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Cavanna AE, Purpura G, Riva A, Nacinovich R, Seri S. The Western origins of mindfulness therapy in ancient Rome. Neurol Sci 2023; 44:1861-1869. [PMID: 36729187 PMCID: PMC10175387 DOI: 10.1007/s10072-023-06651-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/01/2023] [Accepted: 01/28/2023] [Indexed: 02/03/2023]
Abstract
Stoic philosophy has multiple parallels with cognitive behavioural therapy interventions. In their ancient texts, the Roman Stoics present a set of theoretical principles and behavioural strategies that are directly relevant to the clinical care of patients with a wide range of neuropsychiatric conditions. Mindfulness is a key component of the 'third wave' of modern psychotherapy that closely resembles the ancient Stoic practice of attention or 'concentration on the present moment'. Stoic mindfulness draws attention to one of the main principles driving both Stoicism and modern psychotherapy: the assumption that cognitive activity (reasoning) mediates emotions and behaviours. This principle can be traced back to Epictetus' Enchiridion, where he recognises that 'men are disturbed not by things, but by the views which they take of things'. It has been shown that cognitive behavioural therapies and mindfulness-based interventions directed at patients with neuropsychiatric disorders were originally developed as Stoic-inspired treatment interventions. Both Albert Ellis and Aaron Beck (the founders of rational emotive behaviour therapy and cognitive behavioural therapy, respectively) explicitly acknowledged the role of Stoicism as the philosophical precursor of their treatment approaches. The effective implementation of evidence-based guidelines would benefit from an increased awareness of the influence of the Stoic tradition of philosophical therapy on the treatment approaches currently in use in neuropsychiatry.
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Affiliation(s)
- Andrea E Cavanna
- Department of Neuropsychiatry, BSMHFT and University of Birmingham, Birmingham, UK. .,Sobell Department of Motor Neuroscience and Movement Disorders, Institute of Neurology and University College London, London, UK. .,School of Life and Health Sciences, Aston Brain Centre, Aston University, Birmingham, UK. .,School of Medicine and Surgery, University of Milano-Bicocca, Milan, Italy. .,Department of Neuropsychiatry, National Centre for Mental Health, 25 Vincent Drive, Birmingham, B15 2FG, UK.
| | - Giulia Purpura
- School of Medicine and Surgery, University of Milano-Bicocca, Milan, Italy
| | - Anna Riva
- School of Medicine and Surgery, University of Milano-Bicocca, Milan, Italy.,Department of Neuropsychiatry, IRCCS San Gerardo Dei Tintori, Monza, Italy
| | - Renata Nacinovich
- School of Medicine and Surgery, University of Milano-Bicocca, Milan, Italy.,Department of Neuropsychiatry, IRCCS San Gerardo Dei Tintori, Monza, Italy
| | - Stefano Seri
- School of Life and Health Sciences, Aston Brain Centre, Aston University, Birmingham, UK
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Rice LC, Deronda AC, Kiran S, Seidl K, Brown K, Rosch KS, James M, Mostofsky SH. Mindful Movement Intervention Applied to at Risk Urban School Children for Improving Motor, Cognitive, and Emotional-Behavioral Regulation. Mindfulness (N Y) 2023; 14:637-647. [PMID: 36744072 PMCID: PMC9887233 DOI: 10.1007/s12671-022-02063-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 12/23/2022] [Indexed: 02/01/2023]
Abstract
Objectives Preliminary evidence has supported the notion that mindful movement-based practices may offer benefits for self-regulation, particularly for vulnerable children. However, this evidence has principally stemmed from subjective assessments of behavioral change, leaving the underlying mechanisms undetermined. The present study aimed to investigate the efficacy of an in-school mindful movement intervention (MMI) for at-risk children within an urban public school for enhancing motor, cognitive, and emotional-behavioral regulation, including control of disruptive and inattentive behaviors characteristic of ADHD. Method Participants included 38 (age 7-8 years) children who received twice weekly, in-school MMI, including a modified Tai Chi sequence, yoga and biomechanical warm-ups, imaginative play, and reflection. Parent and teacher ratings of disruptive behaviors, and objective measures of motor and cognitive control, were collected at baseline and after 5 months of MMI. Results Significant improvements in teacher ratings of inattentive, hyperactive/impulsive, oppositional, and other disruptive behaviors were observed. Significant improvements were also observed for objective measures of both cognitive control and motor control with particular reductions in both right and left dysrhythmia. Conclusions MMI was associated with improvements across objective and subjective assessments of motor, cognitive, and behavioral control. This proof-of-principle investigation provides preliminary support for the efficacy and feasibility of a novel MMI implemented as part of the school day in an urban school setting with 7-8-year-old children to augment development of at-risk youth. Supplementary Information The online version contains supplementary material available at 10.1007/s12671-022-02063-7.
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Affiliation(s)
- Laura C Rice
- Center for Neurodevelopmental and Imaging Research, Kennedy Krieger Institute, 716 North Broadway, Baltimore, MD 21205 USA.,Department of Neurology, Johns Hopkins University School of Medicine, Baltimore, MD 21205 USA
| | - Alyssa C Deronda
- Center for Neurodevelopmental and Imaging Research, Kennedy Krieger Institute, 716 North Broadway, Baltimore, MD 21205 USA
| | - Sylee Kiran
- Center for Neurodevelopmental and Imaging Research, Kennedy Krieger Institute, 716 North Broadway, Baltimore, MD 21205 USA
| | - Kate Seidl
- City Neighbors Charter School, Baltimore, MD 21206 USA
| | - Kerianne Brown
- Center for Neurodevelopmental and Imaging Research, Kennedy Krieger Institute, 716 North Broadway, Baltimore, MD 21205 USA
| | - Keri S Rosch
- Center for Neurodevelopmental and Imaging Research, Kennedy Krieger Institute, 716 North Broadway, Baltimore, MD 21205 USA.,Department of Psychiatry & Behavioral Science, Johns Hopkins University School of Medicine, Baltimore, MD 21205 USA
| | - Martha James
- School of Education and Urban Studies, Morgan State University, Baltimore, MD 21251 USA
| | - Stewart H Mostofsky
- Center for Neurodevelopmental and Imaging Research, Kennedy Krieger Institute, 716 North Broadway, Baltimore, MD 21205 USA.,Department of Neurology, Johns Hopkins University School of Medicine, Baltimore, MD 21205 USA.,Department of Psychiatry & Behavioral Science, Johns Hopkins University School of Medicine, Baltimore, MD 21205 USA
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53
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Iruegas Herrera MF, González Ramírez MT. Terapia integrativa para la reducción del estrés infantil durante la pandemia de COVID-19. PSICUMEX 2023. [DOI: 10.36793/psicumex.v13i1.509] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/12/2023]
Abstract
El presente estudio propone analizar la eficacia de la terapia que integra el enfoque cognitivo conductual y el centrado en soluciones para reducir el estrés infantil ocasionado por el COVID-19. La modalidad empleada fue mediante un taller en línea, el cual consistió en 5 sesiones semanales, en dónde se aplicaron las estrategias de reestructuración cognitiva, psicoeducación, solución de problemas, adiestramiento en autoinstrucciones, mindfulness, pregunta escala y excepciones. Se contó con la asistencia de siete personas (cinco niñas y dos niños) de entre 9 y 12 años, quienes mediante la evaluación del inventario de estrés cotidiano infantil demostraron una disminución en el estrés percibido; y, en el Child and Adolescent Mindfulness Measure, un aumento en habilidades de relajación y atención plena. La prueba no paramétrica de rangos Wilcoxon indicó cambios significativos y con el tamaño de efecto encontrado se puede concluir que el taller en línea, diseñado con técnicas cognitivo conductuales y centrada en soluciones, es una buena opción para tratar temas de estrés en la población infantil.
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Beck MS, Juul L, Frydenberg M, Fjorback LO. On Top of Everything: a study protocol for a cluster-randomised controlled trial testing a teacher training programme to teach mindfulness among students in Danish upper secondary schools and schools of health and social care. Trials 2023; 24:17. [PMID: 36609335 PMCID: PMC9824979 DOI: 10.1186/s13063-022-06920-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2021] [Accepted: 11/11/2022] [Indexed: 01/09/2023] Open
Abstract
BACKGROUND Mental health is decreasing among young people in Denmark. Our primary aim is to evaluate the effectiveness of a teacher training programme to teach mindfulness as part of regular classroom teaching in Danish upper secondary schools and schools of health and social care on students' self-reported mental well-being 6 months from baseline. Secondary aims are (1) to evaluate the effectiveness in a vulnerable subgroup as well as in the total population of students 3 and 6 months from baseline using other outcome measures on mental health and (2) to investigate the facilitators and barriers among teachers to implement mindfulness in schools. METHODS This pragmatic cluster-randomised two-arm superiority trial includes 30 upper secondary schools, 13 schools of health and social care, 76 teachers, and approximately 1100 students aged 16 to 24 years. Our intervention is multi-level and consists of (a) a teacher training programme and (b) a mindfulness programme delivered to students. Students in control schools receive education as usual. Our primary study population is the total population of students. The primary outcome is changes in the short version of the Warwick-Edinburgh Mental Well-Being Scale (SWEMWBS). We also evaluate the effectiveness in a vulnerable subgroup (the 15% with the lowest SWEMWBS score), as well as in the total population of students 3 and 6 months from baseline using other outcome measures on mental health. Data will be analysed using repeated measurement models taking clusters into account. Facilitators and barriers among teachers to implement mindfulness in schools will be investigated through qualitative focus group interviews. DISCUSSION The trial will estimate the effectiveness of a population-based strategy on mental health in Danish young people enrolled in education. TRIAL REGISTRATION ClinicalTrials.gov NCT04610333 . Registered on October 10 2020.
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Affiliation(s)
- Michelle Sand Beck
- grid.7048.b0000 0001 1956 2722Department of Clinical Medicine, Danish Center for Mindfulness, Aarhus University, Hack Kampmanns Plads 1-3, 4Th Floor, 8000 Aarhus C, Denmark
| | - Lise Juul
- grid.7048.b0000 0001 1956 2722Department of Clinical Medicine, Danish Center for Mindfulness, Aarhus University, Hack Kampmanns Plads 1-3, 4Th Floor, 8000 Aarhus C, Denmark
| | | | - Lone Overby Fjorback
- grid.7048.b0000 0001 1956 2722Department of Clinical Medicine, Danish Center for Mindfulness, Aarhus University, Hack Kampmanns Plads 1-3, 4Th Floor, 8000 Aarhus C, Denmark
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55
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Carro N, Ibar C, D'Adamo P, Gonzalez D, Berg G, Fabre B, Lozada M. Hair cortisol reduction and social integration enhancement after a mindfulness-based intervention in children. Child Care Health Dev 2023; 49:73-79. [PMID: 35312189 DOI: 10.1111/cch.13008] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/28/2021] [Revised: 03/14/2022] [Accepted: 03/16/2022] [Indexed: 12/16/2022]
Abstract
BACKGROUND Over recent decades, chronic stress at an early age has become a worrying health problem in children. We seek to evaluate an intervention involving mindfulness-based practices and prosocial activities in 7- to 8-year-old children. METHODS Stress levels were determined using hair cortisol concentration (HCC), and social integration was measured by means of a sociogram. The program had previously proven to be effective in decreasing salivary cortisol levels and in favouring social integration in children. A total of 35 children participated in the study: 18 constituted the intervention group and 17 the wait-list group. In both groups, HCC and social integration were evaluated before and after the intervention conducted throughout an entire school year. RESULTS The experimental group showed a significant reduction in HCC, as well as significant enhancement of social integration levels, whereas no changes were observed in the wait-list group. CONCLUSIONS This is the first research to show that HCC, a reliable neuroendocrine indicator, decreased as a result of a mindfulness-based program. This successful outcome adds new evidence to previous findings regarding the reduction of chronic stress in children following participation in this program.
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Affiliation(s)
- Natalia Carro
- INIBIOMA-CONICET, National University of Comahue, Neuquén, Argentina
| | - Carolina Ibar
- Faculty of Pharmacy and Biochemistry, Clinical Biochemistry Department, University of Buenos Aires, Buenos Aires, Argentina
| | - Paola D'Adamo
- CyC IPEHCS-CONICET, National University of Comahue, Neuquén, Argentina
| | - Diego Gonzalez
- Faculty of Pharmacy and Biochemistry, Clinical Biochemistry Department, University of Buenos Aires, Buenos Aires, Argentina
| | - Gabriela Berg
- Faculty of Pharmacy and Biochemistry, Clinical Biochemistry Department, CONICET, University of Buenos Aires, Buenos Aires, Argentina
| | - Bibiana Fabre
- Faculty of Pharmacy and Biochemistry, INFIBIOC, Clinical Biochemistry Department, University of Buenos Aires, Buenos Aires, Argentina
| | - Mariana Lozada
- INIBIOMA-CONICET, National University of Comahue, Neuquén, Argentina
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56
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Palacios AM, Bender SL, Berry DJ. Characteristics of Mindfulness-Based Interventions in Schools: a Systematic Review in School Psychology Journals. CONTEMPORARY SCHOOL PSYCHOLOGY 2023; 27:182-197. [PMID: 36274976 PMCID: PMC9575630 DOI: 10.1007/s40688-022-00432-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Accepted: 09/27/2022] [Indexed: 11/06/2022]
Abstract
Mindfulness-based interventions (MBIs) have been evaluated in terms of efficacy; however, little is known about implementation factors of MBIs in schools. The purpose of the current study was to systematically review MBI studies published in school psychology journals. This systematic review examined peer-reviewed MBI literature in nine school psychology journals from 2006 to 2020 to examine prevalence of MBI intervention studies, specific techniques taught in MBIs, if and how fidelity of MBI implementation was evaluated, and how mindfulness skills were measured for youth participating in MBIs. A total of 46 articles (out of 4415) were related to mindfulness and 23 articles (0.52%) focused on the implementation of MBIs in schools. Nine different mindfulness techniques were implemented as part of MBIs in studies with some of the most common including awareness, breathing, and meditation. This study also found scarce evidence of implementation fidelity, and limited use of mindfulness measures within MBI studies. Future research and limitations are also discussed.
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Affiliation(s)
| | - Stacy L. Bender
- University of Massachusetts Boston, 100 Morrissey Blvd, Boston, MA 02125 USA
| | - Danielle J. Berry
- University of Massachusetts Boston, 100 Morrissey Blvd, Boston, MA 02125 USA
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57
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Leung JT, Piera Pi‐Sunyer B, Ahmed SP, Foulkes L, Griffin C, Sakhardande A, Bennett M, Dunning DL, Griffiths K, Parker J, Kuyken W, Williams JMG, Dalgleish T, Blakemore S. Susceptibility to prosocial and antisocial influence in adolescence following mindfulness training. INFANT AND CHILD DEVELOPMENT 2023; 32:e2386. [PMID: 37035539 PMCID: PMC10078582 DOI: 10.1002/icd.2386] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2022] [Revised: 10/01/2022] [Accepted: 10/24/2022] [Indexed: 12/07/2022]
Abstract
Mindfulness training programmes have shown to encourage prosocial behaviours and reduce antisocial tendencies in adolescents. However, less is known about whether training affects susceptibility to prosocial and antisocial influence. The current study investigated the effect of mindfulness training (compared with an active control) on self-reported prosocial and antisocial tendencies and susceptibility to prosocial and antisocial influence. 465 adolescents aged 11-16 years were randomly allocated to one of two training programmes. Pre- and post-training, participants completed a social influence task. Self-reported likelihood of engaging in prosocial and antisocial behaviours did not change post-training, and regardless of training group, participants showed a higher propensity for prosocial influence than for antisocial influence. Finally, participants were less influenced by antisocial ratings following both training programmes.
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Affiliation(s)
- Jovita T. Leung
- Institute of Cognitive NeuroscienceUniversity College LondonLondonUK
| | | | - Saz P. Ahmed
- Institute of Cognitive NeuroscienceUniversity College LondonLondonUK
| | | | - Cait Griffin
- Institute of Cognitive NeuroscienceUniversity College LondonLondonUK
| | - Ashok Sakhardande
- Institute of Cognitive NeuroscienceUniversity College LondonLondonUK
| | - Marc Bennett
- Medical Research Council Cognition and Brain Sciences UnitUniversity of CambridgeCambridgeUK
| | - Darren L. Dunning
- Medical Research Council Cognition and Brain Sciences UnitUniversity of CambridgeCambridgeUK
| | - Kirsty Griffiths
- Medical Research Council Cognition and Brain Sciences UnitUniversity of CambridgeCambridgeUK
| | - Jenna Parker
- Medical Research Council Cognition and Brain Sciences UnitUniversity of CambridgeCambridgeUK
| | - Willem Kuyken
- Department of PsychiatryUniversity of OxfordOxfordUK
| | | | - Tim Dalgleish
- Medical Research Council Cognition and Brain Sciences UnitUniversity of CambridgeCambridgeUK
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Zelazo PD, Carlson SM. Reconciling the Context-Dependency and Domain-Generality of Executive Function Skills from a Developmental Systems Perspective. JOURNAL OF COGNITION AND DEVELOPMENT 2022. [DOI: 10.1080/15248372.2022.2156515] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
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59
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Garbers S, Umar NQ, Hand RE, Usseglio J, Gold MA, Bruzzese JM. Mind-Body Integrative Health (MBIH) Interventions for Sleep among Adolescents: A Scoping Review of Implementation, Participation and Outcomes. ADOLESCENT RESEARCH REVIEW 2022; 7:565-589. [PMID: 36619475 PMCID: PMC9815202 DOI: 10.1007/s40894-021-00176-z] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/24/2021] [Accepted: 10/24/2021] [Indexed: 05/17/2023]
Abstract
Adolescents get insufficient sleep, adversely affecting health. Mind-body integrative health interventions for adolescents have been shown to reduce stress, a barrier to good sleep. This scoping review aimed to synthesize mind-body integrative health interventions for adolescents, how interventions were implemented, who was reached. A systematic search of four online databases was conducted. Randomized, quasi-experimental, and single-group designs with participants ages 10-24 years were included. Twelve studies covering 10 interventions using mindfulness, qigong, aromatherapy, or yoga were identified. Participants were predominantly female; only one study reported participants' race or ethnicity (81% non-Hispanic white). Most (n=6) interventions were delivered in groups, and half reported significant improvements in subjective sleep quality. Mindfulness-based stress reduction and mindfulness-based cognitive therapy were the most commonly used modalities, with reported impact on sleep outcomes measured objectively. The two interventions that found statistically significant, moderate improvements in objectively-measured sleep onset latency and sleep efficiency were of higher intensity and used mindfulness. Four interventions were self-directed; participants in these struggled with adherence; significant impacts on sleep were not found. While findings were mixed, stemming in part from the quality of the underlying studies, this review identified several promising features of interventions, including using mindfulness, ensuring sufficient intervention dose, and targeting interventions towards adolescents with poor sleep at baseline (rather than a general population of adolescents). The findings suggests that sleep interventions for adolescents may improve psychological well-being as an intermediate effect, as sleep improvements were observed mostly among participants with poor sleep quality or anxiety symptoms at baseline. This review identified several gaps in the literature. Despite documented racial and ethnic disparities in sleep quality among adolescents, published evidence of mind-body integrative health-based sleep interventions among Black and Latinx adolescents is lacking. None of the studies in this review assessed developmental stage or age differences, despite documented differences in sleep across age groups of adolescents. These two gaps in the evidence should be addressed in future intervention research.
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Affiliation(s)
- Samantha Garbers
- Columbia University Mailman School of Public Health, Heilbrunn Department of Population & Family Health, New York, NY
| | - Nawal Q. Umar
- Columbia University Mailman School of Public Health, New York, NY
| | - Rachel E. Hand
- Columbia University Mailman School of Public Health, New York, NY
| | - John Usseglio
- Augustus C. Long Health Sciences Library, Columbia University Irving Medical Center, New York, NY
| | - Melanie A. Gold
- Columbia University Mailman School of Public Health, Heilbrunn Department of Population & Family Health, New York, NY
- Columbia University Irving Medical Center, Department of Pediatrics, Division of Child and Adolescent Health, New York, NY
- New York-Presbyterian, School-Based Health Centers, New York, NY
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Moyes E, Nutman G, Mirman JH. The Efficacy of Targeted Mindfulness-Based Interventions for Improving Mental Health and Cognition Among Youth and Adults with ACE Histories: A Systematic Mixed Studies Review. JOURNAL OF CHILD & ADOLESCENT TRAUMA 2022; 15:1165-1177. [PMID: 36439656 PMCID: PMC9684378 DOI: 10.1007/s40653-022-00454-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 04/04/2022] [Indexed: 06/16/2023]
Abstract
Mindfulness-based interventions (MBIs) are associated with increased psychological wellbeing. The literature suggests that individuals exposed to adverse childhood experiences (ACEs) may benefit greatly from MBIs. However, research has tended to focus on universal MBIs for this population with less attention on the effectiveness of targeted approaches. Moreover, there is growing concern regarding the methodological rigor of MBI research. This systematic mixed studies review (SMRS) reports the effectiveness of MBIs for improving mental health and cognition among individuals with ACE histories. Additionally, the review reports the quality and rigor of the included research. Systematic searches of PsycInfo, EMBASE, MEDLINE, ProQuest Dissertations and Theses, ProQuest Social Science database and the Child Development and Adolescent Studies database were conducted. Results were screened and data were extracted then synthesized using a data-based convergent synthesis design. Thirteen studies were included in the final review. Six prominent themes emerged. Themes indicated that MBIs were effective for improving mental health and cognition for individuals with ACEs. For example, improvements in mood and anxieties, as well as a better ability to manage emotions. Shortcomings in the quality of MBI research included lack of reporting of methodological details (e.g., randomization procedures) and not systematically reporting adverse event evaluations. Recommendations are made for future research to strengthen the evidence base for MBIs for individuals with ACEs. Supplementary Information The online version contains supplementary material available at 10.1007/s40653-022-00454-5.
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Affiliation(s)
- Ellie Moyes
- Department of Clinical and Health Psychology, School of Health in Social Science, University of Edinburgh, Edinburgh, Scotland
| | - George Nutman
- Department of Clinical and Health Psychology, School of Health in Social Science, University of Edinburgh, Edinburgh, Scotland
| | - Jessica Hafetz Mirman
- Department of Clinical and Health Psychology, School of Health in Social Science, University of Edinburgh, Edinburgh, Scotland
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Treves IN, Li CE, Wang KL, Ozernov-Palchik O, Olson HA, Gabrieli JDE. Mindfulness supports emotional resilience in children during the COVID-19 Pandemic. MEDRXIV : THE PREPRINT SERVER FOR HEALTH SCIENCES 2022:2022.11.18.22282510. [PMID: 36415463 PMCID: PMC9681054 DOI: 10.1101/2022.11.18.22282510] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
An important aspect of mental health in children is emotional resilience, the capacity to adapt to, and recover from, stressors and emotional challenges. Variation in trait mindfulness, one’s disposition to attend to experiences with an open and nonjudgmental attitude, may be an important individual difference in children that supports emotional resilience. In this study, we investigated whether trait mindfulness was related to emotional resilience in response to stressful changes in education and home-life during the COVID-19 pandemic in the United States. We conducted a correlational study examining self-report data from July 2020 to February 2021, from 163 eight-to-ten-year-old children living in the US. Higher trait mindfulness scores correlated with less stress, anxiety, depression, and negative affect in children, and lower ratings of COVID-19 impact on their lives. Mindfulness moderated the relationship between COVID-19 child impact and negative affect. Children scoring high on mindfulness showed no correlation between rated COVID-19 impact and negative affect, whereas those who scored low on mindfulness showed a positive correlation between child COVID-19 impact and negative affect. Higher levels of trait mindfulness may have helped children to better cope with a wide range of COVID-19 stressors. Future studies should investigate the mechanisms by which trait mindfulness supports emotional resilience in children.
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Nguyen TU, Dorjee D. Impact of a mindfulness-based school curriculum on emotion processing in Vietnamese pre-adolescents: An event-related potentials study. Dev Sci 2022; 25:e13255. [PMID: 35261113 DOI: 10.1111/desc.13255] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2021] [Revised: 02/20/2022] [Accepted: 02/23/2022] [Indexed: 01/13/2023]
Abstract
The neurocognitive mechanisms associated with mindfulness training in children are not well understood. This randomised controlled study with active and passive control groups examined the impact of an 18-week mindfulness curriculum delivered by schoolteachers on emotion processing in Vietnamese 7- to 11-year-olds. Event-related potential markers indexed emotion processing while children were completing emotional Go/No-Go tasks before and after mindfulness training, and at 6-month follow-up. In an oddball Go/No-Go task with Caucasian faces no changes in P3b and LPP components were detected, but in a Go/No-Go task with Caucasian and Japanese faces changes were observed in P3b latencies and LPP mean amplitudes. Specifically, the P3b in response to angry non-targets for Japanese faces peaked later in the mindfulness training group (TG) at 6-months follow-up in comparison to the non-intervention control group (NCG). The LPP mean amplitudes for averaged Caucasian and Japanese angry non-targets were also attenuated in the TG at 6-month follow-up. In contrast, no changes in the LPP mean amplitudes were observed for the NCG over time. Together, these findings may indicate that mindfulness training in pre-adolescents enhances emotional non-reactivity to negative distractors. A fluctuating pattern of LPP mean amplitude modulations for angry targets was observed in the active control group (ACG) receiving social-emotional learning (SEL) training. Overall, findings from this study suggest that mindfulness training in pre-adolescents enhances emotional non-reactivity to negative distractors and some of the effects are culturally sensitive.
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Affiliation(s)
- Thy U Nguyen
- Applied Psychology Department, School of Sport and Health Sciences, Cardiff Metropolitan University, Cardiff, Wales, UK
| | - Dusana Dorjee
- Psychology in Education Research Centre, Department of Education, University of York, York, England, YO10 5DD, UK
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63
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Martins JE, Simões J, Barros M, Simões M. Pre-Molecular Assessment of Self-Processes in Neurotypical Subjects Using a Single Cognitive Behavioral Intervention Evoking Autobiographical Memory. Behav Sci (Basel) 2022; 12:381. [PMID: 36285950 PMCID: PMC9598325 DOI: 10.3390/bs12100381] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2022] [Revised: 09/18/2022] [Accepted: 09/22/2022] [Indexed: 11/21/2022] Open
Abstract
In the last 20 years, several contributions have been published on what concerns the conceptual and empirical connections between self-processes. However, only a limited number of publications addressed the viability of those processes to characterize mental health in neurotypical subjects with a normative pattern of neurodevelopment. Furthermore, even fewer experiments focused explicitly on the complexity of studying neurotypical phenomenal data. On the one hand, this normative pattern is commonly associated with mental health and a multifaceted self-concept and well-being. On the other hand, well-being is often related to a healthy cognitive life. However, how such intricate and complex relation between self-processes is established in neurotypical subjects requires further evidence. The novelty of this work is thus studying the first-person experience, which is correlated with the mental events aroused by a cognitive behavioral intervention. The prior methodology that led to the complete characterization of a neurotypical sample was already published by the authors, although the materials, the methods, the sample screening, and the sample size study required further explanation and exploration. This paper's innovation is hence the phenomenological assessment of subjects' self-regulation, which is used for mental health profiling, providing the basis for subsequent molecular typing. For that matter, a convenience sample of 128 (19-25-year-old) neurotypical young adults, healthy university students at the University of Lisbon, non-medicated and with no serious, uncontrolled, or chronic diseases, are characterized according to their cognitive functioning and self-concept. The procedure comprised (i) a mental status examination (psychological assessment) and (ii) a psychological intervention, i.e., a single cognitive behavioral intervention (intervention protocol). The psychological assessment was a standardized and structured clinical interview, which comprised the use of 4 psychological scales complementary to the classical Mental Status Examination (MSE). The intervention protocol applied a combined exercise of psychophysical training and autobiographical-self memory-recalling. The results permitted identifying and isolating four different subgroups (self awareness, self consciousness, reflective self, and pre-reflective self) in neurotypical subjects with discrete self-processes. The outcome of this study is screening four different aspects of self-reflection and the isolation between various forms of self-directed attention and their interconnections in these four mental health strata. The practical implication of this study is to fulfill an a priori pre-molecular assessment of self-regulation with separate cognitive characteristics. The reliability of these mental strata, their distinct neurophysiology, and discrete molecular fingerprint will be tested in a future publication by in silico characterization, total protein profiling, and simultaneous immunodetection of the neuropeptide and neuroimmune response of the same participants.
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Affiliation(s)
- Jorge Emanuel Martins
- Laboratory of Mind-Matter Interaction with Therapeutic Intention (LIMMIT), Faculty of Medicine, University of Lisbon, 1649-028 Lisbon, Portugal
- Center for Interdisciplinary Research in Health (CIIS), Faculty of Dental Medicine (FMD), Universidade Católica Portuguesa, 3504-505 Viseu, Portugal
| | - Joana Simões
- Laboratory of Mind-Matter Interaction with Therapeutic Intention (LIMMIT), Faculty of Medicine, University of Lisbon, 1649-028 Lisbon, Portugal
| | - Marlene Barros
- Center for Interdisciplinary Research in Health (CIIS), Faculty of Dental Medicine (FMD), Universidade Católica Portuguesa, 3504-505 Viseu, Portugal
| | - Mário Simões
- Laboratory of Mind-Matter Interaction with Therapeutic Intention (LIMMIT), Faculty of Medicine, University of Lisbon, 1649-028 Lisbon, Portugal
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Hehr A, Iadipaolo AS, Morales A, Cohen C, Taub JW, Harper FW, Goldberg E, Bluth MH, Rabinak CA, Marusak HA. Meditation reduces brain activity in the default mode network in children with active cancer and survivors. Pediatr Blood Cancer 2022; 69:e29917. [PMID: 35927934 PMCID: PMC9420817 DOI: 10.1002/pbc.29917] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/27/2022] [Accepted: 07/18/2022] [Indexed: 11/08/2022]
Abstract
BACKGROUND Mounting evidence demonstrates that meditation can lower pain and emotional distress in adults, and more recently, in children. Children may benefit from meditation given its accessibility across a variety of settings (e.g., surgical preparation). Recent neuroimaging studies in adults suggest that meditation techniques are neurobiologically distinct from other forms of emotion regulation, such as distraction, that rely on prefrontal control mechanisms, which are underdeveloped in youth. Rather, meditation techniques may not rely on "top-down" prefrontal control and may therefore be utilized across the lifespan. PROCEDURE We examined neural activation in children with cancer, a potentially distressing diagnosis. During neuroimaging, children viewed distress-inducing video clips while using martial arts-based meditation (focused attention, mindful acceptance) or non-meditation (distraction) emotion regulation techniques. In a third condition (control), participants passively viewed the video clip. RESULTS We found that meditation techniques were associated with lower activation in default mode network (DMN) regions, including the medial frontal cortex, precuneus, and posterior cingulate cortex, compared to the control condition. Additionally, we found evidence that meditation techniques may be more effective for modulating DMN activity than distraction. There were no differences in self-reported distress ratings between conditions. CONCLUSION Together, these findings suggest that martial arts-based meditation modulates negative self-referential processing associated with the DMN, and may have implications for the management of pediatric pain and negative emotion.
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Affiliation(s)
- Aneesh Hehr
- Department of Psychiatry & Behavioral Neurosciences, School of Medicine, Wayne State University, Detroit, Michigan
| | - Allesandra S. Iadipaolo
- Department of Pharmacy Practice, Eugene Applebaum College of Pharmacy and Health Sciences, Wayne State University, Detroit, Michigan
| | - Austin Morales
- Department of Psychiatry & Behavioral Neurosciences, School of Medicine, Wayne State University, Detroit, Michigan
| | | | - Jeffrey W. Taub
- Department of Pediatrics, Wayne State University, Detroit, Michigan
- Children’s Hospital of Michigan, Detroit, Michigan
| | - Felicity W.K. Harper
- Karmanos Cancer Institute, Detroit, Michigan
- Department of Oncology, Wayne State University, Detroit, Michigan
| | | | - Martin H. Bluth
- Kids Kicking Cancer, Southfield, Michigan
- Department of Pathology, School of Medicine, Wayne State University, Detroit, Michigan
- Department of Pathology, Maimonides Medical Center, Brooklyn, NY
| | - Christine A. Rabinak
- Department of Psychiatry & Behavioral Neurosciences, School of Medicine, Wayne State University, Detroit, Michigan
- Department of Pharmacy Practice, Eugene Applebaum College of Pharmacy and Health Sciences, Wayne State University, Detroit, Michigan
- Merrill Palmer Skillman Institute for Child and Family Development, Wayne State University, Detroit, Michigan
| | - Hilary A. Marusak
- Department of Psychiatry & Behavioral Neurosciences, School of Medicine, Wayne State University, Detroit, Michigan
- Karmanos Cancer Institute, Detroit, Michigan
- Merrill Palmer Skillman Institute for Child and Family Development, Wayne State University, Detroit, Michigan
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65
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Goldberg SB. A common factors perspective on mindfulness-based interventions. NATURE REVIEWS PSYCHOLOGY 2022; 1:605-619. [PMID: 36339348 PMCID: PMC9635456 DOI: 10.1038/s44159-022-00090-8] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 06/28/2022] [Indexed: 05/25/2023]
Abstract
Mindfulness-based interventions (MBIs) have entered mainstream Western culture in the past four decades. There are now dozens of MBIs with varying degrees of empirical support and a variety of mindfulness-specific psychological mechanisms have been proposed to account for the beneficial effects of MBIs. Although it has long been acknowledged that non-specific or common factors might contribute to MBI efficacy, relatively little empirical work has directly investigated these aspects. In this Perspective, I suggest that situating MBIs within the broader psychotherapy research literature and emphasizing the commonalities rather than differences between MBIs and other treatments might help guide future MBI research. To that end, I summarize the evidence for MBI efficacy and several MBI-specific psychological mechanisms, contextualize MBI findings within the broader psychotherapy literature from a common factors perspective, and propose suggestions for future research based on innovations and challenges occurring within psychotherapy research.
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Affiliation(s)
- Simon B. Goldberg
- Department of Counseling Psychology, University of Wisconsin, Madison, WI, USA
- Center for Healthy Minds, University of Wisconsin, Madison, WI, USA
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66
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Inverso H, Moore HR, Lupini F, Wang CH, Streisand R, Shomaker LB, Mackey ER. Mindfulness-Based Interventions: Focus on Pediatric Type 1 and Type 2 Diabetes. Curr Diab Rep 2022; 22:493-500. [PMID: 35984566 DOI: 10.1007/s11892-022-01492-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 06/28/2022] [Indexed: 11/25/2022]
Abstract
PURPOSE OF REVIEW Mindfulness-based interventions (MBIs) focus on promoting nonjudgmental, purposeful awareness of the present experience, and they include specific components such as body scan, meditation, and breathing techniques for healthier coping with stress and reduced negative affect. In adult populations with chronic illness (e.g., type 1 diabetes [T1D], type 2 diabetes [T2D], overweight), MBIs have been shown to improve psychosocial outcomes with some improvements in health outcomes as well. Youth with T1D/T2D frequently experience heightened depression as well as diabetes distress, which are associated with less frequent blood glucose monitoring, insulin administration, and nutrition oversight. Thus, MBIs have potential to alleviate psychosocial distress in youth with T1D/T2D and also improve health outcomes. This paper is a review of the literature on potential psychosocial and health benefits of MBIs for youth with T1D/T2D. RECENT FINDINGS Among youth with T1D/T2D, MBIs have been shown to reduce symptoms of depression and diabetes distress. Improvements in health outcomes, such as A1c, have been inconsistent across studies. Although research on the efficacy of MBIs to improve psychosocial and health outcomes in youth with T1D/T2D is promising, this area of study is in its early stages. Future investigation of MBIs in youth with T1D and T2D is warranted, recognizing that these are heterogeneous groups with potential benefit of specifically tailored interventions.
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Affiliation(s)
- Hailey Inverso
- Center for Translational Research, Children's National Hospital, 111 Michigan Ave NW, Washington, DC, 20010, USA
| | - Hailey R Moore
- Center for Translational Research, Children's National Hospital, 111 Michigan Ave NW, Washington, DC, 20010, USA
| | - Francesca Lupini
- Center for Translational Research, Children's National Hospital, 111 Michigan Ave NW, Washington, DC, 20010, USA
| | - Christine H Wang
- Center for Translational Research, Children's National Hospital, 111 Michigan Ave NW, Washington, DC, 20010, USA
| | - Randi Streisand
- Center for Translational Research, Children's National Hospital, 111 Michigan Ave NW, Washington, DC, 20010, USA
- The George Washington University School of Medicine, Washington, DC, USA
| | - Lauren B Shomaker
- Colorado State University, Fort Collins, CO, USA
- Children's Hospital Colorado/University of Colorado Anschutz, Aurora, CO, USA
- Colorado School of Public Health, Fort Collins and Aurora, CO, USA
| | - Eleanor R Mackey
- Center for Translational Research, Children's National Hospital, 111 Michigan Ave NW, Washington, DC, 20010, USA.
- The George Washington University School of Medicine, Washington, DC, USA.
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67
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A Pilot Study Testing the Effectiveness of a Mindfulness-Based Program for Portuguese School Children. Mindfulness (N Y) 2022; 13:2751-2764. [PMID: 36193219 PMCID: PMC9520100 DOI: 10.1007/s12671-022-01991-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 09/18/2022] [Indexed: 10/30/2022]
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Tudor K, Maloney S, Raja A, Baer R, Blakemore SJ, Byford S, Crane C, Dalgleish T, De Wilde K, Ford T, Greenberg M, Hinze V, Lord L, Radley L, Opaleye ES, Taylor L, Ukoumunne OC, Viner R, Kuyken W, Montero-Marin J. Universal Mindfulness Training in Schools for Adolescents: a Scoping Review and Conceptual Model of Moderators, Mediators, and Implementation Factors. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2022; 23:934-953. [PMID: 35267177 PMCID: PMC9343282 DOI: 10.1007/s11121-022-01361-9] [Citation(s) in RCA: 17] [Impact Index Per Article: 8.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/17/2022] [Indexed: 02/02/2023]
Abstract
There is evidence that universal school-based mindfulness training (SBMT) can have positive effects for young people. However, it is unknown who benefits most from such training, how training exerts effects, and how implementation impacts effects. This study aimed to provide an overview of the evidence on the mediators, moderators, and implementation factors of SBMT, and propose a conceptual model that can be used both to summarize the evidence and provide a framework for future research. A scoping review was performed, and six databases and grey literature were searched. Inclusion and exclusion criteria were applied to select relevant material. Quantitative and qualitative information was extracted from eligible articles and reported in accordance with PRISMA-ScR guidelines. The search produced 5479 articles, of which 31 were eligible and included in the review. Eleven studies assessed moderators of SBMT on pupil outcomes, with mixed findings for all variables tested. Five studies examined the mediating effect of specific variables on pupil outcomes, with evidence that increases in mindfulness skills and decreases in cognitive reactivity and self-criticism post-intervention are related to better pupil outcomes at follow-up. Twenty-five studies assessed implementation factors. We discuss key methodological shortcomings of included studies and integrate our findings with existing implementation frameworks to propose a conceptual model. Widespread interest in universal SBMT has led to increased research over recent years, exploring who SBMT works for and how it might work, but the current evidence is limited. We make recommendations for future research and provide a conceptual model to guide theory-led developments.
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Affiliation(s)
- Kate Tudor
- Department of Psychiatry, University of Oxford, Oxford, UK
| | | | - Anam Raja
- Faculty of Public Health and Policy, London School of Hygiene and Tropical Medicine, London, UK
| | - Ruth Baer
- Department of Psychiatry, University of Oxford, Oxford, UK
| | | | - Sarah Byford
- Health Service and Population Research, King's College London, London, UK
| | | | - Tim Dalgleish
- MRC Cognition and Brain Sciences Unit, University of Cambridge, Cambridge, UK
| | | | - Tamsin Ford
- Department of Psychiatry, University of Cambridge, Cambridge, UK
| | - Mark Greenberg
- Human Development and Family Studies, Penn State University, State College, USA
| | - Verena Hinze
- Department of Psychiatry, University of Oxford, Oxford, UK
| | - Liz Lord
- Department of Psychiatry, University of Oxford, Oxford, UK
| | - Lucy Radley
- Department of Psychiatry, University of Oxford, Oxford, UK
| | | | - Laura Taylor
- Department of Psychiatry, University of Oxford, Oxford, UK
| | | | - Russell Viner
- Institute of Child Health, University College London, London, UK
| | | | - Willem Kuyken
- Department of Psychiatry, University of Oxford, Oxford, UK.
| | - Jesus Montero-Marin
- Department of Psychiatry, University of Oxford, Oxford, UK
- Teaching, Reseach & Innovation Unit, Parc Sanitari Sant Joan de Déu, Sant Boi de Llobregat, Spain
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Godzwon JM, Wielewska MK, Atroszko PA. The Relationship of Study Addiction with Social Support and Satisfaction with Intimate Relationships. Int J Ment Health Addict 2022. [DOI: 10.1007/s11469-022-00874-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/17/2022] Open
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Phan ML, Renshaw TL, Caramanico J, Greeson JM, MacKenzie E, Atkinson-Diaz Z, Doppelt N, Tai H, Mandell DS, Nuske HJ. Mindfulness-based school interventions: A systematic review of outcome evidence quality by study design. Mindfulness (N Y) 2022; 13:1591-1613. [PMID: 36186722 PMCID: PMC9524483 DOI: 10.1007/s12671-022-01885-9] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 03/28/2022] [Indexed: 12/12/2022]
Abstract
Objective The purpose of this systematic review was to assess the current literature on mindfulness-based school interventions (MBSIs) by evaluating evidence across specific outcomes for youth. Methods We evaluated 77 studies with a total sample of 12,358 students across five continents, assessing the quality of each study through a robust coding system for evidence-based guidelines. Coders rated each study numerically per study design as 1++ (RCT with a very low risk of bias) to 4 (expert opinion) and across studies for the corresponding evidence letter grade, from highest quality ('A Grade') to lowest quality ('D Grade') evidence. Results The highest quality evidence ('A Grade') across outcomes indicated that MBSIs increased prosocial behavior, resilience, executive function, attention and mindfulness, and decreased anxiety, attention problems/ADHD behaviors and conduct behaviors. The highest quality evidence for well-being was split, with some studies showing increased well-being and some showing no improvements. The highest quality evidence suggests MBSIs have a null effect on depression symptoms. Conclusion This review demonstrates the promise of incorporating mindfulness interventions in school settings for improving certain youth outcomes. We urge researchers interested in MBSIs to study their effectiveness using more rigorous designs (e.g., RCTs with active control groups, multi-method outcome assessment, and follow-up evaluation), to minimize bias and promote higher quality-not just increased quantity-evidence that can be relied upon to guide school-based practice.
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Affiliation(s)
- Mary L. Phan
- Department of Psychology, Utah State University, Logan, USA
| | | | - Julie Caramanico
- Penn Center for Mental Health, University of Pennsylvania, Philadelphia, USA
| | | | | | | | - Natalie Doppelt
- Penn Center for Mental Health, University of Pennsylvania, Philadelphia, USA
| | - Hungtzu Tai
- School of Health in Social Science, University of Edinburgh, United Kingdom
| | - David S. Mandell
- Penn Center for Mental Health, University of Pennsylvania, Philadelphia, USA
| | - Heather J. Nuske
- Penn Center for Mental Health, University of Pennsylvania, Philadelphia, USA
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Kuo YF, Chang YM, Lin MF, Wu ML, Shiah YJ. Death anxiety as mediator of relationship between renunciation of desire and mental health as predicted by Nonself Theory. Sci Rep 2022; 12:10209. [PMID: 35715696 PMCID: PMC9206001 DOI: 10.1038/s41598-022-14527-w] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2022] [Accepted: 06/08/2022] [Indexed: 11/08/2022] Open
Abstract
In the present paper, we report two studies examining the relationships among renunciation of desires, death anxiety, and mental health. In the first study, we constructed the Desire Questionnaire (DQ), which measures success in renouncing certain desire. The DQ has satisfactory psychometric properties. In the second study, 501 adults from a Chinese society ranging in age from 17 to 84 years (M = 35.58, SD = 14.76) completed the DQ, the Death Anxiety Scale (DAS), and the Chinese Health Questionnaire (CHQ), which measures mental health and the presence of psychiatric symptoms. As predicted, DQ had significant negative correlations with both DAS (p < 0.05) and CHQ (p < 0.01). DAS had a significant positive correlation with CHQ (p < 0.01). In the linear mediation model, DAS was found to partially mediate the relationship between DQ and CHQ (β = - 0.18, p < 0.001). These results suggest that the negative effect of poor control of desires on mental health can be partially accounted for by death anxiety. These findings imply that training in eliminating desires can be a successful strategy to improve mental health. These results also support the Nonself Theory as a theory of death anxiety and show its relevance to the relationship between nonself and mental health.
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Affiliation(s)
- Yi-Fen Kuo
- Graduate Institute of Counseling Psychology and Rehabilitation Counseling, National Kaohsiung Normal University, No. 116, Heping 1st Road, Kaohsiung, 802, Taiwan
| | - Yun-Ming Chang
- Department of Psychology, School of Educational Science, Minnan Normal University, Zhangzhou, China
| | - Mei-Fang Lin
- Department of Psychology, School of Educational Science, Minnan Normal University, Zhangzhou, China
- Fujian Key Laboratory of Applied Cognition and Personality, Zhangzhou, China
| | - Ming-Lung Wu
- Teacher Education and Careers Service, National Kaohsiung Normal University, Kaohsiung, Taiwan
| | - Yung-Jong Shiah
- Graduate Institute of Counseling Psychology and Rehabilitation Counseling, National Kaohsiung Normal University, No. 116, Heping 1st Road, Kaohsiung, 802, Taiwan.
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Validation of the Comprehensive Inventory of Mindfulness Experiences (CHIME) in Portuguese Children. Mindfulness (N Y) 2022; 13:1692-1705. [PMID: 35668873 PMCID: PMC9146812 DOI: 10.1007/s12671-022-01908-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 05/17/2022] [Indexed: 12/01/2022]
Abstract
Objectives Despite the increasing interest in mindfulness, there are few multifaceted mindfulness measures for children, mainly in Portuguese. Thus, this study developed the Portuguese version of the Comprehensive Inventory of Mindfulness Experiences (CHIME). Because this scale was initially created for adolescents, we also aimed to adapt it to children. Methods After translating the original CHIME to Portuguese and adapting the wording for children, the instrument was administered to 223 9–10-year-olds, along with self-report measures of affect and quality of life, teacher-rated measures of inhibition, inattention, and emotional lability, and a performance-based attentional measure. We examined CHIME’s factorial validity, inspected facets’ reliability, and tested convergent, discriminant, and predictive validity. Results Confirmatory factor analyses (CFA) supported a 7-factor structure of the scale, after removing the accepting and non-judgmental attitude facet. Factor loadings (> .34) and reliability indices (> .54) were acceptable, though the average variance extracted was less than desirable. Correlations with external correlates provided support to CHIME’s convergent and divergent validity (rs range .13–.55, ps < .05). Finally, evidence of predictive validity was found with a regression analysis showing that external awareness (b = − .16) and openness to experience (b = − .17) predicted academic achievement. Conclusions This study provided preliminary validity and reliability evidence on the Portuguese CHIME. This instrument can provide relevant insights about the mindfulness facets and offer useful indications for the development of evidence-based interventions in childhood.
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The effect of mindfulness training on resting-state networks in pre-adolescent children with sub-clinical anxiety related attention impairments. Brain Imaging Behav 2022; 16:1902-1913. [PMID: 35585445 PMCID: PMC9279190 DOI: 10.1007/s11682-022-00673-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/03/2022] [Indexed: 12/03/2022]
Abstract
Mindfulness training has been associated with improved attention and affect regulation in preadolescent children with anxiety related attention impairments, however little is known about the underlying neurobiology. This study sought to investigate the impact of mindfulness training on functional connectivity of attention and limbic brain networks in pre-adolescents. A total of 47 children with anxiety and/or attention issues (aged 9-11 years) participated in a 10-week mindfulness intervention. Anxiety and attention measures and resting-state fMRI were completed at pre- and post-intervention. Sustained attention was measured using the Conners Continuous Performance Test, while the anxiety levels were measured using the Spence Children’s Anxiety Scale. Functional networks were estimated using independent-component analysis, and voxel-based analysis was used to determine the difference between the time-points to identify the effect of the intervention on the functional connectivity. There was a significant decrease in anxiety symptoms and improvement in attention scores following the intervention. From a network perspective, the results showed increased functional connectivity post intervention in the salience and fronto-parietal networks as well as the medial-inferior temporal component of the default mode network. Positive correlations were identified in the fronto-parietal network with Hit Response Time and the Spence Children’s Anxiety Scale total and between the default mode network and Hit Response Time. A 10-week mindfulness intervention in children was associated with a reduction in anxiety related attention impairments, which corresponded with concomitant changes in functional connectivity.
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Audiffren M, André N, Baumeister RF. Training Willpower: Reducing Costs and Valuing Effort. Front Neurosci 2022; 16:699817. [PMID: 35573284 PMCID: PMC9095966 DOI: 10.3389/fnins.2022.699817] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/24/2021] [Accepted: 03/21/2022] [Indexed: 11/13/2022] Open
Abstract
The integrative model of effortful control presented in a previous article aimed to specify the neurophysiological bases of mental effort. This model assumes that effort reflects three different inter-related aspects of the same adaptive function. First, a mechanism anchored in the salience network that makes decisions about the effort that should be engaged in the current task in view of costs and benefits associated with the achievement of the task goal. Second, a top-down control signal generated by the mechanism of effort that modulates neuronal activity in brain regions involved in the current task to filter pertinent information. Third, a feeling that emerges in awareness during effortful tasks and reflects the costs associated with goal-directed behavior. The aim of the present article is to complete this model by proposing that the capacity to exert effortful control can be improved through training programs. Two main questions relative to this possible strengthening of willpower are addressed in this paper. The first question concerns the existence of empirical evidence that supports gains in effortful control capacity through training. We conducted a review of 63 meta-analyses that shows training programs are effective in improving performance in effortful tasks tapping executive functions and/or self-control with a small to large effect size. Moreover, physical and mindfulness exercises could be two promising training methods that would deserve to be included in training programs aiming to strengthen willpower. The second question concerns the neural mechanisms that could explain these gains in effortful control capacity. Two plausible brain mechanisms are proposed: (1) a decrease in effort costs combined with a greater efficiency of brain regions involved in the task and (2) an increase in the value of effort through operant conditioning in the context of high effort and high reward. The first mechanism supports the hypothesis of a strengthening of the capacity to exert effortful control whereas the second mechanism supports the hypothesis of an increase in the motivation to exert this control. In the last part of the article, we made several recommendations to improve the effectiveness of interventional studies aiming to train this adaptive function."Keep the faculty of effort alive in you by a little gratuitous exercise every day."James (1918, p. 127).
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Affiliation(s)
- Michel Audiffren
- Research Centre on Cognition and Learning, Centre National de la Recherche Scientifique, University of Poitiers, Poitiers, France
| | - Nathalie André
- Research Centre on Cognition and Learning, Centre National de la Recherche Scientifique, University of Poitiers, Poitiers, France
| | - Roy F. Baumeister
- School of Psychology, The University of Queensland, St Lucia, QLD, Australia
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Galante J, Friedrich C, Dalgleish T, White IR, Jones PB. Mindfulness-based programmes for mental health promotion in adults in non-clinical settings: protocol of an individual participant data meta-analysis of randomised controlled trials. BMJ Open 2022; 12:e058976. [PMID: 35410936 PMCID: PMC9003609 DOI: 10.1136/bmjopen-2021-058976] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
INTRODUCTION With mental ill health listed as a top cause of global disease burden, there is an urgent need to prioritise mental health promotion programmes. Mindfulness-based programmes (MBPs) are being widely implemented to reduce stress in non-clinical settings. In a recent aggregate-level meta-analysis we found that, compared with no intervention, these MBPs reduce average psychological distress. However, heterogeneity between studies impedes generalisation of effects across every setting. Study-level effect modifiers were insufficient to reduce heterogeneity; studying individual-level effect modifiers is warranted. This requires individual participant data (IPD) and larger samples than those found in existing individual trials. METHODS AND ANALYSIS We propose an IPD meta-analysis. Our primary aim is to see if, and how, baseline psychological distress, gender, age, education and dispositional mindfulness moderate the effect of MBPs on distress. We will search 13 databases for good-quality randomised controlled trials comparing in-person, expert-defined MBPs in non-clinical settings with passive controls. Two researchers will independently select, extract and appraise trials using the revised Cochrane risk-of-bias tool. Anonymised IPD of eligible trials will be sought from authors, who will be invited to collaborate.The primary outcome will be psychological distress measured using psychometrically validated questionnaires at 1-6 months after programme completion. Pairwise random-effects two-stage IPD meta-analyses will be conducted. Moderator analyses will follow a 'deft' approach. We will estimate subgroup-specific intervention effects. Secondary outcomes and sensitivity analyses are prespecified. Multiple imputation strategies will be applied to missing data. ETHICS AND DISSEMINATION The findings will refine our knowledge on the effectiveness of MBPs and help improve the targeting of MBPs in non-clinical settings. They will be shared in accessible formats with a range of stakeholders. Public and professional stakeholders are being involved in the planning, conduct and dissemination of this project. PROSPERO REGISTRATION NUMBER CRD42020200117.
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Affiliation(s)
- Julieta Galante
- Department of Psychiatry, University of Cambridge, Cambridge, UK
- NIHR Applied Research Collaboration East of England, Cambridge, UK
| | - Claire Friedrich
- Department of Psychiatry, University of Cambridge, Cambridge, UK
| | - Tim Dalgleish
- MRC Cognition and Brain Sciences Unit, University of Cambridge, Cambridge, UK
- Cambridgeshire and Peterborough NHS Foundation Trust, Cambridge, UK
| | - Ian R White
- MRC Clinical Trials Unit, University College London, London, UK
| | - Peter B Jones
- Department of Psychiatry, University of Cambridge, Cambridge, UK
- NIHR Applied Research Collaboration East of England, Cambridge, UK
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Reducing Psychological Stress of Chinese Adolescents by Mindfulness-Based Intervention: The Mediating Role of Resilience. CHILD & YOUTH CARE FORUM 2022. [DOI: 10.1007/s10566-022-09690-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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Morgado T, Lopes V, Carvalho D, Santos E. The Effectiveness of Psychoeducational Interventions in Adolescents' Anxiety: A Systematic Review Protocol. NURSING REPORTS 2022; 12:217-225. [PMID: 35324568 PMCID: PMC8950651 DOI: 10.3390/nursrep12010022] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/03/2022] [Revised: 02/28/2022] [Accepted: 03/07/2022] [Indexed: 11/16/2022] Open
Abstract
The COVID-19 pandemic had a strong impact on increasing anxiety in adolescents. This systematic review aims to identify the most effective psychoeducational interventions for reducing anxiety in adolescents following the guidelines of the Joanna Briggs Institute (JBI). The inclusion and exclusion criteria have been defined, and the search strategy has been planned. The search strategy will aim to locate both published and unpublished studies using, among other databases: CINAHL Plus with Full Text; PubMed; the Cochrane Central Register of Controlled Trials; and the JBI Database of Systematic Reviews. Following the search, all identified citations will be collated and uploaded into Endnote, and duplicates removed. Titles and abstracts will then be screened by two independent reviewers and by a third reviewer if a disagreement occurs. The results of the search will be reported in full in the final systematic review and presented in the PRISMA flow diagram. Eligible studies will be critically appraised for methodological quality using standardized critical appraisal instruments from the JBI. Data will be extracted from the studies included using the standardized JBI data extraction tool. For data synthesis, studies will be pooled using JBI SUMARI. The GRADE approach for grading the certainty of evidence will be followed, and a summary of findings will be created using GRADEPro GDT software. The results from this systematic review are expected to provide an overview of the most effective psychoeducational interventions for reducing anxiety in adolescents, allowing researchers to design and propose a new multicomponent psychoeducational intervention that will be validated and tested in the future. PROSPERO protocol registration number: CRD42020204356.
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Affiliation(s)
- Tânia Morgado
- Pediatric Hospital of the Centro Hospitalar e Universitário de Coimbra, 3000-602 Coimbra, Portugal;
- Health Sciences Research Unit—Nursing (UICISA: E), Nursing School of Coimbra, 3000-232 Coimbra, Portugal;
- Center for Health Technology and Services Research (CINTESIS), NursID, 4200-450 Porto, Portugal
| | - Vera Lopes
- Pediatric Hospital of the Centro Hospitalar e Universitário de Coimbra, 3000-602 Coimbra, Portugal;
| | - Dulce Carvalho
- Hospital Sobral Cid, Centro Hospitalar e Universitário de Coimbra, 3040-714 Coimbra, Portugal;
| | - Eduardo Santos
- Health Sciences Research Unit—Nursing (UICISA: E), Nursing School of Coimbra, 3000-232 Coimbra, Portugal;
- Nursing Research Group, Centro Hospitalar e Universitário de Coimbra (UICISA: E), 3004-561 Coimbra, Portugal
- Viseu Higher School of Health, Polytechnic Institute of Viseu, 3500-843 Viseu, Portugal
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78
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Goldberg SB, Lam SU, Britton WB, Davidson RJ. Prevalence of meditation-related adverse effects in a population-based sample in the United States. Psychother Res 2022; 32:291-305. [PMID: 34074221 PMCID: PMC8636531 DOI: 10.1080/10503307.2021.1933646] [Citation(s) in RCA: 28] [Impact Index Per Article: 14.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/18/2022] Open
Abstract
OBJECTIVE Meditation practice and meditation-based psychotherapies have become increasingly popular. Although psychological benefits associated with meditation are well-documented, potential risks are unclear. METHOD We conducted a population-based survey to evaluate the occurrence of a broad range of meditation-related adverse effects (MRAE). RESULTS Nine hundred and fifty three participants completed our screening survey, 470 endorsed lifetime exposure to meditation practice, and 434 completed a follow-up survey assessing MRAE (92.3% response rate). A higher proportion than hypothesized reported occurrence of MRAE (general item = 32.3%, 1+ specific item = 50.0%) and MRAE duration ≥1 month (10.4%). Anxiety, traumatic re-experiencing, and emotional sensitivity were the most common MRAE. Some degree of functional impairment was reported by 10.6% of participants, with impairment lasting ≥1 month for 1.2%. Childhood adversity was associated with elevated risk for MRAE. Participants reporting MRAE were equally glad to have practiced meditation as those not reporting MRAE. Additional correlates of MRAE were identified in exploratory analyses. CONCLUSION MRAE are common, even in a sample with relatively modest amounts of experience. Identifying individuals at elevated risk for MRAE, being transparent and realistic about the possible range of effects, and increasing trauma-sensitivity are warranted to maximize benefits and minimize risks of meditation.
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Affiliation(s)
- Simon B. Goldberg
- Department of Counseling Psychology, University of Wisconsin - Madison,Center for Healthy Minds, University of Wisconsin - Madison
| | - Sin U Lam
- Department of Counseling Psychology, University of Wisconsin - Madison,Center for Healthy Minds, University of Wisconsin - Madison
| | | | - Richard J. Davidson
- Center for Healthy Minds, University of Wisconsin - Madison,Department of Psychology, University of Wisconsin – Madison,Department of Psychiatry, University of Wisconsin – Madison
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79
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Feruglio S, Pascut S, Matiz A, Paschetto A, Crescentini C. Effects of Mind-Body Interventions on Adolescents’ Cooperativeness and Emotional Symptoms. Behav Sci (Basel) 2022; 12:bs12020033. [PMID: 35200284 PMCID: PMC8869189 DOI: 10.3390/bs12020033] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2021] [Revised: 01/20/2022] [Accepted: 01/28/2022] [Indexed: 01/27/2023] Open
Abstract
Background: Mind-body interventions may support the development of adolescents’ self-regulation and provide a protective effect against maladaptive outcomes, e.g., internalizing and externalizing problems. The present study aimed at evaluating the effects of mindfulness-oriented meditation training (MOM) and autogenic training (AT) on a group of healthy Italian adolescents’ character dimensions, emotional and behavioral difficulties. Methods: 72 adolescents were randomly assigned to MOM/AT conditions and tested before and after the 8-week trainings through self-report measures (Temperament and Character Inventory 125, TCI; Strengths and Difficulties Questionnaire for Adolescents, SDQ-A). Main analyses involved robust and repeated measures ANOVAs, carried out separately for character TCI and SDQ-A scales. Results: After trainings, we found increased levels of cooperativeness and reduced emotional symptoms. Changes in these dimensions were negatively correlated: the more participants increased in their cooperativeness the greater decrease they showed in emotional symptoms. Conclusion: Both MOM and AT enhanced a cooperative attitude in adolescents and helped reducing their emotional problems. Therefore, it may be useful to apply these mind-body interventions in school settings as they can have a protective effect on the well-being and psychosocial adjustment of youths, through fostering their character maturity and helping them to better regulate their emotions.
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Affiliation(s)
- Susanna Feruglio
- Department of Languages and Literatures, Communication, Education and Society, University of Udine, 33100 Udine, Italy; (S.P.); (A.M.); (A.P.); (C.C.)
- Department of Psychology, Sapienza University of Rome, 00118 Rome, Italy
- Correspondence:
| | - Stefania Pascut
- Department of Languages and Literatures, Communication, Education and Society, University of Udine, 33100 Udine, Italy; (S.P.); (A.M.); (A.P.); (C.C.)
- Department of Psychology, Sapienza University of Rome, 00118 Rome, Italy
- WHO Healthy City Project—Municipality of Udine, 33100 Udine, Italy
| | - Alessio Matiz
- Department of Languages and Literatures, Communication, Education and Society, University of Udine, 33100 Udine, Italy; (S.P.); (A.M.); (A.P.); (C.C.)
- Department of Psychology, Sapienza University of Rome, 00118 Rome, Italy
| | - Andrea Paschetto
- Department of Languages and Literatures, Communication, Education and Society, University of Udine, 33100 Udine, Italy; (S.P.); (A.M.); (A.P.); (C.C.)
| | - Cristiano Crescentini
- Department of Languages and Literatures, Communication, Education and Society, University of Udine, 33100 Udine, Italy; (S.P.); (A.M.); (A.P.); (C.C.)
- Institute of Mechanical Intelligence, Scuola Superiore Sant’Anna di Pisa, 56010 Pisa, Italy
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80
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Siebelink NM, Bögels SM, Speckens AEM, Dammers JT, Wolfers T, Buitelaar JK, Greven CU. A randomised controlled trial (MindChamp) of a mindfulness-based intervention for children with ADHD and their parents. J Child Psychol Psychiatry 2022; 63:165-177. [PMID: 34030214 PMCID: PMC9292876 DOI: 10.1111/jcpp.13430] [Citation(s) in RCA: 18] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 03/07/2021] [Indexed: 12/18/2022]
Abstract
BACKGROUND Family mindfulness-based intervention (MBI) for child attention-deficit/hyperactivity disorder (ADHD) targets child self-control, parenting and parental mental health, but its effectiveness is still unclear. METHODS MindChamp is a pre-registered randomised controlled trial comparing an 8-week family MBI (called 'MYmind') in addition to care-as-usual (CAU) (n = 55) with CAU-only (n = 48). Children aged 8-16 years with remaining ADHD symptoms after CAU were enrolled together with a parent. Primary outcome was post-treatment parent-rated child self-control deficits (BRIEF); post hoc, Reliable Change Indexes were explored. Secondary child outcomes included ADHD symptoms (parent/teacher-rated Conners' and SWAN; teacher-rated BRIEF), other psychological symptoms (parent/teacher-rated), well-being (parent-rated) and mindfulness (self-rated). Secondary parent outcomes included self-ratings of ADHD symptoms, other psychological symptoms, well-being, self-compassion and mindful parenting. Assessments were conducted at post-treatment, 2- and 6-month follow-up. RESULTS Relative to CAU-only, MBI+CAU resulted in a small, statistically non-significant post-treatment improvement on the BRIEF (intention-to-treat: d = 0.27, p = .18; per protocol: d = 0.33, p = .11). Significantly more children showed reliable post-treatment improvement following MBI+CAU versus CAU-only (32% versus 11%, p < .05, Number-Needed-to-Treat = 4.7). ADHD symptoms significantly reduced post-treatment according to parent (Conners' and SWAN) and teacher ratings (BRIEF) per protocol. Only parent-rated hyperactivity impulsivity (SWAN) remained significantly reduced at 6-month follow-up. Post-treatment group differences on other secondary child outcomes were consistently favour of MBI+CAU, but mostly non-significant; no significant differences were found at follow-ups. Regarding parent outcomes, significant post-treatment improvements were found for their own ADHD symptoms, well-being and mindful parenting. At follow-ups, some significant effects remained (ADHD symptoms, mindful parenting), some additional significant effects appeared (other psychological symptoms, self-compassion) and others disappeared/remained non-significant. CONCLUSIONS Family MBI+CAU did not outperform CAU-only in reducing child self-control deficits on a group level but more children reliably improved. Effects on parents were larger and more durable. When CAU for ADHD is insufficient, family MBI could be a valuable addition.
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Affiliation(s)
- Nienke M. Siebelink
- Donders Institute for Brain, Cognition and BehaviourDepartment of Cognitive NeuroscienceRadboud University Medical CentreNijmegenThe Netherlands,Karakter Child and Adolescent Psychiatry University CenterNijmegenThe Netherlands
| | - Susan M. Bögels
- Department of Developmental PsychologyUniversity of AmsterdamAmsterdamThe Netherlands,Research Institute of Child Development and EducationUniversity of AmsterdamAmsterdamThe Netherlands
| | - Anne E. M. Speckens
- Radboudumc Centre for MindfulnessDepartment of PsychiatryRadboud University Medical CentreNijmegenThe Netherlands
| | - Janneke T. Dammers
- Donders Institute for Brain, Cognition and BehaviourDepartment of Cognitive NeuroscienceRadboud University Medical CentreNijmegenThe Netherlands,Karakter Child and Adolescent Psychiatry University CenterNijmegenThe Netherlands
| | - Thomas Wolfers
- Donders Institute for Brain, Cognition and BehaviourDepartment of Cognitive NeuroscienceRadboud University Medical CentreNijmegenThe Netherlands,Norwegian Centre for Mental Disorders ResearchUniversity of OsloOsloNorway
| | - Jan K. Buitelaar
- Donders Institute for Brain, Cognition and BehaviourDepartment of Cognitive NeuroscienceRadboud University Medical CentreNijmegenThe Netherlands,Karakter Child and Adolescent Psychiatry University CenterNijmegenThe Netherlands
| | - Corina U. Greven
- Donders Institute for Brain, Cognition and BehaviourDepartment of Cognitive NeuroscienceRadboud University Medical CentreNijmegenThe Netherlands,Karakter Child and Adolescent Psychiatry University CenterNijmegenThe Netherlands,Social, Genetic and Developmental PsychiatryInstitute of Psychiatry, Psychology and NeuroscienceKing’s College LondonLondonUK
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81
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Vekety B, Logemann A, Takacs ZK. Mindfulness Practice with a Brain-Sensing Device Improved Cognitive Functioning of Elementary School Children: An Exploratory Pilot Study. Brain Sci 2022; 12:103. [PMID: 35053846 PMCID: PMC8774020 DOI: 10.3390/brainsci12010103] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/27/2021] [Revised: 01/07/2022] [Accepted: 01/11/2022] [Indexed: 12/04/2022] Open
Abstract
This is the first pilot study with children that has assessed the effects of a brain-computer interface-assisted mindfulness program on neural mechanisms and associated cognitive performance. The participants were 31 children aged 9-10 years who were randomly assigned to either an eight-session mindfulness training with EEG-feedback or a passive control group. Mindfulness-related brain activity was measured during the training, while cognitive tests and resting-state brain activity were measured pre- and post-test. The within-group measurement of calm/focused brain states and mind-wandering revealed a significant linear change. Significant positive changes were detected in children's inhibition, information processing, and resting-state brain activity (alpha, theta) compared to the control group. Elevated baseline alpha activity was associated with less reactivity in reaction time on a cognitive test. Our exploratory findings show some preliminary support for a potential executive function-enhancing effect of mindfulness supplemented with EEG-feedback, which may have some important implications for children's self-regulated learning and academic achievement.
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Affiliation(s)
- Boglarka Vekety
- Doctoral School of Education, Faculty of Education and Psychology, ELTE Eötvös Loránd University, 1075 Budapest, Hungary;
- MTA-ELTE Lendület Adaptation Research Group, 1064 Budapest, Hungary
| | - Alexander Logemann
- Institute of Psychology, Faculty of Education and Psychology, ELTE Eötvös Loránd University, 1064 Budapest, Hungary;
| | - Zsofia K. Takacs
- Clinical Psychology, School of Health in Social Science, University of Edinburgh, Edinburgh EH8 9AG, UK
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82
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Ellinger J, Mess F, Blaschke S, Mall C. Health-related quality of life, motivational regulation and Basic Psychological Need Satisfaction in Education Outside the Classroom: an explorative longitudinal pilot study. BMC Public Health 2022; 22:49. [PMID: 34998374 PMCID: PMC8742160 DOI: 10.1186/s12889-021-12450-9] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2021] [Accepted: 12/20/2021] [Indexed: 12/20/2022] Open
Abstract
BACKGROUND Given a suboptimal state of mental health among children, an urgent need exists to seek approaches related to health promotion in this population's settings, such as in schools. Increased health-related quality of life (HRQoL) and improved school motivation could be crucial for children's mental health. Based on self-determination theory, paths can be identified that could lead to such improvements by strengthening the basic psychological needs (BPN). This study aimed to examine the impact on and the relationships among HRQoL, school motivation and BPN within the promising concept of education outside the classroom (EOtC). METHODS In this exploratory study, we employed a between-subjects cohort study design with no blinding or randomisation. We surveyed fifth graders (mean = 10.1 years) attending EOtC (experimental group [EG], n = 25) and normal indoor lessons (control group, [CG], n = 41) at the beginning (T1) and end (T2) of a semester. We used the translations of validated questionnaires and established linear mixed-effects models to evaluate whether the students in EOtC show higher scores of HRQoL and school motivation and, whether the satisfaction of BPN of autonomy (PAut), competence (PCom), social relatedness with classmates (PSRC) and teachers (PSRT) show associations with these outcomes. RESULTS Regarding intrinsic and identified motivational regulation, results showed significant increases over time in the overall sample and significant higher scores in the EG than in the CG. For HRQoL, no group differences were found, but a significant decrease over time in the EG. Regarding possible associations between the outcomes and BPN, such could only be found between HRQoL and PSRC, but not for the other BPN and not for motivational regulation and BPN. CONCLUSIONS Without having been able to explain this on the basis of increased BPN values, our results show that EOtC can support improvements in specific regulation types of school motivation. This could contribute to an improvement in the mental health situation in children, as school represents a major stressor for them. Future steps in terms of researching HRQoL in this setting are discussed, as this pilot study does preliminary work for necessary examinations, e.g. in structural equation approaches.
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Affiliation(s)
- Jan Ellinger
- Department of Sport and Health Sciences, Associate Professorship of Didactics in Sport and Health, Technical University of Munich, Georg-Brauchle-Ring 60/62, 80992, Munich, Germany.
| | - Filip Mess
- Department of Sport and Health Sciences, Associate Professorship of Didactics in Sport and Health, Technical University of Munich, Georg-Brauchle-Ring 60/62, 80992, Munich, Germany
| | - Simon Blaschke
- Department of Sport and Health Sciences, Associate Professorship of Didactics in Sport and Health, Technical University of Munich, Georg-Brauchle-Ring 60/62, 80992, Munich, Germany
| | - Christoph Mall
- Department of Sport and Health Sciences, Associate Professorship of Didactics in Sport and Health, Technical University of Munich, Georg-Brauchle-Ring 60/62, 80992, Munich, Germany
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83
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Rekienė V, Pakrosnis R. The Importance of Perceived School Climate and Personal Strengths Use for Psychological Functioning among High School Students. PSICHOLOGIJA 2021. [DOI: 10.15388/psichol.2021.45] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
The aim of this study was to determine the importance of high school students’ personal strengths use and the perceived school climate on their psychological functioning. The sample of 258 students from a gymnasium filled in measures for adolescent psychological functioning, strengths use and perceived school climate. Contrary to what was expected, the results revealed that personal strengths use did not moderate the relationship between students’ perceived school climate and their psychological functioning. However, both factors – perceived school climate and strengths use – independently of each other, significantly predicted students’ psychological functioning. Therefore, in order to achieve more positive developmental outcomes, it is not enough to create a good climate at school, it is also important to create opportunities for students to use their personal strengths.
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84
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Delgado-Suárez I, López-del-Hoyo Y, García-Campayo J, Pérez-Aranda A, Modrego-Alarcón M, Beltrán-Ruiz M, Gascón S, Montero-Marín J. Testing the Efficacy of ‘Unlearning’, a Mindfulness and Compassion-Based Programme for Cultivating Nonviolence in Teenagers: A Randomised Controlled Trial. Front Psychol 2021; 12:717736. [PMID: 34975612 PMCID: PMC8716809 DOI: 10.3389/fpsyg.2021.717736] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2021] [Accepted: 11/22/2021] [Indexed: 11/23/2022] Open
Abstract
Background: Most programmes developed to reduce aggressive attitudes among teenagers are based on cultivating nonviolence, a construct that has been related to compassion and, more indirectly, mindfulness. This study aims at testing the efficacy of ‘Unlearning’, a mindfulness and compassion-based programme, for reducing aggressive attitudes in adolescents. Method: A sample of 164 students from three high schools in Zaragoza (Spain) participated in the study. They were randomly assigned to (1) ‘Unlearning’, or (2) relaxation programme. Three assessment points were established: baseline, post-treatment and a 4-month follow-up. The outcome variables were the subscales of the ‘Attitudes Toward Social Aggression Scale’. Mindfulness and compassion were assessed as secondary outcomes. Results: ‘Unlearning’ did not produce changes in the primary outcomes, but significant effects were observed post-treatment in self-compassion; and in the follow-up, in self-compassion and mindfulness. The control group did not experience any change post-treatment, but a significant effect in mindfulness was observed in the follow-up. The intergroup analyses indicated that ‘Unlearning’ improved self-compassion, both post-treatment (t = −2.48, p = 0.014) and after 4-months (t = −2.03, p = 0.044), although these results were not statistically significant after correcting for multiple comparisons. Conclusion: ‘Unlearning’ did not produce significant reductions in aggressive attitudes compared to the control group. The low baseline levels may have hindered the efficacy of the interventions. ‘Unlearning’ showed potential to improve self-compassion, which is related to nonviolence, and this may have positive implications for the adolescents. Future interventions should include teachers and families to enhance the effectiveness of the programmes.
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Affiliation(s)
- Irene Delgado-Suárez
- Institute of Health Research of Aragon (IIS Aragón), Miguel Servet University Hospital, Zaragoza, Spain
| | - Yolanda López-del-Hoyo
- Institute of Health Research of Aragon (IIS Aragón), Miguel Servet University Hospital, Zaragoza, Spain
- Department of Psychology and Sociology, Faculty of Social and Human Sciences, University of Zaragoza, Zaragoza, Spain
- Primary Care Prevention and Health Promotion Research Network (RedIAPP), Zaragoza, Spain
| | - Javier García-Campayo
- Institute of Health Research of Aragon (IIS Aragón), Miguel Servet University Hospital, Zaragoza, Spain
- Primary Care Prevention and Health Promotion Research Network (RedIAPP), Zaragoza, Spain
| | - Adrián Pérez-Aranda
- Institute of Health Research of Aragon (IIS Aragón), Miguel Servet University Hospital, Zaragoza, Spain
- Department of Basic, Developmental and Educational Psychology, Autonomous University of Barcelona, Barcelona, Spain
- *Correspondence: Adrián Pérez-Aranda,
| | - Marta Modrego-Alarcón
- Institute of Health Research of Aragon (IIS Aragón), Miguel Servet University Hospital, Zaragoza, Spain
- Department of Psychology and Sociology, Faculty of Social and Human Sciences, University of Zaragoza, Zaragoza, Spain
- Primary Care Prevention and Health Promotion Research Network (RedIAPP), Zaragoza, Spain
| | - María Beltrán-Ruiz
- Institute of Health Research of Aragon (IIS Aragón), Miguel Servet University Hospital, Zaragoza, Spain
- Primary Care Prevention and Health Promotion Research Network (RedIAPP), Zaragoza, Spain
| | - Santiago Gascón
- Institute of Health Research of Aragon (IIS Aragón), Miguel Servet University Hospital, Zaragoza, Spain
| | - Jesús Montero-Marín
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, United Kingdom
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Roque-Lopez S, Llanez-Anaya E, Álvarez-López MJ, Everts M, Fernández D, Davidson RJ, Kaliman P. Mental health benefits of a 1-week intensive multimodal group program for adolescents with multiple adverse childhood experiences. CHILD ABUSE & NEGLECT 2021; 122:105349. [PMID: 34628152 PMCID: PMC8627589 DOI: 10.1016/j.chiabu.2021.105349] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/28/2021] [Revised: 09/25/2021] [Accepted: 09/28/2021] [Indexed: 05/12/2023]
Abstract
BACKGROUND Adverse childhood experiences (ACEs) are associated with a wide range of diseases, unsafe behavior and shorter life expectancy. However, there is scarce evidence on effective interventions for children or adolescents who report multiple ACEs, including abuse, neglect and household dysfunction. OBJECTIVE The aim of this study was to evaluate the mental health outcomes of a multimodal program designed for adolescents with multiple ACEs. PARTICIPANTS Forty-four girls (aged 13-16 years, mean ACE score > 5) were randomized to an intervention group or a care-as-usual control group. METHODS The intervention included mindfulness-based practices, expressive arts and EMDR (Eye Movement Desensitization and Reprocessing Integrative) group treatment. We used questionnaires for adolescents to assess trauma (SPRINT, CPSS) and attention/awareness-related outcomes (MAAS-A) at baseline (T1), post-intervention (T2) and two-months post-discharge (T3). RESULTS Linear mixed effects model analyses showed significant Group by Time interactions on all the scales (F = 11.0, p = 0.015; F = 12.5 p < 0.001; and F = 6.4, p = 0.001, for SPRINT, CPSS and MAAS-A, respectively). After completing the program, the intervention group showed significant reduction in trauma-related outcomes (SPRINT, Δ%(T2-T1) = -73%, p < 0.001; CPSS, Δ%(T2-T1) = -26%, p < 0.001) while attention/awareness-related outcomes were improved by 57% (p < 0.001). These changes remained stable two months after discharge. SPRINT and CPSS scales were highly correlated (r = 0.833, p < 0.001) and outcomes from both trauma-related scales negatively correlated with mindfulness scores (MAAS-A/SPRINT, r = -0.515, p = 0.007; MAAS-A/CPSS, r = -0.553, p < 0.001). CONCLUSIONS Results presented here support this multimodal group intervention as a feasible and promising program for reducing the psychological burden in adolescents with a history of multiple ACEs.
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Affiliation(s)
- Susana Roque-Lopez
- Association Innocence In Danger Colombia (IIDC), 33 Avenue Saint Charles, 34090 Montpellier, France
| | - Elkin Llanez-Anaya
- Universidad de Santander, Facultad de Ciencias Médicas y Salud, Instituto de Investigación Masira, Bucaramanga, Colombia
| | | | - Megan Everts
- Association Innocence In Danger Colombia (IIDC), 33 Avenue Saint Charles, 34090 Montpellier, France
| | - Daniel Fernández
- Serra Húnter fellow. Department of Statistics and Operations Research & IMTech. Universitat Politècnica de Catalunya · BarcelonaTech (UPC). CIBERSAM. Spain
| | - Richard J Davidson
- Center for Healthy Minds, University of Wisconsin-Madison, 625 W. Washington Ave., Madison, WI 53703, United States of America
| | - Perla Kaliman
- Center for Healthy Minds, University of Wisconsin-Madison, 625 W. Washington Ave., Madison, WI 53703, United States of America; Universitat Oberta de Catalonia (UOC), Rambla del Poblenou, 156, 08018 Barcelona, Spain.
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Koncz A, Köteles F, Demetrovics Z, Takacs ZK. Benefits of a Mindfulness-Based Intervention upon School Entry: A Pilot Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:12630. [PMID: 34886358 PMCID: PMC8657276 DOI: 10.3390/ijerph182312630] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/26/2021] [Revised: 11/18/2021] [Accepted: 11/25/2021] [Indexed: 11/16/2022]
Abstract
BACKGROUND mindfulness meditation is effective at fostering the executive functioning of children, i.e., the skills that play important roles in academic performance and social-emotional wellbeing. One possible mechanism for such an effect might be that meditation practices can decrease stress, especially if someone is at a risk for elevated cortisol levels, for instance, due to a stressful life event, such as starting school. PARTICIPANTS AND METHODS the present pilot study tested the effects of a six-session mindfulness intervention applied right after school entry compared to a passive control group. In total 61 first graders participated (Mage = 84.95 months, SD = 5.21) in this study from four classes of a primary school in Budapest. Repeated-measures ANOVA were performed to explore the effects on executive functioning skills and cortisol levels. RESULTS no effect was found on morning salivary cortisol levels, but the working memory capacities of girls significantly improved as a result of the intervention. CONCLUSIONS a relatively short, story-based mindfulness intervention can improve the working memory capacities of first-graders; thus, it could potentially contribute to the academic performance and adaptation of children in schools.
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Affiliation(s)
- Adam Koncz
- Doctoral School of Psychology, ELTE Eötvös Loránd University, 1064 Budapest, Hungary;
- Institute of Psychology, ELTE Eötvös Loránd University, 1064 Budapest, Hungary;
- MTA-ELTE Lendület Adaptation Research Group, The Hungarian Academy of Sciences, 1064 Budapest, Hungary
- Institute of Health Promotion and Sport Sciences, ELTE Eötvös Loránd University, 1117 Budapest, Hungary;
| | - Ferenc Köteles
- Institute of Health Promotion and Sport Sciences, ELTE Eötvös Loránd University, 1117 Budapest, Hungary;
| | - Zsolt Demetrovics
- Institute of Psychology, ELTE Eötvös Loránd University, 1064 Budapest, Hungary;
- Centre of Excellence in Responsible Gaming, University of Gibraltar, Gibraltar GX11 1AA, Gibraltar
| | - Zsofia K. Takacs
- School of Health in Social Science, University of Edinburgh, Edinburgh EH8 9AG, UK
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Zimmer-Gembeck MJ, Clear SJ, Campbell SM. Peer relationships and stress: Indirect associations of dispositional mindfulness with depression, anxiety and loneliness via ways of coping. J Adolesc 2021; 93:177-189. [PMID: 34785381 DOI: 10.1016/j.adolescence.2021.11.003] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2021] [Revised: 10/27/2021] [Accepted: 11/07/2021] [Indexed: 10/19/2022]
Abstract
INTRODUCTION Adolescents higher in the trait of dispositional mindfulness report fewer socioemotional problems. Focusing on the domain of peer stressors, we tested a model of adolescents' mindfulness as a resource that undergirds more constructive stress coping responses, in turn resulting in fewer socioemotional problems. METHOD The participants were 361 Australian secondary school students (40% boys; ages 11 to 18; M = 14.9 years; SD = 1.4). Each completed a questionnaire to report four facets of dispositional mindfulness; engagement and disengagement coping and involuntary stress responses to recent peer interpersonal stressful events; and socioemotional problems of loneliness, social anxiety, and depression. RESULTS Adolescents who reported more dispositional mindfulness, including facets of awareness, describing, non-judgement and non-reactivity, were lower in involuntary peer stress responses, disengagement coping, loneliness, social anxiety, and depression; associations of mindfulness facets with engagement coping were mixed. Mediational path models showed that almost all the significant negative associations of dispositional mindfulness with loneliness, social anxiety and depression were fully indirect via peer stress coping responses. Further, an alternative model, which tested whether loneliness, social anxiety and depression were the instigators of stress coping responses via mindfulness, had an adequate but poorer fit. CONCLUSION As hypothesized, the benefit of adolescents' dispositional mindfulness for reducing loneliness, social anxiety and depression seems to be indirect, with positive peer stress coping responses key mediators in these indirect pathways. It is less likely that the alternative occurs, whereby adolescents' socioemotional problems are the foundation for mindfulness and peer stress coping responses.
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Affiliation(s)
- Melanie J Zimmer-Gembeck
- School of Applied Psychology and Menzies Health Institute of Queensland, Griffith University, Australia.
| | - Sarah J Clear
- School of Applied Psychology and Menzies Health Institute of Queensland, Griffith University, Australia
| | - Shawna M Campbell
- School of Applied Psychology and Menzies Health Institute of Queensland, Griffith University, Australia
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88
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Potterton R, Austin A, Robinson L, Webb H, Allen KL, Schmidt U. Identity Development and Social-Emotional Disorders During Adolescence and Emerging Adulthood: A Systematic Review and Meta-Analysis. J Youth Adolesc 2021; 51:16-29. [PMID: 34783954 PMCID: PMC8732894 DOI: 10.1007/s10964-021-01536-7] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/09/2021] [Accepted: 10/22/2021] [Indexed: 11/29/2022]
Abstract
Depression, anxiety and eating disorders ("social-emotional disorders") are common during adolescence/emerging adulthood, periods of intense identity development. Despite this, there are few reviews of existing research on the relationship between symptoms of these disorders and ongoing identity development. This study systematically reviewed, narratively synthesized and meta-analyzed longitudinal investigations of the relationship between identity synthesis/confusion and depression, anxiety and eating disorders symptoms during adolescence/emerging adulthood. Three databases (PsycInfo, Medline, Embase) were searched. Study quality was systematically appraised, findings were qualitatively synthesized and (where possible) meta-analyzed. 20 studies (55% "fair" quality, 45% "poor" quality) were identified, including 13,787 participants (54.2% female, mean age = 14.48 years, range 10-29 years). The narrative synthesis found evidence of bidirectional relationships between identity synthesis/confusion and depression, anxiety and eating disorder symptoms. Meta-analyses and meta-regressions of a sub-sample of studies (N = 9) indicated no significant associations between identity synthesis or confusion and anxiety or depression symptoms. More high-quality research is needed before firm conclusions can be drawn.
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Affiliation(s)
- Rachel Potterton
- Institute of Psychiatry, Psychology and Neuroscience, Section of Eating Disorders, King's College London, London, United Kingdom.
| | - Amelia Austin
- Institute of Psychiatry, Psychology and Neuroscience, Section of Eating Disorders, King's College London, London, United Kingdom
| | - Lauren Robinson
- Institute of Psychiatry, Psychology and Neuroscience, Section of Eating Disorders, King's College London, London, United Kingdom
| | - Hannah Webb
- Institute of Psychiatry, Psychology and Neuroscience, Section of Eating Disorders, King's College London, London, United Kingdom
| | - Karina L Allen
- Institute of Psychiatry, Psychology and Neuroscience, Section of Eating Disorders, King's College London, London, United Kingdom.,The Eating Disorders Service, Maudsley Hospital, South London and Maudsley NHS Foundation Trust, London, United Kingdom
| | - Ulrike Schmidt
- Institute of Psychiatry, Psychology and Neuroscience, Section of Eating Disorders, King's College London, London, United Kingdom.,The Eating Disorders Service, Maudsley Hospital, South London and Maudsley NHS Foundation Trust, London, United Kingdom
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89
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Werneck AO, Hoare E, Stubbs B, van Sluijs EMF, Corder K. Association of mentally-active and mentally-passive sedentary behaviour with depressive symptoms among adolescents. J Affect Disord 2021; 294:143-150. [PMID: 34298218 PMCID: PMC7612671 DOI: 10.1016/j.jad.2021.07.004] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/05/2021] [Revised: 07/01/2021] [Accepted: 07/06/2021] [Indexed: 10/20/2022]
Abstract
BACKGROUND The evidence on the association between sedentary behaviour and depression in adolescence is mixed. We aimed to investigate the association between mentally-active and mentally-passive sedentary behaviours at 11 years (11y) and depressive symptoms at 14y, and to examine potential mediators. METHODS UK Millennium Cohort Study data were used (n=7,124; 49% boys). At 11y, participants self-reported frequency of mentally-passive (listening to music, internet use) and mentally-active sedentary behaviours (reading, playing electronic games). Additional parental-reported behaviours (mentally-passive: TV viewing; mentally-active: homework) were summed with self-reported behaviours to represent continuous indicators of mentally-active and mentally-passive sedentary behaviour. Depressive symptoms were assessed (at 11y and 14y) using the short-version of Mood and Feelings Questionnaire. Body mass index (BMI), mentally-passive sedentary behaviour and cognition at 14y were examined as potential mediators. Linear regression models were adjusted for confounders and stratified by sex. Subsequent mediation analyses reporting e-values were used to assess unmeasured confounding. RESULTS Among girls, mentally-passive sedentary behaviour at 11y was associated with later depressive symptoms (14y) [β:0.089 (95%CI:0.055-0.122), e-value:1.32]. This association was mediated by BMI [5.6% (95%CI:4.1%-8.6%)] and mentally-passive sedentary behaviour [105.6% (95%CI:79.6%-156.7%)]. No associations were observed in boys or between mentally-active sedentary behaviour and later depressive symptoms. LIMITATIONS The parental report of behaviours and the assessment of mediators and outcome in the same wave are the main limitations. CONCLUSION Future interventions aiming to improve mental health among girls could aim to reduce mentally-passive sedentary behaviour in early teens and could target potential mediators including BMI.
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Affiliation(s)
- André O. Werneck
- MRC Epidemiology Unit and Centre for Diet and Activity Research (CEDAR), University of Cambridge, Cambridge, UK,Department of Physical Education. Universidade Estadual Paulista "Júlio de Mesquita Filho" (UNESP), Presidente Prudente, Brazil
| | - Erin Hoare
- MRC Epidemiology Unit and Centre for Diet and Activity Research (CEDAR), University of Cambridge, Cambridge, UK,Food & Mood Centre, Centre for Innovation in Mental and Physical Health and Clinical Treatment, School of Medicine, Faculty of Health, Deakin University
| | - Brendon Stubbs
- Department of Psychological Medicine, Institute of Psychiatry, Psychology and Neuroscience, King's College London, De Crespigny Park, London, Box SE5 8AF, United Kingdom and South London,Maudsley NHS Foundation Trust, London, UK
| | - Esther M. F. van Sluijs
- MRC Epidemiology Unit and Centre for Diet and Activity Research (CEDAR), University of Cambridge, Cambridge, UK
| | - Kirsten Corder
- MRC Epidemiology Unit and Centre for Diet and Activity Research (CEDAR), University of Cambridge, Cambridge, UK
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90
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Siebelink NM, Kaijadoe SPT, van Horssen FM, Holtland JNP, Bögels SM, Buitelaar JK, Speckens AEM, Greven CU. Mindfulness for Children With ADHD and Mindful Parenting (MindChamp): A Qualitative Study on Feasibility and Effects. J Atten Disord 2021; 25:1931-1942. [PMID: 32727260 PMCID: PMC8427809 DOI: 10.1177/1087054720945023] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
Abstract
Objective: We describe qualitative results on facilitators and barriers to participating in a family mindfulness-based intervention (MBI) for youth with ADHD and their parents and perceived effects on child and parent. Method: Sixty-nine families started the 8-week protocolized group-based MBI called "MYmind." After the MBI, individual semi-structured interviews were conducted with a purposive sample of parents (n = 20), children (n = 17, ages 9-16 years), and mindfulness teachers (n = 3). Interviews were analyzed using Grounded Theory. Results: Facilitators and barriers regarding contextual factors (e.g., time investment), MBI characteristics (e.g., parallel parent-child training), and participant characteristics (e.g., ADHD-symptoms) are described. Perceived effects were heterogeneous: no/adverse effects, awareness/insight, acceptance, emotion regulation/reactivity, cognitive functioning, calmness/relaxation, relational changes, generalization. Conclusion: MYmind can lead to a variety of transferable positively perceived effects beyond child ADHD-symptom decrease. Recommendations on MYmind participant inclusion, program characteristics, mindfulness teachers, and evaluating treatment efficacy are provided.
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Affiliation(s)
- Nienke M. Siebelink
- Department of Cognitive Neuroscience, Donders Institute for Brain, Cognition and Behaviour, Radboud University Medical Center, Nijmegen, The Netherlands,Karakter Child and Adolescent Psychiatry University Center, Nijmegen, The Netherlands
| | | | - Fylis M. van Horssen
- Karakter Child and Adolescent Psychiatry University Center, Nijmegen, The Netherlands
| | | | - Susan M. Bögels
- Department of Developmental Psychology & Research Institute of Child Development and Education, University of Amsterdam, The Netherlands
| | - Jan K. Buitelaar
- Department of Cognitive Neuroscience, Donders Institute for Brain, Cognition and Behaviour, Radboud University Medical Center, Nijmegen, The Netherlands,Karakter Child and Adolescent Psychiatry University Center, Nijmegen, The Netherlands
| | - Anne E. M. Speckens
- Radboudumc Center for Mindfulness, Department of Psychiatry, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Corina U. Greven
- Department of Cognitive Neuroscience, Donders Institute for Brain, Cognition and Behaviour, Radboud University Medical Center, Nijmegen, The Netherlands,Karakter Child and Adolescent Psychiatry University Center, Nijmegen, The Netherlands,Institute of Psychiatry, Psychology and Neuroscience, Social, Genetic and Developmental Psychiatry Centre, King’s College London, UK,Corina U. Greven, Department of Cognitive Neuroscience, Donders Institute for Brain, Cognition and Behaviour, Radboud University Medical Center, Kapittelweg 29, 6525 EN Nijmegen, The Netherlands.
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91
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Neher T, Green J, Puzia M, Huberty J. Describing the Use of a Mindfulness-Based App for Sleep and Mental Well-Being, Across Age, in Children. CHILD & YOUTH CARE FORUM 2021. [DOI: 10.1007/s10566-021-09651-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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92
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Baker HJ, Lawrence PJ, Karalus J, Creswell C, Waite P. The Effectiveness of Psychological Therapies for Anxiety Disorders in Adolescents: A Meta-Analysis. Clin Child Fam Psychol Rev 2021; 24:765-782. [PMID: 34471966 PMCID: PMC8541960 DOI: 10.1007/s10567-021-00364-2] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/09/2021] [Indexed: 12/23/2022]
Abstract
Anxiety disorders are common in adolescence but outcomes for adolescents are unclear and we do not know what factors moderate treatment outcome for this age group. We conducted meta-analyses to establish the effectiveness of psychological therapies for adolescent anxiety disorders in (i) reducing anxiety disorder symptoms, and (ii) remission from the primary anxiety disorder, compared with controls, and examine potential moderators of treatment effects. The protocol was registered with PROSPERO (CRD42018091744). Electronic databases (Web of Science, MEDLINE, Psycinfo, EMBASE) were searched from January 1990 to December 2019. 2511 articles were reviewed, those meeting strict criteria were included. Random effects meta-analyses were conducted. Analyses of symptom severity outcomes comprised sixteen studies (CBT k = 15, non-CBT k = 1; n = 766 adolescents), and analyses of diagnostic remission outcomes comprised nine (CBT k = 9; n = 563 adolescents). Post-treatment, those receiving treatment were significantly more likely to experience reduced symptom severity (SMD = 0.454, 95% CI 0.22–0.69) and remission from the primary anxiety disorder than controls (RR = 7.94, 95% CI 3.19–12.7) (36% treatment vs. 9% controls in remission). None of the moderators analysed were statistically significant. Psychological therapies targeting anxiety disorders in adolescents are more effective than controls. However, with only just over a third in remission post-treatment, there is a clear need to develop more effective treatments for adolescents, evaluated through high-quality randomised controlled trials incorporating active controls and follow-up data.
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Affiliation(s)
- Holly J. Baker
- School of Psychology and Clinical Language Sciences, University of Reading, Reading, RG6 6AL UK
| | - Peter J. Lawrence
- Centre for Innovation in Mental Health, School of Psychology, University of Southampton, Southampton, SO17 1BJ UK
| | - Jessica Karalus
- Central North West London NHS Foundation Trust, Grenfell Health and Wellbeing Service, St Charles Hospital, Exmoor Street, London, W10 6DZ UK
| | - Cathy Creswell
- Radcliffe Observatory, University of Oxford, Anna Watts Building, Woodstock Rd, Oxford, OX2 6GG UK
| | - Polly Waite
- School of Psychology and Clinical Language Sciences, University of Reading, Reading, RG6 6AL UK
- Radcliffe Observatory, University of Oxford, Anna Watts Building, Woodstock Rd, Oxford, OX2 6GG UK
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93
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Friesen C, Colombo JM, Deacy A, Schurman JV. An Update on the Assessment and Management of Pediatric Abdominal Pain. PEDIATRIC HEALTH MEDICINE AND THERAPEUTICS 2021; 12:373-393. [PMID: 34393542 PMCID: PMC8354769 DOI: 10.2147/phmt.s287719] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/22/2021] [Accepted: 07/15/2021] [Indexed: 12/12/2022]
Abstract
Chronic abdominal pain is very common in children and adolescent and results in high personal and social costs. Most youth with chronic abdominal pain fulfill criteria for a functional abdominal pain disorder (FAPD) as defined by Rome criteria. These are complex conditions with a wide array of biological, psychological, and social factors contributing to the experience of pain. The purpose of the current review is to provide an overview of the pathophysiology of FAPDs and an up-to-date summary of the literature related to FAPDs in children and adolescents, with additional focus on several areas (eg, diet and probiotics) where patients and families frequently have questions or implement self-directed care. We also provide an approach to the assessment and treatment of pediatric FAPDs focusing on the robust literature regarding psychological interventions and much sparser literature regarding medication treatment.
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Affiliation(s)
- Craig Friesen
- Division of Gastroenterology, Hepatology, and Nutrition; Children's Mercy Kansas City, Kansas City, MO, USA
| | - Jennifer M Colombo
- Division of Gastroenterology, Hepatology, and Nutrition; Children's Mercy Kansas City, Kansas City, MO, USA
| | - Amanda Deacy
- Division of Gastroenterology, Hepatology, and Nutrition; Children's Mercy Kansas City, Kansas City, MO, USA
| | - Jennifer V Schurman
- Division of Gastroenterology, Hepatology, and Nutrition; Children's Mercy Kansas City, Kansas City, MO, USA
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94
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Pyle L, Kelsey MM. Youth-onset type 2 diabetes: translating epidemiology into clinical trials. Diabetologia 2021; 64:1709-1716. [PMID: 34075436 DOI: 10.1007/s00125-021-05480-w] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/21/2020] [Accepted: 03/10/2021] [Indexed: 12/17/2022]
Abstract
Globally, the proportion of new diagnoses of youth-onset diabetes represented by type 2 diabetes is increasing, and youth with type 2 diabetes commonly have complications and comorbidities, as well as a higher rate of mortality. In this review, we summarise what is known about the natural progression of youth-onset type 2 diabetes from published clinical trials and large-scale prospective epidemiological studies. It is important to note that the robust pathophysiological and treatment data specifically related to individuals with a diabetes onset at ≤20 years of age largely hails from the USA. Youth-onset type 2 diabetes is characterised by pathophysiological heterogeneity and inadequate glycaemic control, highlighting the need for new treatment approaches and innovative study designs in populations of varied genetic and cultural backgrounds.
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Affiliation(s)
- Laura Pyle
- Section of Paediatric Endocrinology, University of Colorado School of Medicine, Aurora, CO, USA
- Department of Biostatistics and Informatics, Colorado School of Public Health, Aurora, CO, USA
| | - Megan M Kelsey
- Section of Paediatric Endocrinology, University of Colorado School of Medicine, Aurora, CO, USA.
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95
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The Limited Effect of Mindfulness-Based Interventions on Anxiety in Children and Adolescents: A Meta-Analysis. Clin Child Fam Psychol Rev 2021; 23:407-426. [PMID: 32583200 DOI: 10.1007/s10567-020-00319-z] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/07/2023]
Abstract
Anxiety disorders are common mental health problems amongst youth with harmful impacts often extending into adulthood. Mindfulness-based interventions (MBIs) have become increasingly popular for addressing mental health issues, particularly in schools; however, it remains unclear how effective they are for reducing youth anxiety. This meta-analysis aimed to evaluate the efficacy and effect moderators of MBIs on anxiety outcomes in children and adolescents. Eligible studies were published randomised controlled trials (RCTs) of MBIs conducted with participants aged 18 years or younger, investigating anxiety outcomes using a well-validated anxiety scale. A systematic search of RCTs published through to February 2019 identified 20 studies for inclusion (n = 1582). A random effects model was used to synthesise MBI effects. Stratified meta-analyses as well as individual, random effects meta-regressions were performed to examine how effects varied by age group, intervention setting, control type, research location, and intervention dosage. Although, across all studies, there was a small beneficial effect of MBIs on anxiety post treatment (d = 0.26), this was significantly moderated by research location, with RCTs conducted in Iran producing large effects (d = 1.25), and RCTs conducted in Western countries demonstrating no significant beneficial effect compared to controls (very small, d = 0.05). Effects were non-significant at follow-up assessment points. Post-treatment effects were significant for MBIs conducted with children (d = 0.41) and for MBIs when compared to passive controls (d = 0.33), but non-significant for adolescents (d = 0.21), for MBIs conducted in schools (d = 0.30) and in clinics (d = 0.13), and when MBIs were compared to active controls (d = 0.12). Results suggest that MBIs are likely to have a small to medium, yet temporary effect in reducing anxiety symptoms in children (not adolescents), but amongst Western youth populations the most likely outcome, from RCTs to date, is that MBIs produce no beneficial effect in anxiety reduction. Results revealed a lack of evidence to support investment in school-based MBIs to address youth anxiety.
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96
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Cordeiro C, Magalhães S, Rocha R, Mesquita A, Olive T, Castro SL, Limpo T. Promoting Third Graders' Executive Functions and Literacy: A Pilot Study Examining the Benefits of Mindfulness vs. Relaxation Training. Front Psychol 2021; 12:643794. [PMID: 34093324 PMCID: PMC8172966 DOI: 10.3389/fpsyg.2021.643794] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2020] [Accepted: 04/26/2021] [Indexed: 11/13/2022] Open
Abstract
Research suggested that developing mindfulness skills in children improves proximal outcomes, such as attention and executive functions, as well as distal outcomes, such as academic achievement. Despite empirical evidence supporting this claim, research on the benefits of mindfulness training in child populations is scarce, with some mixed findings in the field. Here, we aimed to fill in this gap, by examining the effects of a mindfulness training on third graders' proximal and distal outcomes, namely, attention and executive functions (viz., inhibitory control, working memory, and cognitive flexibility) as well as literacy-related achievement (viz., handwriting fluency, text quality, Portuguese grades). These outcomes were measured with behavioral tasks and teacher ratings. Sixty-six Portuguese children were randomly allocated to an experimental group receiving mindfulness training (n = 29) or an active control group receiving relaxation training (n = 37). Both training programs were implemented by psychologists in two 30-min weekly sessions for 8 weeks. All students were assessed before and after the interventions. Three main findings are noteworthy: (a) mindfulness training enhanced teacher-rated cognitive flexibility and a performance-based composite score of executive functions among children with higher pretest scores; (b) relaxation training improved performance-based cognitive flexibility and the composite score of executive functions among children with lower pretest scores; (c) children receiving mindfulness training had higher handwriting fluency and better grades in Portuguese than those receiving relaxation training. These findings provide preliminary evidence on the benefits of mindfulness training in educational settings and highlight the moderating role of baseline performance on those benefits.
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Affiliation(s)
- Carolina Cordeiro
- Faculty of Psychology and Education Sciences, University of Porto, Porto, Portugal
| | - Sofia Magalhães
- Faculty of Psychology and Education Sciences, University of Porto, Porto, Portugal
| | - Renata Rocha
- Faculty of Psychology and Education Sciences, University of Porto, Porto, Portugal
| | - Ana Mesquita
- Faculty of Psychology and Education Sciences, University of Porto, Porto, Portugal
| | - Thierry Olive
- Centre National de la Recherche Scientifique and University of Poitiers, Poitiers, France
| | - São Luís Castro
- Faculty of Psychology and Education Sciences, University of Porto, Porto, Portugal
| | - Teresa Limpo
- Faculty of Psychology and Education Sciences, University of Porto, Porto, Portugal
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97
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Whiting SB, Wass SV, Green S, Thomas MSC. Stress and Learning in Pupils: Neuroscience Evidence and its Relevance for Teachers. MIND, BRAIN AND EDUCATION : THE OFFICIAL JOURNAL OF THE INTERNATIONAL MIND, BRAIN, AND EDUCATION SOCIETY 2021; 15:177-188. [PMID: 34239601 PMCID: PMC8248342 DOI: 10.1111/mbe.12282] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/04/2019] [Revised: 12/17/2020] [Accepted: 01/18/2021] [Indexed: 06/13/2023]
Abstract
Our understanding of how stress affects primary school children's attention and learning has developed rapidly. We know that children experience differing levels of stressors (factors that cause stress) in their environments, and that this can influence how they respond to new stressors when they occur in educational contexts. Here, we review evidence showing that stress can increase children's attention and learning capacities in some circumstances but hinder them in others. We show how children differ in their attention and learning styles, dependent on stress levels: for example, more highly stressed children may be more distracted by superficial features and may find it harder to engage in planning and voluntary control. We review intervention research on stress management techniques in children, concentrating on psychological techniques (such as mindfulness and stress reappraisal), physiological techniques (such as breathing exercises) and environmental factors (such as reducing noise). At the current time, raising teachers' awareness of pupils' differing stress responses will be an important step in accommodating the differing needs of children in their classrooms.
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Affiliation(s)
- Sue B Whiting
- Department of Psychological Sciences Birkbeck, University of London, London, UK
| | - Sam V Wass
- School of Psychology University of East London, London, UK
| | - Simon Green
- Department of Psychological Sciences Birkbeck, University of London, London, UK
| | - Michael S C Thomas
- Department of Psychological Sciences Birkbeck, University of London, London, UK
- Centre for Educational Neuroscience Birkbeck, University of London, London, UK
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98
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Jeong J, Franchett EE, Ramos de Oliveira CV, Rehmani K, Yousafzai AK. Parenting interventions to promote early child development in the first three years of life: A global systematic review and meta-analysis. PLoS Med 2021; 18:e1003602. [PMID: 33970913 PMCID: PMC8109838 DOI: 10.1371/journal.pmed.1003602] [Citation(s) in RCA: 218] [Impact Index Per Article: 72.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/23/2020] [Accepted: 04/01/2021] [Indexed: 11/19/2022] Open
Abstract
BACKGROUND Parents are the primary caregivers of young children. Responsive parent-child relationships and parental support for learning during the earliest years of life are crucial for promoting early child development (ECD). We conducted a global systematic review and meta-analysis to evaluate the effectiveness of parenting interventions on ECD and parenting outcomes. METHODS AND FINDINGS We searched MEDLINE, Embase, PsycINFO, CINAHL, Web of Science, and Global Health Library for peer-reviewed, published articles from database inception until November 15, 2020. We included randomized controlled trials (RCTs) of parenting interventions delivered during the first 3 years of life that evaluated at least 1 ECD outcome. At least 2 reviewers independently screened, extracted data, and assessed study quality from eligible studies. ECD outcomes included cognitive, language, motor, and socioemotional development, behavior problems, and attachment. Parenting outcomes included parenting knowledge, parenting practices, parent-child interactions, and parental depressive symptoms. We calculated intervention effect sizes as the standardized mean difference (SMD) and estimated pooled effect sizes for each outcome separately using robust variance estimation meta-analytic approaches. We used random-effects meta-regression models to assess potential effect modification by country-income level, child age, intervention content, duration, delivery, setting, and study quality. This review was registered with PROSPERO (CRD42018092458 and CRD42018092461). Of the 11,920 articles identified, we included 111 articles representing 102 unique RCTs. Pooled effect sizes indicated positive benefits of parenting interventions on child cognitive development (SMD = 0.32, 95% CI [confidence interval]: 0.23, 0.40, P < 0.001), language development (SMD = 0.28, 95% CI: 0.18 to 0.37, P < 0.001), motor development (SMD = 0.24, 95% CI: 0.15 to 0.32, P < 0.001), socioemotional development (SMD = 0.19, 95% CI: 0.10 to 0.28, P < 0.001), and attachment (SMD = 0.29, 95% CI: 0.18 to 0.40, P < 0.001) and reductions in behavior problems (SMD = -0.13, 95% CI: -0.18 to -0.08, P < 0.001). Positive benefits were also found on parenting knowledge (SMD = 0.56, 95% CI: 0.33 to 0.79, P < 0.001), parenting practices (SMD = 0.33, 95% CI: 0.22 to 0.44, P < 0.001), and parent-child interactions (SMD = 0.39, 95% CI: 0.24 to 0.53, P < 0.001). However, there was no significant reduction in parental depressive symptoms (SMD = -0.07, 95% CI: -0.16 to 0.02, P = 0.08). Subgroup analyses revealed significantly greater effects on child cognitive, language, and motor development, and parenting practices in low- and middle-income countries compared to high-income countries; and significantly greater effects on child cognitive development, parenting knowledge, parenting practices, and parent-child interactions for programs that focused on responsive caregiving compared to those that did not. On the other hand, there was no clear evidence of effect modification by child age, intervention duration, delivery, setting, or study risk of bias. Study limitations include considerable unexplained heterogeneity, inadequate reporting of intervention content and implementation, and varying quality of evidence in terms of the conduct of trials and robustness of outcome measures used across studies. CONCLUSIONS Parenting interventions for children during the first 3 years of life are effective for improving ECD outcomes and enhancing parenting outcomes across low-, middle-, and high-income countries. Increasing implementation of effective and high-quality parenting interventions is needed globally and at scale in order to support parents and enable young children to achieve their full developmental potential.
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Affiliation(s)
- Joshua Jeong
- Department of Global Health and Population, Harvard T.H. Chan School of Public Health, Boston, Massachusetts, United States of America
| | - Emily E. Franchett
- Department of Global Health and Population, Harvard T.H. Chan School of Public Health, Boston, Massachusetts, United States of America
| | - Clariana V. Ramos de Oliveira
- Department of Global Health and Population, Harvard T.H. Chan School of Public Health, Boston, Massachusetts, United States of America
| | - Karima Rehmani
- Department of Global Health and Population, Harvard T.H. Chan School of Public Health, Boston, Massachusetts, United States of America
| | - Aisha K. Yousafzai
- Department of Global Health and Population, Harvard T.H. Chan School of Public Health, Boston, Massachusetts, United States of America
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Sciutto MJ, Veres DA, Marinstein TL, Bailey BF, Cehelyk SK. Effects of a School-Based Mindfulness Program for Young Children. JOURNAL OF CHILD AND FAMILY STUDIES 2021; 30:1516-1527. [PMID: 33875914 PMCID: PMC8046640 DOI: 10.1007/s10826-021-01955-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 04/01/2021] [Indexed: 06/12/2023]
Abstract
Schools are an attractive setting for implementation of mindfulness-based programs because mindfulness practices, by their very nature, align with a wide range of core educational goals. The present study investigated the effects of an 8-week (16 session) school-based mindfulness program for young children across 8 classrooms (K through 2) using a quasi-experimental delayed-intervention control group design. Results indicated that the mindfulness program was associated with significant improvements in teacher ratings of externalizing and prosocial behaviors. Program outcomes were not associated with child sex or race/ethnicity, but did vary by grade. Descriptive analyses suggest that outcomes tended to be more positive in classrooms with higher levels of teacher and student engagement. Results of the present study add to the growing knowledge base on the positive effects of school-based mindfulness programs and point to a need for more rigorous inquiry into the extent to which students and teachers are engaged with mindfulness programs both during the program itself and in their day to day functioning.
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Affiliation(s)
- Mark J. Sciutto
- Department of Psychology, Muhlenberg College, Allentown, PA 18104 USA
| | | | | | - Brooke F. Bailey
- Department of Psychology, Muhlenberg College, Allentown, PA 18104 USA
| | - Sarah K. Cehelyk
- Department of Psychology, Muhlenberg College, Allentown, PA 18104 USA
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Montero-Marin J, Nuthall E, Byford S, Crane C, Dalgleish T, Ford T, Ganguli P, Greenberg MT, Ukoumunne OC, Viner RM, Williams JMG, Kuyken W. Update to the effectiveness and cost-effectiveness of a mindfulness training programme in schools compared with normal school provision (MYRIAD): study protocol for a randomised controlled trial. Trials 2021; 22:254. [PMID: 33827652 PMCID: PMC8024679 DOI: 10.1186/s13063-021-05213-9] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/21/2021] [Accepted: 03/20/2021] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND MYRIAD (My Resilience in Adolescence) is a superiority, parallel group, cluster randomised controlled trial designed to examine the effectiveness and cost-effectiveness of a mindfulness training (MT) programme, compared with normal social and emotional learning (SEL) school provision to enhance mental health, social-emotional-behavioural functioning and well-being in adolescence. The original trial protocol was published in Trials (accessible at https://doi.org/10.1186/s13063-017-1917-4 ). This included recruitment in two cohorts, enabling the learning from the smaller first cohort to be incorporated in the second cohort. Here we describe final amendments to the study protocol and discuss their underlying rationale. METHODS Four major changes were introduced into the study protocol: (1) there were changes in eligibility criteria, including a clearer operational definition to assess the degree of SEL implementation in schools, and also new criteria to avoid experimental contamination; (2) the number of schools and pupils that had to be recruited was increased based on what we learned in the first cohort; (3) some changes were made to the secondary outcome measures to improve their validity and ability to measure constructs of interest and to reduce the burden on school staff; and (4) the current Coronavirus Disease 2019 (SARS-CoV-2 or COVID-19) pandemic both influences and makes it difficult to interpret the 2-year follow-up primary endpoint results, so we changed our primary endpoint to 1-year follow-up. DISCUSSION These changes to the study protocol were approved by the Trial Management Group, Trial Steering Committee and Data and Ethics Monitoring Committees and improved the enrolment of participants and quality of measures. Furthermore, the change in the primary endpoint will give a more reliable answer to our primary question because it was collected prior to the COVID-19 pandemic in both cohort 1 and cohort 2. Nevertheless, the longer 2-year follow-up data will still be acquired, although this time-point will be now framed as a second major investigation to answer some new important questions presented by the combination of the pandemic and our study design. TRIAL REGISTRATION International Standard Randomised Controlled Trials ISRCTN86619085 . Registered on 3 June 2016.
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Affiliation(s)
- Jesus Montero-Marin
- Department of Psychiatry, University of Oxford, Warneford Hospital, Oxford, UK
| | - Elizabeth Nuthall
- Department of Psychiatry, University of Oxford, Warneford Hospital, Oxford, UK
| | - Sarah Byford
- Kings Health Economics, Kings College London, London, UK
| | - Catherine Crane
- Oxford Institute of Clinical Psychology Training, Warneford Hospital, Oxford, UK
| | - Tim Dalgleish
- MRC Cognition and Brain Sciences Unit, University of Cambridge, Cambridge, UK
| | - Tamsin Ford
- Department of Psychiatry, University of Cambridge, Cambridge, UK
| | | | - Mark T. Greenberg
- Prevention Research Center, Pennsylvania State University, State College, PA USA
| | - Obioha C. Ukoumunne
- NIHR ARC South West Peninsula (PenARC), University of Exeter Medical School, Exeter, UK
| | | | - J. Mark G. Williams
- Department of Psychiatry, University of Oxford, Warneford Hospital, Oxford, UK
| | - Willem Kuyken
- Department of Psychiatry, University of Oxford, Warneford Hospital, Oxford, UK
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