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.
研究概览
详细说明
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.
研究类型
介入性
注册 (实际的)
45
阶段
- 不适用
联系人和位置
本节提供了进行研究的人员的详细联系信息，以及有关进行该研究的地点的信息。
学习地点
-
-
Connecticut
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New Haven、Connecticut、美国、06520
- Yale University
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-
参与标准
研究人员寻找符合特定描述的人，称为资格标准。这些标准的一些例子是一个人的一般健康状况或先前的治疗。
资格标准
适合学习的年龄
18年 及以上 (成人、年长者)
接受健康志愿者
是的
有资格学习的性别
全部
描述
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
学习计划
本节提供研究计划的详细信息，包括研究的设计方式和研究的衡量标准。
研究是如何设计的？
设计细节
- 主要用途：预防
- 分配：不适用
- 介入模型：单组作业
- 屏蔽：无（打开标签）
武器和干预
参与者组/臂 |
干预/治疗 |
|---|---|
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实验性的：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.
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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.
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研究衡量的是什么？
主要结果指标
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
|
Change in stress from Impact of Being Present with Art Intervention
大体时间：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
|
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Change in mindfulness from Impact of Being Present with Art Intervention
大体时间：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
大体时间：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
|
次要结果测量
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
|
Change in Longitudinal Impact of Being Present with Art Intervention on Stress
大体时间：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.
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Baseline, 4 weeks, 8 weeks
|
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Change in Longitudinal Impact of Being Present with Art Intervention on Mindfulness
大体时间：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
大体时间：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
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其他结果措施
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
|
Pre vs. Post-Session Check-In: Investigating Stress
大体时间：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
|
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Pre vs. Post-Session Check-In: Investigating Mindfulness
大体时间：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
大体时间：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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合作者和调查者
在这里您可以找到参与这项研究的人员和组织。
调查人员
- 首席研究员：Laurie Santos、Yale University
研究记录日期
这些日期跟踪向 ClinicalTrials.gov 提交研究记录和摘要结果的进度。研究记录和报告的结果由国家医学图书馆 (NLM) 审查，以确保它们在发布到公共网站之前符合特定的质量控制标准。
研究主要日期
学习开始 (实际的)
2020年9月28日
初级完成 (实际的)
2020年11月30日
研究完成 (实际的)
2020年11月30日
研究注册日期
首次提交
2021年1月19日
首先提交符合 QC 标准的
2021年1月19日
首次发布 (实际的)
2021年1月25日
研究记录更新
最后更新发布 (实际的)
2021年1月25日
上次提交的符合 QC 标准的更新
2021年1月19日
最后验证
2021年1月1日
更多信息
此信息直接从 clinicaltrials.gov 网站检索，没有任何更改。如果您有任何更改、删除或更新研究详细信息的请求，请联系 register@clinicaltrials.gov. clinicaltrials.gov 上实施更改，我们的网站上也会自动更新.