(PS3-B41) Effects of an Online Compassion-focused Intervention on Loneliness and Depressive Symptoms in Middle School Students: The Inspiring Comfort Program

Emerging research suggests that the COVID-19 pandemic has had negative consequences for youth mental health, including increases in depressive symptoms (Meade, 2021). The prolonged use of containment measures, such as social distancing and school closures, may be contributing to depression in youth by increasing their sense of loneliness, which has been previously associated with depressive symptoms (Loades et al., 2020). Therefore, it is imperative to examine interventions for youth that can increase social connectivity, combat loneliness, and promote well-being. Interventions that build skills for compassion and empathy may have promise, as evidence suggests that individuals who are more compassionate tend to report greater satisfaction in their interpersonal relationships and greater well-being (Konrath & Grynberg, 2013). In addition, compassion for others has been associated with self-compassion, a protective factor against depression defined as being less self-critical and recognizing that all people make mistakes (Neff & Pommier, 2012).

The goal of the present study was to conduct a pilot evaluation of Inspiring Comfort (IC), a group program in which youth learn and practice the expression of compassion, empathy, and prosocial behaviors. In addition to examining mental health outcomes, the study examined the feasibility and acceptability of implementing the intervention in a virtual format for adolescents attending a special education program.

Methods

Participants included 18 children (ages 10-12 years; 63.6% male) from a private school whose mission is to provide special education for students with learning and emotional disabilities. The IC program was adapted for this student population and consisted of 12 weekly 30-min group sessions implemented virtually via Zoom during the school day by the intervention developer, joined by 1-2 trained school clinicians as co-facilitators. Before and after the intervention, participants completed questionnaires assessing loneliness (UCLA Loneliness Scale; ULS-8), compassion (Compassion Scale; CS), self-compassion (Self-Compassion Scale for Youth; SCS-Y), depressive symptoms (Personal Health Questionnaire; PHQ-8), and program satisfaction.

Results

A total of 11 students completed the IC program, with an average session attendance of 83%. Scores on the ULS-8 (t = 4.0, p < .01) and PHQ-8 (t = 3.9, p < .01) decreased from pre- to post-intervention. Scores on the CS (t = -6.2, p < .001) and SCS-Y (t = -8.7, p < .001) increased by post-intervention. All 11 participants reported that they would recommend the program to a peer.

Discussion

The IC program shows initial promise for promoting reductions in loneliness and depressive symptoms, as well as increasing compassion and self-compassion, in middle school students with learning and emotional disabilities. The majority of students completed the program and attended most sessions, indicating that the IC program can be feasibly integrated in a special education curriculum. Challenges related to the virtual format, including difficulties engaging students and concerns about privacy, may have contributed to participant dropout. Future directions include examining in-person implementation and conducting a controlled trial.