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An analytic sample of 217 public high school students from thirteen 11th and 12th grade classrooms compared one-dose, two-dose, and control conditions. Delivered weekly by a trained instructor, outcomes were measured via pretest and posttest self-reports. Findings show significant gains in self-compassion for both intervention groups, with a larger effect for first-time participants.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-benefits-of-mindfulness-for-promoting-resilience-among-at-risk-adolescents-results-from-the-inner-strength-teen-program/576564/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-benefits-of-mindfulness-for-promoting-resilience-among-at-risk-adolescents-results-from-the-inner-strength-teen-program/576564.png","ImageObject",300,407,{"name":92,"@type":93},"Logic","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the 12-week mindfulness study?","Question",{"text":112,"@type":113},"To examine whether a 12-week mindfulness curriculum improves self-regulation and self-compassion among at-risk, urban adolescents.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the program delivered and how were participants measured?",{"text":117,"@type":113},"A trained mindfulness instructor met with classrooms once a week for 45 minutes, and adolescents completed self-report measures for self-regulation and self-compassion at pretest and posttest.",{"name":119,"@type":110,"acceptedAnswer":120},"Which outcomes showed significant benefits, and did the dosage matter?",{"text":121,"@type":113},"The intervention produced significant benefits for self-compassion in both dosage groups, with a larger effect for students participating for the first time; evidence also suggested support for self-regulation with better long-term regulation than the control group.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},576564,1792444099,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},1099513958762,"https://ap-avatar.wpscdn.com/avatar/1000023916a998db790?x-image-process=image/resize,m_fixed,w_180,h_180&k=1784791008015729253","The Benefits of Mindfulness for Promoting Resilience Among At-Risk Adolescents: Results From the Inner Strength  \nTeen Program  \nRachel Razza,  \nDessa Bergen-Cico,  \nStaceyann Reid and Rachel Linsner Uveges  \nSyracuse University  \nECNU Review of Education  \n2025, Vol. 8(1) 272–294  \nª The Author(s) 2021 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2096531120982254](DOI: 10.1177/2096531120982254)[ ](DOI: 10.1177/2096531120982254)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: This study examined the effectiveness of a 12-week mindfulness curriculum for at-risk, urban adolescents. Of particular interest was whether participation in the intervention was associated with gains in self-regulation and self-compassion.  \nDesign/Approach/Methods: The analytic sample included 217 public high school students from thirteen 11th and 12th grade classrooms; 133 students received one dose of the program, 39 students received two doses, and 45 students served as a control group. The program was delivered by a trained mindfulness instructor who met with the classrooms once a week for 45 min. Adolescents completed self-report measures tapping self-regulation and self-compassion at pretest and posttest. Findings: Results indicated significant benefits of the intervention for adolescents’ selfcompassion among both intervention groups. The effect was larger among students participating for the first time (one-dose group) than for those who were participating for a second time (twodose group). There was also evidence that the program supported self-regulation, as students in  \nCorresponding author:  \nRachel Razza, Human Development and Family Science, Syracuse University, 144D White Hall Syracuse, NY 13244, USA. Email: [rrazza@syr.edu](rrazza@syr.edu)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nboth intervention dosage groups maintained their levels of long-term regulation relative to their peers in the control group who reported a decline over time.  \nOriginality/Value: While both self-regulation and self-compassion were supported as mechanisms of change associated with mindfulness-based intervention, the effects of dosage differed across the two constructs. The impacts of timing and dosage need to be examined in future research to better understand the sustainability of program effects for adolescents.  \nKeywords  \nAdolescent well-being, mindfulness intervention, self-compassion, self-regulation Date received: 11 September 2019; accepted: 30 November 2020  \nIntroduction  \nInner-city adolescents from low-income neighborhoods are disproportionately exposed to negative stressors including community violence and economic instability that compromise their educational achievement and psychological well-being (Goldner et al., 2015; Sharkey et al., 2014; Wodtke et al., 2011) . Prior research suggests that these youth are at increased risk for behavioral issues, selfregulation deficits, and poor academic performance (Haft & Hoeft, 2017; McBride Murry et al., 2011) . One of the most promising approaches both researchers and educators alike have found for reducing student stress and increasing resilience is through mindfulness-based interventions (Felveret al., 2016; Perry-Parrish et al., 2016; Waters et al., 2015) . Indeed, the cognitive, emotional, and behavioral benefits of mindfulness for youth are supported acros","cbCaicszd1QrWO6D","https://ap.wps.com/l/cbCaicszd1QrWO6D","pdf",603026,23,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n## Originality/Value\n# Introduction\n## Background on at-risk stressors and risks\n## Mindfulness definition and mechanisms\n## Educational and neurobiological relevance","[{\"question\":\"What is the main purpose of the 12-week mindfulness study?\",\"answer\":\"To examine whether a 12-week mindfulness curriculum improves self-regulation and self-compassion among at-risk, urban adolescents.\"},{\"question\":\"How was the program delivered and how were participants measured?\",\"answer\":\"A trained mindfulness instructor met with classrooms once a week for 45 minutes, and adolescents completed self-report measures for self-regulation and self-compassion at pretest and posttest.\"},{\"question\":\"Which outcomes showed significant benefits, and did the dosage matter?\",\"answer\":\"The intervention produced significant benefits for self-compassion in both dosage groups, with a larger effect for students participating for the first time; evidence also suggested support for self-regulation with better long-term regulation than the control group.\"}]","The Benefits of Mindfulness for Promoting Resilience Among At-Risk Adolescents - Results From the Inner Strength Teen Program | PDF",1792030006,58]