The Implementation of Mindfulness-Based Intervention to Overcome Anxiety in Adolescents: A Narrative Review

Kinar Serenity, Maria Komariah, Aat Sriati


Background: The most common mental health problem experienced by adolescents is anxiety. Therefore, therapeutic interventions are needed, one of which is mindfulness-based interventions. This study aims to identify the types and describe the implementation of mindfulness-based interventions in overcoming anxiety in adolescents. Methods: A narrative review study design was used. The study selection process used the PRISMA Flow Diagram 2020 guide. The literature search was conducted through PubMed, Sage Journal, and Springer Link databases. Articles published from 2012 to 2021 with Randomized Controlled Trial, Quasi-Experimental, Qualitative Study, and Mixed methods study in English. According to the inclusion and exclusion criteria, there were ten articles based on the election results. Results: Mindfulness-based interventions to overcome anxiety in adolescents are Learning to BREATHE, Sleep Sense, Mindfulness-Based Stress Reduction, Mindfulness-based Stress Reduction for Teens, Mindfulness-based programs, Mindfulness Martial Arts, and Making Friends with Yourself. Conclusion: Nurses can use mindfulness-based intervention to help adolescents cope with anxiety, including high anxiety levels, Generalized Anxiety Disorder, and Trait Anxiety.

Keywords: adolescents, anxiety, anxiety disorders, mindfulness


adolescents, anxiety, anxiety disorders, mindfulness

Full Text:



Acquah, E. O., Topalli, P. Z., Wilson, M. L., Junttila, N., & Niemi, P. M. (2016). Adolescent loneliness and social anxiety as predictors of bullying victimisation. International Journal of Adolescence and Youth, 21(3), 320–331.

Bandelow, B., & Michaelis, S. (2015). Epidemiology of anxiety disorders in the 21st century. Dialogues Clin Neurosci, 17(3), 327–335.

Blake, M., Schwartz, O., Waloszek, J. M., Raniti, M., Simmons, J. G., Murray, G., Blake, L., Dahl, R. E., Bootzin, R., McMakin, D. L., Dudgeon, P., Trinder, J., & Allen, N. B. (2017). The SENSE Study: Treatment Mechanisms of a Cognitive Behavioral and Mindfulness-Based Group Sleep Improvement Intervention for At-Risk Adolescents. Sleep, 40(6).

Blake, M., Waloszek, J. M., Schwartz, O., Raniti, M., Simmons, J. G., Blake, L., Murray, G., Dahl, R. E., Bootzin, R., Dudgeon, P., Trinder, J., & Allen, N. B. (2016). The SENSE study: Post intervention effects of a randomized controlled trial of a cognitive-behavioral and mindfulness-based group sleep improvement intervention among at-risk adolescents. Journal of Consulting and Clinical Psychology, 84(12), 1039–1051.

Bluth, K., Gaylord, S. A., Campo, R. A., Mullarkey, M. C., & Hobbs, L. (2016). Making Friends with Yourself: A Mixed Methods Pilot Study of a Mindful Self-Compassion Program for Adolescents. Mindfulness 7, 479–492.

Borquist-Conlon, D. S., Maynard, B. R., Brendel, K. E., & Farina, A. S. (2019). Mindfulness-based interventions for youth with anxiety: A systematic review and meta-analysis. Research on Social Work Practice, 29(2), 195–205.

Broderick, P. C. (2021). Learning to breathe: A mindfulness curriculum for adolescents to cultivate emotion regulation, attention, and performance. new harbinger publications.

Carlton, C. N., Sullivan-Toole, H., Strege, M. V, Ollendick, T. H., & Richey, J. A. (2020). Mindfulness-Based Interventions for Adolescent Social Anxiety : A Unique Convergence of Factors. 11(July).

Cohen, Z. P., Cosgrove, K. T., Akeman, E., Coffey, S., Teague, K., Hays-Grudo, J., Paulus, M. P., Aupperle, R. L., & Kirlic, N. (2021). The effect of a mindfulness-based stress intervention on neurobiological and symptom measures in adolescents with early life stress: a randomized feasibility study. BMC Complementary Medicine and Therapies, 21(1), 1–14.

Crowley, M. J., Nicholls, S. S., McCarthy, D., Greatorex, K., Wu, J., & Mayes, L. C. (2018). Innovations in practice: group mindfulness for adolescent anxiety – results of an open trial. Child & Adolescent Mental Health, 23(2), 130–133.

Daitch, C. (2018). Cognitive Behavioral Therapy, Mindfulness, and Hypnosis as Treatment Methods for Generalized Anxiety Disorder. American Journal of Clinical Hypnosis, 61(1), 57–69.

Deplus, S., Billieux, J., Scharff, C., & Philippot, P. (2016). A mindfulness-based group intervention for enhancing self-regulation of emotion in late childhood and adolescence: a pilot study. International Journal of Mental Health and Addiction, 14(5), 775–790.

Díaz-González, M. C., Pérez Dueñas, C., Sánchez-Raya, A., Moriana Elvira, J. A., & Sánchez Vázquez, V. (2018). Mindfulness-based stress reduction in adolescents with mental disorders: A randomised clinical trial. Psicothema, 30(2), 165–170.

Dunning, D. L., Griffiths, K., Kuyken, W., Crane, C., Foulkes, L., Parker, J., & Dalgleish, T. (2019). Research Review: The effects of mindfulness‐based interventions on cognition and mental health in children and adolescents – a meta‐analysis of randomized controlled trials. Journal of Child Psychology & Psychiatry, 60(3), 244–258.

Dvořáková, K., Kishida, M., Li, J., Elavsky, S., Broderick, P. C., Agrusti, M. R., & Greenberg, M. T. (2017). Promoting healthy transition to college through mindfulness training with first-year college students: Pilot randomized controlled trial. Journal of American College Health, 65(4), 259–267.

Fox, K. C. (2015). The wandering brain: Meta-analysis of functional neuroimaging studies of mindwandering and related spontaneous thought processes. Neuroimage, 611–621.

Fumero, A., Peñate, W., Oyanadel, C., & Porter, B. (2020). The effectiveness of mindfulness-based interventions on anxiety disorders a systematic meta-review. European Journal of Investigation in Health, Psychology and Education, 10(3), 704–719.

Garcia, I., & O’Neil, J. (2021). Anxiety in adolescents. The Journal for Nurse Practitioners, 17(1), 49–53.

Haddaway, N. R., Page, M. J., Pritchard, C. C., & McGuinness, L. A. (2022). PRISMA2020: An R package and Shiny app for producing PRISMA 2020-compliant flow diagrams, with interactivity for optimised digital transparency and Open Synthesis. 2, e1230.

Hayat, A. (2017). Kecemasan dan Metode Pengendaliannya. Khazanah: Jurnal Studi Islam Dan Humaniora, 12(1).

Haydicky, J., Wiener, J., Badali, P., Milligan, K., & Ducharme, J. M. (2012). Evaluation of a Mindfulness-based Intervention for Adolescents with Learning Disabilities and Co-occurring ADHD and Anxiety. Mindfulness 3, 151–164.

Hidayati, N., Aryanti, P. I., Salim, S., Zuliani, Z., Erniyawati, Y., & Yusuf, A. (2018). Penggunaan Mindfulness Meditation Dalam Manajemen Stres: Sebuah Systematic Review. Journal Penelitian Kesehatan SUARA FORIKES (Journal of Health Research FORIKES VOICE), 9(April), 95–100.

Hill, C., Waite, P., & Creswell, C. (2016). Anxiety disorders in children and adolescents. Paediatrics and Child Health, 26(12), 548–553.

Hofmann, S. G., & Gómez, A. F. (2017). Mindfulness-Based Interventions for Anxiety and Depression. The Psychiatric Clinics of North America, 40(4), 739–749.

Hoge, E., Bickham, D., & Cantor, J. (2017). Digital media, anxiety, and depression in children. Pediatrics.

Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144–156.

Kang, Y., Gruber, J., & Gray, J. R. (2013). Mindfulness and de-automatization. Emotion Review, 5(2), 192–201.

Khan, M. A. (2020). Effects of psychosocial and socio-environmental factors on anxiety disorder among adolescents in Bangladesh. September, 1–10.

Khoshkerdar, P., & Raeisi, Z. (2020). The Effect of Mindfulness-Based Stress Reduction on Affective Control Dimensions in Adolescent Girls with Dysfunctional Eating Attitudes. Journal of Child & Family Studies, 29(7), 1992–1999.

Kroska, E. B., Miller, M. L., Roche, A. I., Kroska, S. K., & O’Hara, M. W. (2018). Effects of traumatic experiences on obsessive-compulsive and internalizing symptoms: The role of avoidance and mindfulness. Journal of Affective Disorders, 225, 326–336.

Lam, K. (2016). School-Based Cognitive Mindfulness Intervention for Internalizing Problems: Pilot Study with Hong Kong Elementary Students. Journal of Child & Family Studies, 25(11), 3293–3308.

Lam, Kanei, & Seiden, D. (2020). Effects of a Brief Mindfulness Curriculum on Self-reported Executive Functioning and Emotion Regulation in Hong Kong Adolescents. Mindfulness, 11, 627–642.

Laukkonen, R., Leggett, J. M. I., Gallagher, R., Biddell, H., Mrazek, A., Slagter, H. A., & Mrazek, M. (2020). The Science of Mindfulness-Based Interventions and Learning: A Review for Educators.

Malboeuf-Hurtubise, C., Lacourse, E., Herba, C., Taylor, G., & Amor, L. Ben. (2017). Mindfulness-based Intervention in Elementary School Students With Anxiety and Depression: A Series of n-of-1 Trials on Effects and Feasibility. Journal of Evidence-Based Complementary & Alternative Medicine, 22(4), 856–869.

McCarthy, C. (2019). Anxiety in Teens is Rising: What’s Going On?

Milligan, K., Badali, P., & Spiroiu, F. (2015). Using Integra Mindfulness Martial Arts to Address Self-regulation Challenges in Youth with Learning Disabilities: A Qualitative Exploration. Journal of Child and Family Studies, 24(3), 562–575.

Narmandakh, A., Roest, A. M., de Jonge, P., & Oldehinkel, A. J. (2020). Psychosocial and biological risk factors of anxiety disorders in adolescents: a TRAILS report. European Child & Adolescent Psychiatry.

Nicholson, E., Murphy, T., Larkin, P., Normand, C., & Guerin, S. (2016). Protocol for a thematic synthesis to identify key themes and messages from a palliative care research network. BMC Research Notes, 9(1), 478.

Odgers, K., Dargue, N., Creswell, C., Jones, M. P., & Hudson, J. L. (2020). The Limited Effect of Mindfulness-Based Interventions on Anxiety in Children and Adolescents: A Meta-Analysis. Clinical Child & Family Psychology Review, 23(3), 407–426.

Oktari, R. (2021). Perhatikan Kesehatan Mental Remaja Saat Pandemi COVID-19. Indonesia Baik.Id.

Puspitasari, N. D., Romadhon, Y. A., Ichsan, B., & Sulistyani, S. (2021). Pengaruh Urutan Kelahiran dan Gender Terhadap Tingkat Kecemasan Pada Remaja. Proceeding of The URECOL, 100–105.

Querstret, D., Cropley, M., & Fife-Schaw, C. (2018). The effects of an online mindfulness intervention on perceived stress, depression and anxiety in a non-clinical sample: a randomised waitlist control trial. Mindfulness, 9(6), 1825–1836.

Roux, B., & Philippot, P. (2020). A Mindfulness-Based Program among Adolescent Boys with Behavior Disorders: A Quasi-Experimental Study. Journal of Child and Family Studies, 29(8), 2186–2200.

Stuart, G. W. (2014). Principles and Practice of Psychiatric Nursing. In AJN, American Journal of Nursing (Vol. 81, Issue 12). Elsevier Health Sciences.

Tan, L., & Martin, G. (2013). Taming the adolescent mind: preliminary report of a mindfulness-based psychological intervention for adolescents with clinical heterogeneous mental health diagnoses. Clinical Child Psychology and Psychiatry, 18(2), 300–312.

Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC Med Res Methodol, 7(4).

Vibriyanti, D. (2020). Kesehatan mental masyarakat: mengelola kecemasan di tengah pandemi COVID-19. Jurnal Kependudukan Indonesia, 69–74.

Waloszek, J. M., Schwartz, O., Simmons, J. G., Blake, M., Blake, L., Murray, G., Raniti, M., Dahl, R. E., O’Brien-Simpson, N., Dudgeon, P., Trinder, J., & Allen, N. B. (2015). The SENSE Study (Sleep and Education: learning New Skills Early): a community cognitive-behavioural therapy and mindfulness-based sleep intervention to prevent depression and improve cardiac health in adolescence. BMC Psychology, 3, 39.

WHO. (2020). Adolescent mental health.




  • There are currently no refbacks.