117210 20231215090958.0 doi 10.3389/fpsyg.2021.717736 sideral 126752 ART-2021-126752 eng Delgado-Suárez, I. Testing the efficacy of ‘Unlearning’, a mindfulness and compassion-based programme for cultivating nonviolence in teenagers: a randomised controlled trial 2021 Access copy available to the general public Unrestricted Background: Most programmes developed to reduce aggressive attitudes among teenagers are based on cultivating nonviolence, a construct that has been related to compassion and, more indirectly, mindfulness. This study aims at testing the efficacy of ‘Unlearning’, a mindfulness and compassion-based programme, for reducing aggressive attitudes in adolescents. Method: A sample of 164 students from three high schools in Zaragoza (Spain) participated in the study. They were randomly assigned to (1) ‘Unlearning’, or (2) relaxation programme. Three assessment points were established: baseline, post-treatment and a 4-month follow-up. The outcome variables were the subscales of the ‘Attitudes Toward Social Aggression Scale’. Mindfulness and compassion were assessed as secondary outcomes. Results: ‘Unlearning’ did not produce changes in the primary outcomes, but significant effects were observed post-treatment in self-compassion; and in the follow-up, in self-compassion and mindfulness. The control group did not experience any change post-treatment, but a significant effect in mindfulness was observed in the follow-up. The intergroup analyses indicated that ‘Unlearning’ improved self-compassion, both post-treatment (t = -2.48, p = 0.014) and after 4-months (t = -2.03, p = 0.044), although these results were not statistically significant after correcting for multiple comparisons. Conclusion: ‘Unlearning’ did not produce significant reductions in aggressive attitudes compared to the control group. The low baseline levels may have hindered the efficacy of the interventions. ‘Unlearning’ showed potential to improve self-compassion, which is related to nonviolence, and this may have positive implications for the adolescents. Future interventions should include teachers and families to enhance the effectiveness of the programmes. Copyright © 2021 Delgado-Suárez, López-del-Hoyo, García-Campayo, Pérez-Aranda, Modrego-Alarcón, Beltrán-Ruiz, Gascón and Montero-Marín. info:eu-repo/grantAgreement/ES/DGA/B17-20R info:eu-repo/grantAgreement/ES/ISCIII-MINECO-FEDER/PI19-00805 info:eu-repo/grantAgreement/ES/MECD/FPU16-03565 info:eu-repo/semantics/openAccess by http://creativecommons.org/licenses/by/3.0/es/ 4.232 2021 PSYCHOLOGY, MULTIDISCIPLINARY 35 / 146 = 0.24 2021 Q1 T1 0.873 2021 Psychology (miscellaneous) 2021 Q1 4.0 2021 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion López-del-Hoyo, Y. Universidad de Zaragoza (orcid)0000-0002-1690-4130 García-Campayo, J. Universidad de Zaragoza (orcid)0000-0002-3797-4218 Pérez-Aranda, A. Modrego-Alarcón, M. Universidad de Zaragoza (orcid)0000-0003-1575-7738 Beltrán-Ruiz, M. (orcid)0000-0003-0786-535X Gascón, S. Universidad de Zaragoza (orcid)0000-0002-3723-0673 Montero-Marín, J. 4009 730 Universidad de Zaragoza Dpto. Psicología y Sociología Área Psicología Básica 1007 745 Universidad de Zaragoza Dpto. Medicina, Psiqu. y Derm. Area Psiquiatría 4009 735 Universidad de Zaragoza Dpto. Psicología y Sociología Área Psicolog.Evolut.Educac 4009 680 Universidad de Zaragoza Dpto. Psicología y Sociología Área Person.Eval.Trat.Psicoló. 12 (2021), 717736 [10 pp] Front. psychol. Frontiers in Psychology 1664-1078 1104893 http://zaguan.unizar.es/record/117210/files/texto_completo.pdf Versión publicada 2347940 http://zaguan.unizar.es/record/117210/files/texto_completo.jpg?subformat=icon icon Versión publicada oai:zaguan.unizar.es:117210 articulos driver 2023-12-15-09:01:36 ARTICLE