Abstract：
OBJECTIVE: Increasing effectiveness and sustainability of universal school-based eating disorder prevention is needed. This study adapted two existing selective prevention programmes for universal delivery, investigating feasibility, acceptability, and preliminary effects when delivered by trained teachers to classes of mixed-gender adolescents.
METHODS: A three-arm controlled pilot study with Year 9 students (N = 288; Mage = 13.61 SDage = .50). Three schools in south Wales and south-west England were allocated to mindfulness-based intervention (MBI), dissonance-based intervention (DBI), or classes-as-usual (CAU) control. Self-reported eating disorder risk factors were collected at baseline, 6-week post-intervention, and 2-month follow-up. Focus groups were conducted post-intervention.
RESULTS: Delivery and evaluation were feasible, allowing for flexibility in scheduling, with good retention. Student and teacher ratings indicated moderate acceptability of both interventions, with recommendations for refinement. Mixed model analyses, controlling for baseline, showed significant effects of condition across post-intervention and follow-up for body esteem (DBI > CAU; Cohen\'s d = .34) and positive affect (MBI > CAU, d = .58). For girls only, both MBI and DBI improved body satisfaction and internalization, and the MBI additionally resulted in improved weight and shape concerns, negative affect, and life disengagement (d\'s = .39-1.12), across post-intervention and follow-up.
CONCLUSIONS: Selective eating disorder prevention programmes based on cognitive dissonance and mindfulness can be delivered universally in schools, by teachers, allowing for appropriate flexibility necessary for real world implementation. Moderate acceptability indicates areas for improving content and delivery; positive effects on key outcomes are encouraging. These findings provide support for further robust evaluation.
UNASSIGNED: Existing universal eating disorder prevention is limited by small effects and reliance on highly trained facilitators. This study is the first to adapt mindfulness- and dissonance-based interventions for delivery by teachers, to adolescents of all genders in a classroom setting. Delivery was largely feasible and acceptable, and both interventions showed significant effects across key risk factors for eating disorders, with larger effect sizes than found previously. This underpins further robust evaluation.
METHODS: A three-arm controlled pilot study with Year 9 students (N = 288; Mage = 13.61 SDage = .50). Three schools in south Wales and south-west England were allocated to mindfulness-based intervention (MBI), dissonance-based intervention (DBI), or classes-as-usual (CAU) control. Self-reported eating disorder risk factors were collected at baseline, 6-week post-intervention, and 2-month follow-up. Focus groups were conducted post-intervention.
RESULTS: Delivery and evaluation were feasible, allowing for flexibility in scheduling, with good retention. Student and teacher ratings indicated moderate acceptability of both interventions, with recommendations for refinement. Mixed model analyses, controlling for baseline, showed significant effects of condition across post-intervention and follow-up for body esteem (DBI > CAU; Cohen\'s d = .34) and positive affect (MBI > CAU, d = .58). For girls only, both MBI and DBI improved body satisfaction and internalization, and the MBI additionally resulted in improved weight and shape concerns, negative affect, and life disengagement (d\'s = .39-1.12), across post-intervention and follow-up.
CONCLUSIONS: Selective eating disorder prevention programmes based on cognitive dissonance and mindfulness can be delivered universally in schools, by teachers, allowing for appropriate flexibility necessary for real world implementation. Moderate acceptability indicates areas for improving content and delivery; positive effects on key outcomes are encouraging. These findings provide support for further robust evaluation.
UNASSIGNED: Existing universal eating disorder prevention is limited by small effects and reliance on highly trained facilitators. This study is the first to adapt mindfulness- and dissonance-based interventions for delivery by teachers, to adolescents of all genders in a classroom setting. Delivery was largely feasible and acceptable, and both interventions showed significant effects across key risk factors for eating disorders, with larger effect sizes than found previously. This underpins further robust evaluation.
摘要：
目标：需要提高以学校为基础的饮食失调预防的有效性和可持续性。这项研究调整了两个现有的选择性预防计划，以便普遍分娩。调查可行性，可接受性,以及由训练有素的教师向男女混合青少年班级提供的初步效果。
方法：对9年级学生进行的三臂对照试验研究（N=288；Mage=13.61SDage=.50）。南威尔士和英格兰西南部的三所学校被分配给基于正念的干预（MBI），基于不和谐的干预(DBI)，或类照常(CAU)控制。在基线时收集自我报告的饮食失调危险因素，干预后6周，和2个月的随访。焦点小组在干预后进行。
结果：交付和评估是可行的，允许调度的灵活性，良好的保留。学生和教师的评分表明这两种干预措施都具有中等可接受性，提出改进建议。混合模型分析，控制基线，在干预后和随访中，病情对身体自尊(DBI>CAU；科恩d=.34)和积极影响(MBI>CAU，d=.58）。只对女孩来说，MBI和DBI都提高了身体满意度和内化，MBI还改善了重量和形状问题，负面影响，和生命脱离（d\'s=.39-1.12），跨干预后和后续行动。
结论：基于认知失调和正念的选择性饮食失调预防计划可以在学校普遍实施，老师们，允许现实世界实施所需的适当灵活性。适度的可接受性表明需要改进内容和交付的领域；对关键成果的积极影响令人鼓舞。这些发现为进一步的稳健评估提供了支持。
■现有的普遍饮食失调预防受到影响小和依赖训练有素的推动者的限制。这项研究是第一个适应教师基于思想和不和谐的干预措施，教室里所有性别的青少年。交付基本上是可行和可接受的，两种干预措施对饮食失调的关键风险因素都有显著影响，具有比以前发现的更大的效果大小。这支持了进一步稳健的评估。
方法：对9年级学生进行的三臂对照试验研究（N=288；Mage=13.61SDage=.50）。南威尔士和英格兰西南部的三所学校被分配给基于正念的干预（MBI），基于不和谐的干预(DBI)，或类照常(CAU)控制。在基线时收集自我报告的饮食失调危险因素，干预后6周，和2个月的随访。焦点小组在干预后进行。
结果：交付和评估是可行的，允许调度的灵活性，良好的保留。学生和教师的评分表明这两种干预措施都具有中等可接受性，提出改进建议。混合模型分析，控制基线，在干预后和随访中，病情对身体自尊(DBI>CAU；科恩d=.34)和积极影响(MBI>CAU，d=.58）。只对女孩来说，MBI和DBI都提高了身体满意度和内化，MBI还改善了重量和形状问题，负面影响，和生命脱离（d\'s=.39-1.12），跨干预后和后续行动。
结论：基于认知失调和正念的选择性饮食失调预防计划可以在学校普遍实施，老师们，允许现实世界实施所需的适当灵活性。适度的可接受性表明需要改进内容和交付的领域；对关键成果的积极影响令人鼓舞。这些发现为进一步的稳健评估提供了支持。
■现有的普遍饮食失调预防受到影响小和依赖训练有素的推动者的限制。这项研究是第一个适应教师基于思想和不和谐的干预措施，教室里所有性别的青少年。交付基本上是可行和可接受的，两种干预措施对饮食失调的关键风险因素都有显著影响，具有比以前发现的更大的效果大小。这支持了进一步稳健的评估。
