Effect of Mindfulness-Based Intervention on Anger and Self-Concept among Preparatory School Students

Background: School nurses have an important role in the provision of mental health services because of their expertise in healthcare and education. Aim: To evaluate the effectiveness of a mindfulness-based intervention on anger and self-concept among preparatory school students. Design: A quasi-experimental design using non-equivalent group designs and pre-and post-tests were used. Sample: A stratified random sample consists of 60 preparatory students. The sample was partitioned into two groups, a study group and control group (n = 20 student from each grade). Data collection tools: The student's personal data questionnaire, the Adolescent Anger Rating Scale (AARS), and the Beck Youth Self-Concept Inventory scale (BSCI-Y) were implemented. Results: The mean score of the anger scale obtained by the study group was significantly lower than that obtained by the control group in the post-test. Moreover, the mean score of the self-concept scale obtained by the study group was significantly higher than that obtained by the control group in the post-test. Conclusion: The study adds to the growing body of evidence pointing to the contribution of Mindfulness-based intervention efficacy in reducing anger and improve self -concept among preparatory school students. Recommendations: Replication of the study is essential to strengthens confidence in the intervention's effectiveness and ensure generalizability.