Stress, Psychological
Conditions
Brief summary
The aim of this study is a first evaluation of the effectiveness of the YoBEKA Program (Yoga, Movement, Relaxation, Concentration and Mindfulness) to evaluate potential effects in stress reduction and concomitant psychological parameters.
Interventions
BEHAVIORALYoBEKA
The teachers and students of the YoBEKA study arm receive a guided YoBEKA practice from an experienced YoBEKA trainer during the regular 4 month intervention period. The YoBEKA program is based on a combination of different, easy to perform exercises appropriate to the school situation, consisting of postures, verses for speech, song and movement, affirmations in movement to promote balance and coordination, and various rest and silence exercises to promote body awareness and relaxation techniques. The teaching is ideologically neutral and without religious background. The participating teachers receive an initial two-hour YoBEKA introductory course. Every 2 weeks there is a one to two-hour training course. The pedagogical specialists are supported once a week by an experienced YoBEKA trainer. The teachers are encouraged to integrate the learned exercises independently and regularly into their everyday school life.
Sponsors
Charite University, Berlin, Germany
Study design
Allocation
NON_RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
SINGLE (Outcomes Assessor)
Eligibility
Sex/Gender
ALL
Age
6 Years to 12 Years
Healthy volunteers
No
Inclusion criteria
* Students from participating primary schools in Berlin aged 6-12 years * Written declaration of consent of the parent or legal guardian
Exclusion criteria
* Serious chronic or acute diseases * Immobility or serious restriction for gymnastic exercises due to orthopaedic, neurological or other medical causes * Participation in another study
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Questionnaire on the assessment of stress and stress management in childhood and adolescence - Revision (SSKJ 3-8 R) | Change baseline, 4 months | Filled out by students, assessing composite score (range 29-94): subscale 1 (stress-vulnerability \[range 7-28\]) summed with subscale 3 (stress symptoms and well-being \[range 22-66\]), lower score meaning a better outcome |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Inventory of the quality of life of children and adolescents (KIDSCREEN-27 children) | Change Baseline, 4 months, 12 months | Filled out by students, assessing full scale, range 27-135, lower score meaning a better outcome |
| Perceived Stress Scale (PSS) | Change Baseline, 4 months, 12 months | Filled out by teachers, assessing full scale, range 0-40, lower score meaning a better outcome |
| Teacher anxiety and stress inventory (LASI) | Change Baseline, 4 months, 12 months | Filled out by teachers, assessing LASI 2, range 46-230, higher score meaning a better outcome |
| Screening for somatoform disorders of childhood and adolescence (SOMS-E) | Change Baseline, 4 months, 12 months | Filled out by parents, assessing full scale, range 55-110, lower score meaning a better outcome |
| Inventory of the quality of life of children and adolescents (KIDSCREEN-52 parents) | Change Baseline, 4 months, 12 months | Filled out by parents, assessing full scale, range 27-135, lower score meaning a better outcome |
Other
| Measure | Time frame | Description |
|---|---|---|
| Heart rate variability | Baseline, 4 months, 12 months | Assessed with Faros 180 over 24 hours |
| Qualitative interviews | 4 months, 12 months | Semi-structured interviews in focus groups |
Countries
Germany
Outcome results
None listed