Effects of the Youth Empowerment Seminar on Impulsive Behavior in Adolescents

Department of Psychiatry and Biobehavioral Sciences, University of California-Los Angeles, Los Angeles, California. Electronic address: .
Journal of Adolescent Health (Impact Factor: 3.61). 04/2013; DOI: 10.1016/j.jadohealth.2013.02.010
Source: PubMed

ABSTRACT

Purpose:
Because impulsivity during adolescence predicts health-risk behaviors and associated harm, interventions that attenuate impulsivity may offer protection. We evaluated effects of the Youth Empowerment Seminar (YES!), a biopsychosocial workshop for adolescents that teaches skills of stress management, emotion regulation, conflict resolution, and attentional focus, on impulsive behavior.

Methods:
High school students (14-18 years of age) in the United States participated in YES! during their physical education classes. Students in a control group attended their usual curriculum and were tested in parallel. We used items from the Barratt Impulsiveness Scale (framed to reflect recent behavior) to assess students' behavior before and after they underwent the program.

Results:
Compared with the control group, YES! participants reported less impulsive behavior after the program.

Conclusions:
The results suggest that YES! can promote mental health in adolescents, potentially protecting them from harmful coping behaviors.

Download full-text

Full-text

Available from: Andy C Dean
  • Source
    • "Varios autores (Buelow & Suhr, 2009; Donohew et al., 2000; Dougherty et al., 2003; Gullo & Dawe, 2008; Khodarahimi, 2013; Martínez-Loredo, Fernández-Hermida , Fernández-Artamendi, Carballo, & García-Rodríguez, 2015; Romer, 2010; Thompson , Whitmore, Raymond, & Crowley, 2006) señalan que el constructo de impulsividad es multidimensional o multifacético, reconociendo la dificultad en cuanto a su aproximación y definición. En las publicaciones sobre el tema se encuentra una gran gama de definiciones, tales como la falta de inhibición de respuestas y procesamiento rápido de la información (Barratt,1994), la tendencia a vivir el momento sin tener en cuenta las consecuencias en el futuro, actuar sin pensar (Castellani & Rugle, 1995; Ghahremani et al., 2013; Kaltiala- Heino, Rissanen, Rimpelä, & Rantanen, 2003), la respuesta sin tener una evaluación adecuada del contexto, la dificultad en retardar las recompensas y la toma de decisiones rápidas (Claes, Vertommen, & Braspenning, 2000; Dougherty et al., 2003; Reynolds, Penfold, & Patak, 2008) y la falta de autocontrol (Brook & Boaz, 2005). También aparece definida como una preferencia hacia pequeñas y prontas recompensas sobre recompensas más grandes y demoradas, generando respuestas prematuras que evidencian la falta de inhibición (Dougherty et al., 2003), o como un estilo cognitivo que se caracteriza por la falta de reflexividad y se centra en observar las respuestas en cuanto a su duración y errores cometidos. "
    [Show abstract] [Hide abstract]
    ABSTRACT: La impulsividad es un constructo ampliamente estudiado y se ha caracterizado por la falta de consenso entre los autores sobre: su definición, características y formas de evaluación; generando que actualmente sea un constructo complejo. Se realizó la revisión sistemática sobre impulsividad en adolescentes, con el objetivo de identificar las diferentes definiciones, analizar las medidas que son usadas para evaluar impulsividad y puntualizar los diferentes rasgos psicológicos con los cuales se relaciona en la investigación. La recopilación de artículos se hizo por medio de las bases de datos, Web of Knowledge, Scopus, PsycInfo, Scielo, Redalyc, Google Escolar, Teseo y Cochrane, donde se seleccionaron 3.457 artículos de los cuales se revisaron 108 artículos. Los resultados muestran las definiciones de impulsividad, la población, medidas de evaluación y la relación con otras variables. Se concluye que, (a) la impulsividad es un constructo con múltiples definiciones, (b) se identificó el MFFT como medida más usada para evaluar el constructo y (c) se encontró que se ha investigado su relación en temas como problemas de conducta, medidas cognitivas, agresión y aspectos familiares.
    Preview · Article · Nov 2015 · Universitas Psychologica
  • Source
    • "Yoga is a popular and comparatively inexpensive intervention that many schools are integrating into their curriculums to address an increasing need for self-regulatory skills such as emotion regulation. Significant results have been reported regarding improved anger management and impulse control, as well as a decrease in negative emotion for students in a yoga intervention [9] [10] [11] [12] [13] [14] [15], implying that perhaps some regulatory processes are indeed being impacted by yoga. However, only two studies have looked directly at emotion regulation as a construct [16] [17]. "
    [Show abstract] [Hide abstract]
    ABSTRACT: Middle adolescents (15-17 years old) are prone to increased risk taking and emotional instability. Emotion dysregulation contributes to a variety of psychosocial difficulties in this population. A discipline such as yoga offered during school may increase emotion regulation, but research in this area is lacking. This study was designed to evaluate the impact of a yoga intervention on the emotion regulation of high school students as compared to physical education (PE). In addition, the potential mediating effects of mindful attention, self-compassion, and body awareness on the relationship between yoga and emotion regulation were examined. High school students were randomized to participate in a 16-week yoga intervention (n = 19) or regular PE (n = 18). Pre-post data analyses revealed that emotion regulation increased significantly in the yoga group as compared to the PE group (F (1,32) = 7.50, p =. 01, eta2 = .19). No significant relationship was discovered between the changes in emotion regulation and the proposed mediating variables. Preliminary results suggest that yoga increases emotion regulation capacities of middle adolescents and provides benefits beyond that of PE alone
    Full-text · Article · Aug 2015 · Evidence-based Complementary and Alternative Medicine
    • "A preliminary randomized controlled trial assessing the effects of a multi-component, yoga-based program on adolescents (age 17-18) compared to a physical education control group found that the yoga treatment group showed significantly improved measures of mood and anxiety (Noggle, Steiner, Minami, & Khalsa, 2012). A study of another multicomponent , yoga program with 445 adolescents (ages 14-18) found that the yoga treatment group showed significantly reduced measures of impulsivity as compared to the control group (Ghahremani et al., 2013). Two randomized clinical trials have looked at the effects of yoga specifically on children and adolescents with ADHD. "
    [Show abstract] [Hide abstract]
    ABSTRACT: Background: Complementary and alternative medicine (CAM) in psychiatry or integrative psychiatry covers a wide range of biological, psychological and mind-body treatments that enhance standard medical practices and patient outcomes. While CAM approaches are popular among patients, health professionals have received limited education in these interventions and they are often unaware of their patients’ use of CAM treatments. Method: This overview highlights evidence-based CAM treatments for attention deficit hyperactivity disorder (ADHD) including dietary interventions, phytomedicines, mind-body practices and neurofeedback. Results: While conventional treatments are the mainstays for ADHD, there are a large number of available treatments that can be used to enhance treatment response. Conclusion: With improved education and further scientific and clinical research, validated integrative treatments will provide more effective, lower risk and lower cost care for patients with ADHD.
    No preview · Article · Apr 2015
Show more