ArticleJournal of adolescence2025
In the Voices of Adolescents: Co-Designing Four Curricular Components of Compassion Programs to Align With Developmental Needs.
Article in Journal of adolescence, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
1 author.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionSchool-based prevention efforts to support social and emotional learning in adolescence frequently struggle to demonstrate sizable impact, and scholars suggest this may be due to a lack of curricular alignment with adolescent developmental needs. Using co-design methods, this study invited high school students to refine and revise four curricular components of adult compassion trainings (field of care, emotional granularity, stress shapes, and mindfulness). Research questions included: (1) To what extent are adult compassion training curricula aligned with the interests and experiences of high school students? and (2) Does the co-design process of compassion-based curricula support adolescent developmental needs?
methodsParticipants were 15 high school students from one public school district in southeastern Pennsylvania, United States (53% males; M
resultsStudents found the curricular components to be interesting and relevant to their lived experiences, with stress shapes and emotional granularity receiving the highest ratings. Results also demonstrated that the co-design process was developmentally engaging and contributed to compassion toward the self and others. Curricular components were redesigned to evoke a sense of competence, relationality, and meaning within high school students.
conclusionRevised curricular components, as well as co-design exercises, could be integrated into school-based efforts to support adolescent compassion development. Co-design methods may offer a developmental and equitable approach to adolescent school-based prevention.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.