A Pilot and Feasibility Study on a Mindfulness-Based Intervention Adapted for LGBTQ+ Adolescents.
Kasey D Klimo, Jessica Walls Wilson, Charlotte Farewell, Rose Grace Grose, Jini E Puma, Danielle Brittain, Lauren B Shomaker, Kelley Quirk
International journal of environmental research and public health October 16, 2024 DOI: 10.3390/ijerph21101364 via PubMed
Summary
AI-generated from the abstractAn online mindfulness program adapted for LGBTQ+ adolescents, Learning to Breathe-Queer (L2B-Q), was tested in a pilot study with twenty participants. The program showed feasible recruitment and assessment retention, acceptable content with some delivery areas needing improvement, and was safe and tolerable. From before to after the intervention, adolescents reported decreased depression and anxiety, and improved intuitive eating, physical activity, and LGBTQ+ identity self-awareness, with moderate-to-large effects. The findings suggest that adapted mindfulness-based interventions can benefit LGBTQ+ youth and warrant further optimization and testing.
Study at a glance
| Characteristics | Pilot study Qualitative Peer reviewed |
|---|---|
| Sample size | 20 |
| Population | LGBTQ+ adolescents |
| Intervention | Learning to Breathe-Queer (L2B-Q) |
| Keywords | Lgbtq+ health Acceptability Adolescent health Feasibility Mindfulness-based interventions |
| Citations | 1 |
| Key finding | L2B-Q demonstrated feasibility and acceptability, and from baseline to post-intervention adolescents reported decreased depression and anxiety and improved intuitive eating, physical activity, and LGBTQ+ identity self-awareness with moderate-to-large effects. |
Abstract
(1) Background: Lesbian, gay, bisexual, transgender, queer and other gender and sexual minority-identified (LGBTQ+) adolescents face mental and physical health disparities compared to their heterosexual and cisgender counterparts. Mindfulness-based interventions (MBIs) may be a potential method to intervene upon health disparities in this population. This pilot study explores the initial acceptability and feasibility, along with the descriptive health changes of an online MBI, Learning to Breathe-Queer (L2B-Q), which was adapted to meet the needs of LGBTQ+ adolescents. (2) Methods: Twenty adolescents completed baseline and post-intervention assessments of mental health, stress-related health behaviors, physical stress, and LGBTQ+ identity indicators. In addition, the adolescents participated in a post-intervention focus group providing qualitative feedback regarding the acceptability of L2B-Q. (3) Results: L2B-Q demonstrated feasible recruitment and assessment retention, acceptability of content with areas for improvement in delivery processes, and safety/tolerability. From baseline to post-intervention, adolescents reported decreased depression and anxiety and improved intuitive eating, physical activity, and LGBTQ+ identity self-awareness with moderate-to-large effects. (4) Conclusions: These findings underscore the need and the benefits of adapted interventions among LGBTQ+ youth. L2B-Q warrants continued optimization and testing within the LGBTQ+ adolescent community.