Abstract：
OBJECTIVE: China\'s rapid urbanization has been associated with increased mental health challenges, especially in rural-to-urban migrant children. This study evaluates the effects of mindfulness and life-skills (LS) training on emotional regulation and anxiety symptoms from a randomized controlled trial aimed at improving the mental health of Chinese migrant children.
METHODS: Two intervention arms-mindfulness training (MT) and MT plus LS mentorship (MT + LS)-were compared to a waitlist control group of 368 migrant children aged 9-17 years. Volunteers were trained to deliver interventions to 285 migrant children in small groups of 15 for eight weeks weekly. Social integration varied: migrant children mixed with local children at public schools were considered highly integrated, those in migrant-only classrooms at public schools had intermediate levels of integration, and children in private migrant schools had low integration. Emotion regulation and anxiety symptoms were assessed preintervention, postintervention, and three months postintervention.
RESULTS: Postintervention and compared to the control group, children with high social integration in the MT arm showed increased cognitive reappraisal ability (p < .05) but higher physical anxiety (p < .01). Children with high social integration in the MT + LS arm had lower anxiety symptoms of harm avoidance (p < .01) and physical anxiety (p < .05). Children with low social integration in the MT + LS arm showed lower cognitive reappraisal (p < .01) and poorer overall emotion regulation abilities (p < .01). Three months later, children with intermediate integration in the MT + LS arm had lower separation anxiety (p < .05) and harm avoidance anxiety (p < .05). No other groups showed significant improvements in emotion regulation or reducing in anxiety symptoms three months postintervention.
CONCLUSIONS: Mindfulness and LS training may benefit Chinese migrant children who have higher levels of social integration but increase anxiety in those with lower social integration. Future research should consider the sociocultural context in which a treatment is implemented.
METHODS: Two intervention arms-mindfulness training (MT) and MT plus LS mentorship (MT + LS)-were compared to a waitlist control group of 368 migrant children aged 9-17 years. Volunteers were trained to deliver interventions to 285 migrant children in small groups of 15 for eight weeks weekly. Social integration varied: migrant children mixed with local children at public schools were considered highly integrated, those in migrant-only classrooms at public schools had intermediate levels of integration, and children in private migrant schools had low integration. Emotion regulation and anxiety symptoms were assessed preintervention, postintervention, and three months postintervention.
RESULTS: Postintervention and compared to the control group, children with high social integration in the MT arm showed increased cognitive reappraisal ability (p < .05) but higher physical anxiety (p < .01). Children with high social integration in the MT + LS arm had lower anxiety symptoms of harm avoidance (p < .01) and physical anxiety (p < .05). Children with low social integration in the MT + LS arm showed lower cognitive reappraisal (p < .01) and poorer overall emotion regulation abilities (p < .01). Three months later, children with intermediate integration in the MT + LS arm had lower separation anxiety (p < .05) and harm avoidance anxiety (p < .05). No other groups showed significant improvements in emotion regulation or reducing in anxiety symptoms three months postintervention.
CONCLUSIONS: Mindfulness and LS training may benefit Chinese migrant children who have higher levels of social integration but increase anxiety in those with lower social integration. Future research should consider the sociocultural context in which a treatment is implemented.
摘要：
目的：中国的快速城市化与心理健康挑战的增加有关，特别是农村到城市的流动儿童。本研究通过一项旨在改善中国流动儿童心理健康状况的随机对照试验，评估了正念和生活技能（LS）训练对情绪调节和焦虑症状的影响。
方法：将两种干预措施-正念训练（MT）和MT加LS指导（MTLS）-与等待名单对照组的368名9-17岁流动儿童进行比较。志愿者接受了培训，每周向285名移民儿童提供干预措施，每组15人，为期8周。社会融合各不相同:公立学校的流动儿童与当地儿童混在一起被认为是高度融合的，公立学校仅限移民教室的学生有中等程度的融合，私立移民学校的儿童融入率较低。干预前评估情绪调节和焦虑症状，干预后，干预后三个月。
结果：干预后与对照组相比，MT组社会融合程度较高的儿童表现出认知重估能力增强(p<.05),但身体焦虑较高(p<.01).在MT+LS臂中具有高度社会融合的儿童具有较低的避免伤害的焦虑症状(p<.01)和身体焦虑(p<.05)。MT+LS组社会融合程度低的儿童表现出较低的认知重估(p<.01)和较差的整体情绪调节能力(p<.01)。三个月后,MT+LS组中度整合儿童的分离焦虑(p<.05)和伤害回避焦虑(p<.05)较低.干预后三个月，其他组均未显示情绪调节显着改善或焦虑症状减轻。
结论：正念和LS训练可能使社会融合水平较高的中国流动儿童受益，但社会融合水平较低的流动儿童会增加焦虑。未来的研究应该考虑实施治疗的社会文化背景。
方法：将两种干预措施-正念训练（MT）和MT加LS指导（MTLS）-与等待名单对照组的368名9-17岁流动儿童进行比较。志愿者接受了培训，每周向285名移民儿童提供干预措施，每组15人，为期8周。社会融合各不相同:公立学校的流动儿童与当地儿童混在一起被认为是高度融合的，公立学校仅限移民教室的学生有中等程度的融合，私立移民学校的儿童融入率较低。干预前评估情绪调节和焦虑症状，干预后，干预后三个月。
结果：干预后与对照组相比，MT组社会融合程度较高的儿童表现出认知重估能力增强(p<.05),但身体焦虑较高(p<.01).在MT+LS臂中具有高度社会融合的儿童具有较低的避免伤害的焦虑症状(p<.01)和身体焦虑(p<.05)。MT+LS组社会融合程度低的儿童表现出较低的认知重估(p<.01)和较差的整体情绪调节能力(p<.01)。三个月后,MT+LS组中度整合儿童的分离焦虑(p<.05)和伤害回避焦虑(p<.05)较低.干预后三个月，其他组均未显示情绪调节显着改善或焦虑症状减轻。
结论：正念和LS训练可能使社会融合水平较高的中国流动儿童受益，但社会融合水平较低的流动儿童会增加焦虑。未来的研究应该考虑实施治疗的社会文化背景。
