CULTIVATING ADOLESCENTS’ COMPASSION FOR THE SELF AND OTHERS: HIGH SCHOOL PROGRAM DEVELOPMENT, IMPLEMENTATION, AND IMPACTS OVER TIME

Open Access
- Author:
- Colaianne, Blake
- Graduate Program:
- Human Development and Family Studies
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- June 08, 2021
- Committee Members:
- Robert Roeser, Chair & Dissertation Advisor
James Diperna, Outside Unit & Field Member
Meg Small, Major Field Member
Zita Oravecz, Major Field Member
Diana Fishbein, Special Member
Charles Geier, Program Head/Chair - Keywords:
- adolescent development
compassion
mindfulness
high school
prevention science - Abstract:
- Adolescence is a "window of opportunity" for the cultivation of positive qualities such as mindfulness and compassion (Roeser & Pinela 2014). Although school-based mindfulness programs have shown promise in cultivating such qualities (see Roeser et al., 2020), a critique in this work has been a focus more on self-oriented care (i.e., self-compassion) rather than compassion for others (Jazaieri, 2019). In this study, drawing on an enhanced version of Stage-Environment Fit Theory (Eccles et al, 1993; Roeser & Pinela, 2014), a novel compassion-based program for adolescents called Courage of Care (CoC) was developed that balanced compassion for the self and others and utilized relational-based mindfulness and compassion practices. A mixed-methods evaluation of program implementation indicated that a virtual version of the CoC program was implemented with high quality (e.g., in a way that provided a developmental “fit” with the needs of adolescents) and engaged and motivated adolescents to practice and learn during and after the program was over. A longitudinal, quasi-experimental, treatment-control pilot evaluation of the CoC program (n = 74) was also undertaken. Effect sizes indicated moderate to large program impacts on improvements in female adolescents’ interoceptive awareness over time, as well as in all adolescents’ self-compassion, sense of interdependence, and perspective-taking over time compared to controls. Contrary to hypotheses, no group differences in improvements in compassion for others were found by study condition. These non-results on compassion for others are discussed in terms of the historical context of the COVID-19 pandemic, measurement limitations, program delivery, and the characteristics of the school context. Overall, this study showed a virtual version of the CoC program for adolescents was implemented with high quality and showed promise with respect to program impacts on elements of compassion for the self and others. Future studies on the CoC program could benefit from more precise measurements of compassion for others and more rigorous study designs, including a randomized control trial. Practical implications of this research for the field of school-based mindfulness and compassion programming for adolescents are discussed in terms of the need for developmentally-appropriate program content and meditation practices, virtual vs. live program delivery, and gender differences in response to treatment.