Being Present With Art: The Impact of Mindful Engagement With Art on Awareness and Connection
2021年1月19日 更新者：Yale University
The purpose of this study is to observe and measure the impact of mindfulness and art pedagogy on stress levels amongst students.
調査の概要
詳細な説明
This study uses a waitlist control design. Participants will be randomly assigned to either session one or session two.
Regardless if they are registered for Session One or Session Two, each participant will be invited to self-report their stress levels, feelings of being aware of the present moment, and feelings of connection and belonging on a weekly basis. There will be a follow-up survey at the end of Session One and Session Two to compare changes between participants who have already received the intervention and those who have not. In this way, Session One participants act as a control group. This follow-up survey will be utilized once again after Session Two finishes in order to examine whether there is a lasting impact on Session One participants.
研究の種類
介入
入学 (実際)
45
段階
- 適用できない
連絡先と場所
このセクションには、調査を実施する担当者の連絡先の詳細と、この調査が実施されている場所に関する情報が記載されています。
研究場所
-
-
Connecticut
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New Haven、Connecticut、アメリカ、06520
- Yale University
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-
参加基準
研究者は、適格基準と呼ばれる特定の説明に適合する人を探します。これらの基準のいくつかの例は、人の一般的な健康状態または以前の治療です。
適格基準
就学可能な年齢
18年歳以上 (大人、高齢者)
健康ボランティアの受け入れ
はい
受講資格のある性別
全て
説明
Inclusion Criteria:
- Yale student
- 18 years of age or older
- Must complete all survey measures
- Must be available Mondays 5-6 pm EST in October and November
Exclusion Criteria:
- Not a Yale student
- Not 18 years of age or older
- Does not complete all survey measures
- Not available Mondays 5-6 pm EST in October and November
研究計画
このセクションでは、研究がどのように設計され、研究が何を測定しているかなど、研究計画の詳細を提供します。
研究はどのように設計されていますか？
デザインの詳細
- 主な目的：防止
- 割り当て：なし
- 介入モデル：単一グループの割り当て
- マスキング：なし（オープンラベル）
武器と介入
参加者グループ / アーム |
介入・治療 |
|---|---|
|
実験的：Art Pedagogy and Mindfulness
Each participant will take part in four 1-hour sessions.
Study activities include guided meditation, close looking, drawing, writing, and storytelling.
Each session will begin with a guided meditation that is followed by an exercise inspired by two works of art, and end with an opportunity for students to reflect on the experience.
|
Each participant will take part in four 1-hour sessions.
Study activities include guided meditation, close looking, drawing, writing, and storytelling.
Each session will begin with a guided meditation that is followed by an exercise inspired by two works of art, and end with an opportunity for students to reflect on the experience.
|
この研究は何を測定していますか？
主要な結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
|
Change in stress from Impact of Being Present with Art Intervention
時間枠：Baseline, 4 weeks
|
A primary objective of this study is to determine whether mindful engagement with art reduces student stress levels.
This will be measured by the Perceived Stress Scale (min = 0; max = 4) which consists of 10 scale items.
The higher the score, the more likely participants are stressed.
Participants who received the intervention in Session One will be compared to the control (Session Two).
|
Baseline, 4 weeks
|
|
Change in mindfulness from Impact of Being Present with Art Intervention
時間枠：Baseline, 4 weeks
|
A primary objective of this study is to determine whether mindful engagement with art increases mindful awareness in students.
This will be measured by the Mindful Awareness Scale (min = 1; max = 6) which includes 15 questions.
The higher the score, the more mindful participants are.
Participants who received the intervention in Session One will be compared to the control (Session Two).
|
Baseline, 4 weeks
|
|
Change in Connectedness from Impact of Being Present with Art Intervention
時間枠：Baseline, 4 weeks
|
A primary objective of this study is to determine whether mindful engagement with art increases feelings of connectedness in students.
This will be measured by a scale created by the investigators to ask participants how connected they feel to the Yale community (min = 1; max = 5).
This scale involves one question.
The higher the score, the more connected participants feel to the Yale community.
Participants who received the intervention in Session One will be compared to the control (Session Two).
|
Baseline, 4 weeks
|
二次結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
|
Change in Longitudinal Impact of Being Present with Art Intervention on Stress
時間枠：Baseline, 4 weeks, 8 weeks
|
A secondary objective of this study is to determine whether the Being Present with Art intervention resulted in a longitudinal decrease in stress for Session One participants.
This outcome is measured by the Perceived Stress Scale (min = 0; max = 4) which consists of 10 scale items.
The higher the score, the more stressed participants are.
|
Baseline, 4 weeks, 8 weeks
|
|
Change in Longitudinal Impact of Being Present with Art Intervention on Mindfulness
時間枠：Baseline, 4 weeks, 8 weeks
|
A secondary objective of this study is to determine whether the Being Present with Art intervention resulted in a longitudinal increase in mindfulness for Session One participants.
This outcome is measured by the Mindful Awareness Scale (min = 1; max = 6) which consists of 15 scale items.
The higher the score, the more mindful participants are.
|
Baseline, 4 weeks, 8 weeks
|
|
Change in Longitudinal Impact of Being Present with Art Intervention on Connectedness
時間枠：Baseline, 4 weeks, 8 weeks
|
A secondary objective of this study is to determine whether the Being Present with Art intervention resulted in a longitudinal increase in connectedness for Session One participants.
This outcome is measured by connectedness scale we created for the purpose of this study (min = 1; max = 5) which consists of one question.
Higher scores indicate increased participant feelings of connectedness to the Yale community.
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Baseline, 4 weeks, 8 weeks
|
その他の成果指標
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
|
Pre vs. Post-Session Check-In: Investigating Stress
時間枠：Session One: Week 1, Week 2, Week 3, Week 4; Session Two: Week 5, Week 6, Week 7, Week 8
|
Session One and Session Two participants each attended 4 consecutive weeks of the Being Present with Art programming.
The investigators wanted to know whether stress measures before vs. after any one of these four sessions resulted in decreased stress for both Session One and Session Two participants.
This was measured by asking students one question about how stressed they currently felt (min = 0; max = 4).
Higher scores indicate increased participant stress.
|
Session One: Week 1, Week 2, Week 3, Week 4; Session Two: Week 5, Week 6, Week 7, Week 8
|
|
Pre vs. Post-Session Check-In: Investigating Mindfulness
時間枠：Session One: Week 1, Week 2, Week 3, Week 4; Session Two: Week 5, Week 6, Week 7, Week 8
|
Session One and Session Two participants each attended 4 consecutive weeks of the Being Present with Art programming.
The investigators wanted to know whether mindfulness measures before vs. after any one of these four sessions resulted in increased mindfulness for both Session One and Session Two participants.
This was measured by asking students one question about how aware of the present moment they currently felt (min = 0; max = 4).
Higher scores indicate increased mindful awareness.
|
Session One: Week 1, Week 2, Week 3, Week 4; Session Two: Week 5, Week 6, Week 7, Week 8
|
|
Pre vs. Post-Session Check-In: Investigating Connectedness
時間枠：Session One: Week 1, Week 2, Week 3, Week 4; Session Two: Week 5, Week 6, Week 7, Week 8
|
Session One and Session Two participants each attended 4 consecutive weeks of the Being Present with Art programming.
The investigators wanted to know whether connectedness measures before vs. after any one of these four sessions resulted in increased connectedness for both Session One and Session Two participants.
This was measured by asking students one question about how connected to the Yale community they currently felt (min = 0; max = 4).
Higher scores indicate increased feelings of connectedness.
|
Session One: Week 1, Week 2, Week 3, Week 4; Session Two: Week 5, Week 6, Week 7, Week 8
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協力者と研究者
ここでは、この調査に関係する人々や組織を見つけることができます。
スポンサー
捜査官
- 主任研究者：Laurie Santos、Yale University
研究記録日
これらの日付は、ClinicalTrials.gov への研究記録と要約結果の提出の進捗状況を追跡します。研究記録と報告された結果は、国立医学図書館 (NLM) によって審査され、公開 Web サイトに掲載される前に、特定の品質管理基準を満たしていることが確認されます。
主要日程の研究
研究開始 (実際)
2020年9月28日
一次修了 (実際)
2020年11月30日
研究の完了 (実際)
2020年11月30日
試験登録日
最初に提出
2021年1月19日
QC基準を満たした最初の提出物
2021年1月19日
最初の投稿 (実際)
2021年1月25日
学習記録の更新
投稿された最後の更新 (実際)
2021年1月25日
QC基準を満たした最後の更新が送信されました
2021年1月19日
最終確認日
2021年1月1日
詳しくは
本研究に関する用語
キーワード
その他の研究ID番号
- 2000028825
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米国FDA規制医薬品の研究
いいえ
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いいえ
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