandemic. The reseacher can collaborate with some monastic instructors

residing in the Phuoc Son monastery to organize and instruct the meditation retreat for students

engaging in study. The monastery is also the ideal and convenient environment to construct this

meditation research. Responses to a brief anonymous questionnaire revealed that 93% of

students previously had no experience with mindfulness meditation or relaxation training. Thus,

all of them were willing to follow the meditation guidance and cultivate their minds throughout

the practical program to ensure that they could respond to the research questions as accurately as

possible.

Intervention

The 10-day MM retreat was offered as an intervention for mental health treatment.

Participants experienced daily mindfulness treatment during the condition to examine the

productiveness of the approach in reducing mental health issues.

Intervention Plan

Students participated in the mindfulness training based on the 10-day mindfulness

practice designed for this study. The primary concentration of the research was on formal

mindfulness cultivation. The manualized intervention comprised constant mindfulness practice in

all activities during 10 days. In this study, students acquired mindfulness meditation theory and

practice. 

The mindfulness theory 

The participants were presented the concepts and principles of three core elements

according to Shapiro et al. (2006): intention, attention, and attitude. Intention denotes the

direction of a self-endorsed attempt toward mindfulness exercise, which focuses on applying

mindful attention—perceiving occurring experiences in the present moment in a non-judgmental

way. In contrast to the typical function of attention, which is solidly associated with cognition,

mindful attention fails to compare, ponder, or recall experiences or events through memory but is

the simple observation of what is happening moment to moment as they truly are. Finally, the

attitudinal element refers to a nonevaluative or open nature aimed at moment-to-moment

attention and is considered to facilitate sustained attention to what otherwise might be struggling

with cognitive, emotional, or bodily encounters. 

The mindfulness practice

Participants were guided to attend 10-day MM exercise with formal training, including

eating, drinking, sitting, walking, standing, and lying postures. The practice covered awareness

of breathing, contact points (sight, sounds, smell, taste, touch, mind), concentration on an

reference point, and understanding the fleeting nature of thoughts. The MM approaches were

constructed flourishingly and progressively, with a new element being proposed each day (Table

1). This formal mindfulness training was organized to cultivate the moment-to-moment

awareness of mind-body experience, concerning those of a cognitive, emotional, kinesthetic, and

sensory nature. The primary purpose was to foster the ability to be mindful in all activities of

daily living.

Table 1

Core components of MM sessions 

Day MM Practice Description

1  Mindfulness Overview  Recommend principles and practice of

mindfulness

 Mental Health Issues  Present physical and emotional effects of

mental health problems

 Body Awareness  Develop the correct setting and timing for

mindfulness practices

 Mindful Awareness of Breath  Introduce specific methods to mindfulness

2 practice

 Sitting Mindfulness  Guide present moment consciousness

 Walking Mindfulness  Guide mindful walking and movement

 Mindfulness and the Five practice

interests in daily lives

 Standing Mindfulness  Instruct how to stand mindfully

4  Observing the Wandering  Instruct how to possess an unoccupied

Mind mind

 Mindful Awareness of Eating  Practice heartfulness mindfulness practice

and Drinking

5  Taking a Mindful Bite  Notice and experience through positive and

negative thoughts and experiences,

response, and reaction

 Acting Mindfully to Generate  Guide personal mindfulness practice to

7  Promoting Self and other  Pay attention and experience positive and

Loving-Kindness negative thoughts and experiences

 Developing Self and other  Practice letting go

Forgiving

 Mindful Speaking  Practice mindful stopping: responding in

lieu of reacting, detaching instead of

attaching
8
 Developing Acceptance  Practice accepting thoughts, emotions, or

experiences without attachment and

rejection

 Mindful Listening  Being and functioning on thoughts and

judgments
9
 Fostering Self and other  Instruct how to be mindful in relationships

Compassion

 Incorporating Mindfulness into  Employ positive handling strategies and

Everyday Life behaviors to control life's stressors and

 Developing Gratitude  Practice day-to-day gratitude

Sources of Data

In this study, the survey data from the four scales, including Fear of COVID-19 (FCV-

19S), Depression, Anxiety, Stress Scales (DASS-21), Mindful Attention Awareness Scale in

Adolescent (MAAS-A), and Ego-Resilience Scale (ERS), was utilized to investigate and assess

the impact of mindfulness-based interventions on mental distress of adolescent student’s post-

pandemic. To collect quantitative data, the four questionnaire forms corresponding to the four
20

scales were created via the QuestionPro website and sent online surveys to participants. They

also qualitatively responded to a series of questions by writing their thought after completing

mindfulness training course.

Instrumentation

Fear of COVID-19 Scale (FCV-19S)

The seven-item Fear of COVID-19 Scale (FCV-19S) is a new one-dimensional

measurement tool invented by Ahorsu et al. (2020) to assess the fear of an individual about the

COVID-19. Some of the statement items include "I cannot sleep because I am worrying about

getting coronavirus-19" and "I am afraid of losing my life because of coronavirus-19." The

participants responded to their level of agreement with the statements employing a five-point

Likert-type scale, ranging from “1=strongly disagree,” “2=disagree,” “3=neither agree nor

disagree,” “4=agree,” and “5=strongly agree”. A total score is gauged by adding up each item

score (ranging from 7 to 35), with the higher the score, the greater the fear of COVID-19.

Reliability values showed a high internal consistency and test-retest reliability (α = 0.82, ICC =

0.72), along with FCV-19S validity from a large participant sample (N=717) (Ahorsu et al.,

2020).

Depression Anxiety and Stress Scale 21 (DASS-21)

The DASS-21, a simplified version of DASS, is a reliable and valid 21-item scale

formulated to estimate various aspects of mental health, inclusive of psychological structures of

stress, anxiety, and depression (Henry & Crawford, 2005). The original version of this

quantitative instrument consists of 42 questions that measure stress, anxiety, and depression,

developed by Lovibond and Lovibond (1995). Confirmatory factor analysis confirmed the

negative emotional symptoms of 3 depression, anxiety, and stress levels with seven items in each
21

subscale. Sample items comprise “I was unable to become enthusiastic about anything” and “I

was aware of the action of my heart in the absence of physical exertion.” Utilizing a 4-point

Likert scale, ranging from 0 to 3 (0=did not apply to me at all, 1=applied to me to some degree,

or some of the time, 2=applied to me to a considerable degree, or a good part of time, 3=applied

to me very much, or most of the time), participants were required to rate the extent to which they

have undergone each of the items over the past week with those responses. The subscales are the

summation of the total item scores. A higher score on the DASS demonstrates greater severity or

frequency of negative emotional states, with the maximum score of 63 for the DASS-21. The

three elements demonstrate high internal consistency (depression: α = 0.93, ω = 0.93; anxiety: α

= 0.92, ω = 0.92; stress: α = 0.92, ω = 0.92) (Lovibond & Lovibond, 1995).

Mindful Attention Awareness Scale in Adolescent (MAAS-A)

MAAS-A, a 14-item scale and a self-report questionnaire that assesses present awareness

and attention with an open or receptive disposition (Brown et al., 2011), was employed to

measure mindfulness in adolescents (ages 14-18). This data collection instrument was modified

by Brown et al. (2011) from the Mindful Attention Awareness Scale (MAAS), originally

designed by Brown and Ryan (2003) for use with adult populations. The MAAS-A measurement

tool assesses adolescents’ trait mindfulness with items such as “I find it difficult to stay focused

on what’s happening in the present” and “I tend not to notice feelings of physical tension or

discomfort until they really grab my attention” (Brown et al., 2011). The items are rated on a six-

point Likert-type scale, using rankings from 0 to 6 (1=almost always to 6=almost never). The

minimum score possible for each question is 0, and the maximum is 6. The total score of all

items was utilized in the analysis, and a higher score on this scale illustrates a higher degree of

adolescent's mindfulness. The study results from various research conducted by its authors
22

indicated a reliable and valid measurement tool. Brown et al. (2011) reported evidence for the

reliability of the MAAS-A tool among participants (α = 0.82, test-retest reliability = 0.79) and

the validity with a large student sample (N=602).

Ego-Resilience Scale (ERS)

The ERS developed by Block and Kremen (1996) was employed to gauge trait variation

levels in psychological resilience. This tool is a quick self-report scale that allows for the

measurement of ego-resiliency by subjective self-ratings. The ERS quantifies the extent to which

individuals can recover from struggling situations and accommodate to new changing

environments (Block & Kremen, 1996), particularly frustrating or stressful experiences (Tugade

& Fredrickson, 2004). The scale comprises 14-item responses on a 4-point Likert scale, ranging

from 1 to 4 (1=does not apply at all, 2=applies slightly, 3=applies somewhat, 4=applies very

strongly), with characteristic items “I like to do new and different things” and “I get over my

anger at someone reasonably quickly.” Scoring is calculated by the result of the addition of

answers to all 14 items. A higher total score of all items manifests a greater ego-resiliency. The

ERS scale was evidenced by its authors to have good reliability (Cronbach's alpha at time 1 =

0.656 and at time 2 = 0.743) and validity with a moderately sized student sample (N=104).

Attitudinal questions

Students were inquired six open-ended queries regarding mindfulness exercises.

Research Procedure

The first crucial phase in conducting this research is granted by the schooling

organization and the monastery’s abbot. Since schools hold the right to approve or reject the

performing of research activities (Guidance: Conducting Research in Schools, 2020), it is

unethical to execute research without informing the school administrator. Documentation of

permission from campus leaders prior to conducting research activities within the school and

monastery is required to complete.

In conformity with all school and monastery rules, two formal letters (be signed and

dated) were composed to the organizations and obtained approvals from the officials. Evidence

of permission from the administrator was outlined all in-person investigation activities that

occurred on the institution's premises. Documentation of permission was sent to the institutions

and approved before research activities were in progress. Documentation of permission was also

submitted through the school and monastery, accompanied by all other materials required for the

school and monastery review.

Soliciting Participants

This research is an experimental study in the paradigm of a group design, including a pre-

test and post-test with an interventional method of mindfulness. Participants were selected from a

high school in Dong Nai province. Among them, 50 students were recruited according to the

criteria of the study (inclusion and exclusion criteria) to identify the advantage of mindfulness.

Allocations in the experimental group were randomized. The inclusion criteria of the study

encompass the age range of 16-18 years, students diagnosed with COVID-19 fearful, stress-

stricken, anxious, and depressed symptoms. The exclusion criteria consist of the non-attendance

of more than two days and failing to complete assignments from the commencement of the

training sessions. It could be indicated that following the demonstration of the study objectives,

informed consent was received from each partaker.

Informed Consent

The parents of teenage students in the MM training group were notified about the

research. Consent forms were online distributed to parents. The consent content was apparently
24

presented so that parents could comprehend the study's purpose and potential profits and

consequences. The consent also included statements that demonstrated their voluntary children's

participation, the neutrality and objectivity of the study, and the gathered information and results

kept intimate. Due to realizing that the COVID-19 crisis negatively impacted their children's

mental health, all parents unanimously endorsed their children participating in the mindfulness

intervention to recover deplorable conditions for the youth. Therefore, all the participating

classes received parental consent from all the students.

Data Collection Procedures

This investigation employed a pre–post no-control design. All participants responded to a

series of online questionnaires before and after the 10-day MM training period. Before

implementing mindfulness intervention for adolescent students, the questionnaires on the Fear of

COVID-19 (FCV-19S) (Ahorsu et al., 2020) and Depression, Anxiety, Stress Scales (DASS-21)

(Lovibond & Lovibond, 1995) were chosen to measure symptom change of mental distress of

COVID-19 fear, stress, anxiety, and depression. Post-test measures were collected immediately

following the meditation process completion from all available participants. After 10-day

mindfulness exercise, the two Mindful Attention Awareness Scale in Adolescent (MAAS-A)

(Brown et al., 2011) and Ego-Resilience Scale (ERS) (Block & Kremen, 1996) scales were

employed to assess the usefulness of mindfulness intervention on shifts in students’ mindful

awareness and resilience. Participants completed a short sequence of questions on each

mindfulness practice (sitting meditation, walking meditation and other mindfulness training),

embracing the number of practice days and devoted time each week. Brief questionnaires were

selected to optimize the likelihood of completion. This step was performed in a computer room
25

either at the advent of the first session or one day before the first instructional sessions and one

day after the completion of the sessions and took around 15-20 minutes.

Following 10-day sessions, participants in the mindfulness practice were also queried a

list of questions about the extent they felt they had acquired and practiced throughout the training

course, whether they enjoyed and were interested in the course, how beneficial they found it,

whether the intervention course was the adequate length and right time, the additional amount of

time they had practiced mindfulness outside of meditation retreat, and how much they would

maintain their mindfulness exercise.

Ethical Considerations

When considering research ethics, most people ponder issues that emerge when research

refers to human subjects. While these issues are undoubtedly a primary part of research ethics,

broader concerns regarding conduct norms are also reviewed (Belmont Report, n.d.). Ethical

standards also serve the research's goals or objectives and apply to scientific researchers or other

scholarly or innovative activities (Resnick, 2020). These norms comprise the significance of

avoiding publishing findings ambiguously, plagiarising others’ compositions, and falsifying

work.

According to Dr. Resnick (2015), research ethics are crucial for a number of rationales.

First, they foster the aims of the research, such as extending knowledge. Second, they assist the

values needed for cooperative work, such as mutual respect and fairness. This is vital since

scientific research relies on participation between researchers and groups. Third, researchers

must be accountable for all of their study activities. Many researchers are funded by public

money, and regulations on conflicts of misconduct, interest, and research concerning humans are

essential to assuring that the fee is expended appropriately. Fourth, they warrant that the public
26

can trust the investigation. For individuals to support and sponsor research, they have to be

optimistic and confident in it. Last, they contribute to advocating critical social and moral values,

such as the criterion of not harming others.

Considerations During Intervention

Among multiple scholarly works studied the mindfulness-based interventions to reduce

psychological distress in schooling settings, the literature review of this research selected some

relevant sources to offer information and approaches to implement in the researcher's

investigation so as to mitigate adolescent students' mental health challenges, including COVID-

19 fear, stress, anxiety, and depression.

Providing some studies regarding elaborate definition, benefits, and application of

mindfulness meditation, this research intended to indicate the accurate principles and practice of

this mental cultivation stemmed from Buddhist doctrines (Husgafvel, 2016) and developed by

western scientists, experts, and meditation guides in lieu of other treatment approaches in the

medicine or psychotherapy spheres. They also named mindfulness approaches as Mindfulness-

Based Interventions (MBIs), which are employed widely in emotional or physical remedies of

wide-ranging ages (Baer, 2015), containing educational context. This research, therefore,

integrated relevant professional studies to demonstrate and implement an appropriate

intervention of the meditation program for mental health struggle mitigation in adolescent

students.

Considerations During Data Collection

Safeguarding research participants is the cornerstone of all well-conducted research

(Bradbury-Jones et al., 2014). To ensure the protection of the participants' rights and benefits,

this research briefly planned measures during data collection procedures based on North Jersey
27

Health Collaborative (2021). Providing participants with research information was the initial

step, such as organization and the purpose of collected data. The next step was obtaining consent

from data offerers and notifying them that their participation was optionally and willingly.

Additionally, partakers were permitted to withdraw any data collection process or ongoing

intervention at any time without dread of revenge. It should also be avoided or mitigated physical

or mental harm and risks to participants. Moreover, data accumulation was conducted with the

supposition that the collected information and its results were protected and confidential. Finally,

the researcher had to be cautious when discussing data analysis outcomes with participants.

Considerations Regarding Researcher Bias

There were some planned measures drawn in Enago Institute (2021) to ensure that this

study, including results, data collection, and overall interference with the participants, failed to

be biased. The researcher devoted time to researching the problem before commencing the

analysis and then determining and recording the types of biases that could jeopardize the

investigation. Next was precluding interview bias by guaranteeing that surveys were not oriented

towards particular responses or did not force interviewees to clarify the situation in a certain

way. Notably, in carrying out qualitative research, the avoidance of asking a certain group of

individuals many queries or overlooking any was noticed. Further, it was critical to increase the

number of available options, such as concepts, evidence, and factors relating to the analysis,

comprising exceptions of omission. The subsequent step was selecting words carefully to

compose and removing vague or overly general language. The last step was reviewing the notes

documented at the beginning of the investigation to maintain neutrality and objectivity once

completing the research.

Summary

The entire methodology section exposited in detail how this study conducted each step of

the research, from recruiting participants, obtaining permission, informed consent, data

collection and analysis, and ethical concerns to produce a valid and reliable study. Attention to

detail is vitally significant when devising a methodology as not even one step or information

could be omitted. Any missing element will pose inquiries, and when questions are exhibited,

validity, reliability, and credibility suffer.

DATA ANALYSIS AND RESULTS

This section is constructed with data analysis procedure, containing validity and

reliability, and results regarding descriptive findings of the research.

Data Analysis Procedure

In order to compare the mean post-test mindfulness training scores, paired samples

test was used after controlling the effect of the pre-test. The data were analyze by SPSS 16.0

software, using descriptive statistics including mean and standard deviation. Data was analysed

quantitatively as well as qualitatively, and qualitative analysis was done using percentages.

Validity and Reliability

Validity alludes to the accuracy of a measure, and reliability relates to the consistency of

a measure (Middleton, 2019). To ensure validity, the appropriate method and measurement

technique were selected with high quality and targeted to assess correctly what the researcher

wanted to know. They were thoroughly studied and based on existing knowledge. To guarantee

reliability, it was considered throughout the data collection procedure by using instruments to

collect data and create precise and stable results. All participants are provided the same

information and tested under similar conditions to keep the circumstances as consistent as

possible to drain the impact of external factors that might generate variation in the results.

Results

The results section discusses descriptive findings of quantitative and qualitative data.

Descriptive Findings

There was a difference between the mean scores of the pre- and post-test of the control group

(Table 2). The mean and standard deviation of Fear of COVID-19, anxiety, stress, depression,

mindful attention awareness, and ego-resilience were 3.08±0.37, 1.72±0.18, 3.04±0.25, and
30

2.85±0.26, respectively, in the pre-test and 3.49±0.35, 1.95±0.19, 3.48±0.34, and 3.08±0.2,

respectively, in the post-test.

Table 2

Mean and standard deviation of variables in pre- test and post-test

Pre-test Post-test Post-test

FCV-19S 3.08 0.37 3.49 0.35

DASS-21 1.72 0.18 1.95 0.19

MAAS-A 3.04 0.25 3.48 0.34

ERS 2.85 0.26 3.08 0.21

Table 3

Mindfulness meditation training has an impact on the reduction of variables

Variables Mean SD DF Sig. (2-tailed)

FCV-19S 0.37 0.41 49 0.000

DASS-21 0.13 0.23 49 0.000

MAAS-A -0.43 0.28 49 0.000

ERS -.024 0.25 49 0.000

In addition to the scale-based psychological measures utilized above, students in the

mindfulness group were asked single-item questions regarding their attitude to the training

course, mindfulness, and its effectiveness more generally. A summary of the feedback to those

questions is demonstrated in Table 2. It can be viewed that the majority of participants who
31

engaged in mindfulness training acknowledged it to be a positive training experience. 89%

believed they can reap numerous benefits from intervention course, and 80% felt they had

acquired and practiced during the training. 79% said they would maintain the practice; 50%

adolescent students believed the course was about the proper length, but a sizeable proportion

(45%) thought it need to be longer, and 69% devoted 30 minutes to 1 hour for maintaining their

daily meditation practice.

Table 4

Responses to the additional questions in the mindfulness training group

Below Mid- On Mid- Above Mid-

point point point

1. How much did you enjoy practicing 7% 18% 75%

mindfulness?

2. How helpful do you think mindfulness 6% 5% 89%

will be in your life?

3. How much do you think you have 13% 7% 80%

learnt throughout the training course?

Not long Right length Too long

enough

4. How would you rate the length of the 45% 50% 5%

mindfulness practice course?

Continue Not

Continue
32

5. Do you think you will continue with 79% 21%

the mindfulness practice?

15 – 30 30 minutes – More than 1

minutes 1 hour hour

6. How much time will you spend 16% 69% 15%

continuing practicing mindfulness?

DISCUSSION AND CONCLUSION

Discussion

This section encompasses outcome analysis that explaining the conclusions of the data

analysis, learning themes reflecting on the research themes, and implications to improving

professional practice.

Outcome Analysis

The aim of this current study was to apply mindfulness training on alleviation of fear,

stress, anxiety, and depression in male and female high school students. The results of

covariance analysis show that the effect of an independent variable of mindfulness education is

significant. It mitigates depression and anxiety and has been functional in minimizing stress and

fear post pandemic. The results of this investigation confirm past studies and have a positive

impact on the employment of mindfulness practice on the decrement of depression and anxiety.

As in this research and previous studies, it has been identified that mindfulness meditation

approach influences depression, and it can result in an cultivation in depression symptoms and

indications (Praissman, 2008). These findings are entirely compatible with the mindfulness

method that helps lessen fear, anxiety, depression, and stress in the experimental group. It

appears that this meditation training is able to diminish students' anxiety, stress, and depression

(Dehestani, 2015), promote the quality of life, and restrain depression (Kaviani et al., 2005).

Learning Themes

The outcome of this research confirm past studies and have a positive impact on the

reduction of fear, stress, anxiety, and depression. The current investigation revealed that the

implementation of mindfulness is productive in reducing anxiety, inefficient attitude, and

negative thoughts after COVID-19 pandemic. It considerably mitigated the mean anxiety of the
34

experimental group compared to the control group and improve self-expression. Yousefian and

Asghiripour (2013) reached a positive influence on girls' self-esteem improvement in their

research. Further, in a review study of the efficacy of lessening stress based on mindfulness

approach, they realized that these programs help ease stress and anxiety in different populations

(Praissman, 2008).

The limitations of this study, which are due to the conditions governing research, are the

students who engaged in this study with a different age range of 16-18 years, in which the effect

of the age was omitted. Nevertheless, it is recommended that in future investigations, the impact

of age should be pondered as an effective factor in mindfulness training.

Implications

The significant findings pertaining to the degree of mindfulness training from this

preliminary investigation, employing merely a short intervention, have inspired the researcher to

construct a more definitive randomised control trial of the impact of mindfulness practice for

adolescents in the school setting. A new curriculum will be formulated according to feedback

from the students and teachers participated in this study and additional consultation with co-

instructors and consideration of the specific capabilities and demands of adolescent learners

(Burnett, 2009). The new research will involve classroom mindfulness sessions and will be

administered to male and female in both public and private schools. Apart from online

questionnaires, participants will conduct online tests of emotion and attention regulation, and

both instant and longer-term results will be assessed. The researcher comprehends that studies of

this design are progressing in other locations, and expects the augmentation of a body of

knowledge which will strengthen the insight of how best to foster the well-being of children and

adolescents. It is contended that mindfulness education should be incorporated as a powerful

skill and intervention to lower fear, anxiety, depression, and stress. The concentration of schools

and the instruction of this method to teachers can also be supportive for students who undergo

these problems.

Conclusion

An increasing number of research studies indicate that mindfulness-based interventions

are applicable for a wide range of mental and physical incidents in adults. They have likewise

been discovered and implemented to flourish well-being. However, few is noticed the efficacy of

such interventions for adolescent students. The findings of the current study exhibit that MM

program is feasible to conduct in the Vietnamese monastery context and as an acceptable form of

group intervention for mitigating stress and promoting well-being. The response from the

participants discloses that the MM program was satisfactory. Overall, the quantitative and

qualitative findings suggests that the Mindfulness Meditation program holds potential in

alleviating symptoms of fear, stress, anxiety, and depression in adolescents post pandemic.

However, additional empirical studies are vital to establish its productiveness. According to the

outcomes of this study, it is worthwhile for educators to instruct students how to train their mind-

learning skills for being able to manage their self-control coping processes and minimize the

amount of stress and anxiety in psychological conditions.

REFERENCES

Ahorsu, D. K., Lin, C. Y., Imani, V., Saffari, M., Griffiths, M. D., & Pakpour, A. H. (2020). The

Fear of COVID-19 Scale: Development and Initial Validation. International journal of

mental health and addiction, 1–9. Advance online publication.

[Link]

Baer, R. (2015). Ethics, Values, Virtues, and Character Strengths in Mindfulness-Based

Interventions: a Psychological Science Perspective. Mindfulness 6, 956–

969. [Link]

Belmont Report. (n.d.).  [Link]

[Link]

Block, J., & Kremen, A. (1996). IQ and Ego-Resiliency: Conceptual and empirical connections

and separateness. Journal of Personality and Social Psychology, 70(2), 349-361.

Bodhi. (2011). What does mindfulness really mean? A canonical perspective, Contemporary

Buddhism, 12:1, 19-39, DOI: 10.1080/14639947.2011.564813

Bradbury-Jones, C., Taylor, J., & Herber, O. (2014). Vignette development and administration:

A framework for protecting research participants. International Journal of Social

Research Methodology. 17. 10.1080/13645579.2012.750833.

Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: mindfulness and its role in

psychological well-being. Journal of personality and social psychology, 84 (4), pp. 822.

Brown, K. W., West, A. M., Loverich, T. M., & Biegel, G.M. (2011). Assessing adolescent

mindfulness: Validation of an adapted Mindful Attention Awareness Scale in adolescent

normative and psychiatric populations. Psychol Assess. 23(4):1023–33. doi:

10.1037/a0021338. [PubMed: 21319908].

Burke, C.A. (2010). Mindfulness-based approaches with children and adolescents: A preliminary

review of current research in an emergent field. Journal of Child and Family Studies,

19, 133-144. DOI 10.1007/s10826-009-9282-x. Retrieved

from [Link]

Burnett, R. (2009). Mindfulness in Schools. Learning lessons from the adults – secular and

Buddhist. Report, June 2009.

Davis, M. C., Zautra, A. J., Wolf, L. D., Tennen, H., & Yeung, E. W. (2015). Mindfulness and

cognitive–behavioral interventions for chronic pain: Differential effects on daily pain

reactivity and stress reactivity. Journal of Consulting and Clinical Psychology, 83(1),

24–35. [Link]

Coronavirus Disease (COVID-19) Pandemic. (2020). World Health Organization.

[Link]

Dehestani, M. (2015). The effectiveness of mindfulness-based stress reduction program on

depression, anxiety and depression of female students. Thought Behav Clin Psychol.

de Vibe, M., Bjørndal, A., Fattah, S., Dyrdal, G.M., Halland, E., & Tanner-Smith, E.E. (2017).

Mindfulness-based stress reduction (MBSR) for improving health, quality of life and

social functioning in adults: a systematic review and metaanalysis. Campbell Syst Rev.

13(1):1–264.

Duong, K. A. (2020). Vietnam: covid-19 and the challenges for the education sector.

[Link]

sector.
38

Enago Academy. (2021). Dealing with Bias in Academic Research. Enago Academy. Retrieved

14 December 2021, from [Link]

in- academic-research/.

Felver, J. C., Hoyos, C. E. C., Tezanos, K. M., & Singh, N. N. (2015). A Systematic Review of

Mindfulness-Based Interventions for Youth in School Settings. Mindfulness. 7.

10.1007/s12671-015-0389-4.

Gao, J., Zheng, P., Jia, Y., Chen, H., Mao, Y., Chen, S., Wang, Y., Fu, H., & Dai, J. (2020).

Mental health problems and social media exposure during COVID-19 outbreak. PLoS

ONE, 15, e0231924.

[Link]

Germer, C.K. (2005). Mindfulness. In: CK Germer, RD Siegal & PR Fulton (Eds) Mindfulness

and Psychotherapy. New York: Guilford Press.

Gritsenko, V., Skugarevsky, O., Konstantinov, V., Khamenka, N., Marinova, T., & Reznik, A.

(2020). COVID 19 fear, stress, anxiety, and substance use among Russian and

Belarusian university students. International Journal of Mental Health and Addiction.

[Link]

Guidance: Conducting Research in Schools. (2020). Lehigh

University. [Link]

Hassed, C. (2000). To be or not to be: the practical aspects of contemplative practices.

Australian Family Physician 29 (10) 985–87.

Hassed, C. (2004). Bringing holism into mainstream biomedical education. Journal of

Alternative and Complementary Medicine 10 (2) 405–7.

Henry, J. D., Crawford, J.R. (2005). The short-form version of the Depression Anxiety Stress

Scales (DASS-21): construct validity and normative data in a large non-clinical sample.

Br J Clin Psychol. 44(2):227–39. [PubMed: 16004657]

Hofmann, S. G., Sawyer, A. T., Witt, A. A., & Oh, D. (2010). The effect of mindfulness-based

therapy on anxiety and depression: A meta-analytic review. Journal of consulting and

clinical psychology, 78(2), 169–183. [Link]

Huppert, F. A. & Johnson, D. M. (2010). A controlled trial of mindfulness training in schools:

The importance of practice for an impact on well-being. The Journal of Positive

Psychology, 5:4, 264-274, DOI: 10.1080/17439761003794148

Husgafvel, V. (2016). On the Buddhist roots of contemporary non-religious mindfulness

practice: Moving beyond sectarian and essentialist approaches. Temenos - Nordic

Journal of Comparative Religion, 52(1), 87–

126. [Link]

Kabat-Zinn, J. (1982). An outpatient program in behavioral medicine for chronic pain patients

based on the practice of mindfulness meditation: theoretical considerations and

preliminary results. Gen Hosp Psychiatry. 4(1):33–47.

Kabat-Zinn, J. (1994). Wherever you go there you are. New York: Hyperion.

Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: past, present, and future.

Clinical Psychology: Science and Practice 10 (2) 144–56.

Kabat-Zinn, J. & Hanh, T.N. (2009). Full Catastrophe Living: Using the Wisdom of Your Body

and Mind to Face Stress, Pain, and Illness. New York: Random House Publishing

Group.
40

Kang, Y., Rahrig, H., Eichel, K., Niles, H. F., Rocha, T., Lepp, N. E., Gold, J., & Britton, W. B.

(2018). Gender differences in response to a school-based mindfulness training

intervention for early adolescents. Journal of school psychology, 68, 163–176.

[Link]

Kaviani, H., Javaheri, F., & Bahiray, H. (2005). Efficacy of mindfulness-based cognitive therapy

in reducing automatic thoughts, dysfunctional attitude, depression and anxiety: a sixty

day follow-up. J Adv Cognit Sci.

Lovibond, S.H. & Lovibond, P.F. (1995). Manual for the Depression Anxiety Stress Scales. (2nd.

Ed.) Sydney: Psychology Foundation.

Maex, E. (2011). The Buddhist roots of mindfulness training: A practitioner's view.

Contemporary Buddhism. 12. 165-175. 10.1080/14639947.2011.564835.

Mental Health Foundation. (2010). Be Mindful Report.

[Link]

Mamun, M.A. & Griffiths, M.D. (2020). First COVID-19 suicide case in Bangladesh due to fear

of COVID-19 and xenophobia: Possible suicide prevention strategies. Asian Journal of

Psychiatry. 51:102073. [Link] PMID: 32278889

Meiklejohn, J., Phillips, C., Freedman, M.L., Griffin, M.L., Biegel, G., & Roach, A. (2012).

Integrating mindfulness training into K-12 education: fostering the resilience of

teachers and students. Mindfulness. 3(4):291–307.

Metz, S.M., Frank, J.L., Reibel, D., Cantrell, T., Sanders, R., & Broderick, P.C. (2013). The

effectiveness of the learning to BREATHE program on adolescent emotion regulation.

Res Hum Dev. 10(3):252– 72.

Miller, J. J., Fletcher, K., & Kabat-Zinn, J. (1995). Three-year follow-up and clinical

implications of a mindful- ness meditation-based stress reduction intervention in their

treatment of anxiety disorders. General Hospital Psychiatry, 17, 192-200.

Napoli, M., Krech, P. R., & Holley, L. C. (2005). Mindfulness training for elementary school

students: The attention academy. Journal of Applied School Psychology, 21, 99 –125.

Praissman, S. (2008). Mindfulness-based stress reduction: a literature review and clinician's

guide. J Am Acad Nurse Pract.

Resnick, D. B. (2015) What is Ethics in Research and Why is it Important? Shamoo A and

Resnik D. 2015. Responsible Conduct of Research, 3rd ed. New York: Oxford

University Press.

Resnick, D. B. (2020). What is Ethics in Research and Why is it

Important? [Link]

Russia Today. (2020). Reims football club doctor commits suicide in quarantine, mentions

Covid-19 in note. Moscow, Russia: RIA Novosti. [Link]

reims- doctor-suicide-coronavirus/.

Shapiro, S. L., Carlson, L. E., Astin, J. A., & Freedman, B. (2006). Mechanisms of mindfulness.

Journal of Clinical Psychology, 62, 373– 386.

Schonert-Reichl, K. A. & Lawlor, M. S. (2010). The Effects of a Mindfulness-Based Education

Program on Pre- and Early Adolescents’ Well-Being and Social and Emotional

Competence. Mindfulness. 1. 137-151. 10.1007/s12671-010-0011-8.

Segal, Z.V., Williams, J.M.G., & Teasdale, J.D. (2002). Mindfulness-based cognitive therapy for

depression: A new approach to preventing relapse. New York, London: Guilford Press.
42

Shapero, B. G., Greenberg, J., Pedrelli, P., de Jong, M., & Desbordes, G. (2018). Mindfulness-

Based Interventions in Psychiatry. Focus (American Psychiatric Publishing), 16(1), 32–

39. [Link]

So, K. & Orme-Johnson, D. (2001). Three randomized experiments on the longitudinal effects of

the Transcedental Meditation technique on cognition. Intelligence. 29. 419-440.

10.1016/S0160-2896(01)00070-8.

Sundarasen, S., Chinna, K., Kamaludin, K., Nurunnabi, M., Baloch, G. M., Khoshaim, H. B.,

Hossain, S., & Sukayt, A. (2020). Psychological Impact of COVID-19 and Lockdown

among University Students in Malaysia: Implications and Policy Recommendations.

International journal of environmental research and public health, 17(17), 6206.

[Link]

Tugade, M. M., & Fredrickson, B. L. (2004). Resilient individuals use positive emotions to

bounce back from negative emotional experiences. Journal of personality and social

psychology, 86(2), 320–333. [Link]

Viafora, D. P., Mathiesen, S. G., & Unsworth, S. J. (2014). Teaching mindfulness to middle

school students and homeless youth in school classrooms. Journal of Child and Family

Studies.

Vo, D. X. (2015). The mindful teen: powerful skills to help you handle stress one moment at a

time. Oakland, CA: Instant Help Books, an imprint of New Harbinger Publications, Inc.

Waters, L., Barsky, A., Ridd, A., & Allen, K. (2015). Contemplative education: A systematic,

evidence-based review of the effect of meditation interventions in schools. Educational

Psychology Review, 27(1), 103–134. [Link]

Wellings, N. (2016). Why Can't I Meditate?: How to Get Your Mindfulness Practice on Track.

East Rutherford: Penguin Publishing Group.

Xiao, H., Zhang, Y., Kong, D., Li, S., & Yang, N. (2020). Social capital and sleep quality in

individuals who self-isolated for 14 days during the coronavirus disease 2019 (COVID-

19) outbreak in January 2020 in China. Med Sci Monit. 26:e923921–e.

[Link] PMID: 32194290.

Yousefian, F. & Asgharipour, N. (2013). Comparative effectiveness of group mindfulness-based

cognitive therapy and group cognitive-behavioral therapy on self-esteem of girl

students. J Fundam Ment Health.