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Adynski H, Propper C, Beeber L, Gilmore JH, Zou B, Santos HP. The role of emotional regulation on early child school adjustment outcomes. Arch Psychiatr Nurs 2024; 51:201-211. [PMID: 39034079 DOI: 10.1016/j.apnu.2024.07.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/27/2024] [Revised: 05/09/2024] [Accepted: 07/01/2024] [Indexed: 07/23/2024]
Abstract
Emotional regulation involves managing attention, affect, and behavior, and is essential for long-term health and well-being, including positive school adjustment. The purpose of this secondary data analysis from the Durham Child Health and Development Study was to explore how parent and teacher reported emotional regulation behaviors related to school adjustment outcomes (social skills, academic performance, and academic achievement) during early childhood. Parent and teacher reports on emotional regulation behaviors showed mixed concordance, however they correlated with critical aspects of school adjustment. Clinical and practical implications are discussed, including the role of psychiatric nurses in promoting positive emotional regulation and school adjustment outcomes across settings.
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Affiliation(s)
- Harry Adynski
- National Clinician Scholars Program, Philip R. Lee Institute for Health Policy Studies, University of California San Francisco, CA, United States.
| | - Cathi Propper
- School of Nursing, University of North Carolina at Chapel Hill, NC, United States
| | - Linda Beeber
- School of Nursing, University of North Carolina at Chapel Hill, NC, United States
| | - John H Gilmore
- Department of Psychiatry, University of North Carolina at Chapel Hill, NC, United States
| | - Baiming Zou
- Department of Biostatistics, University of North Carolina at Chapel Hill, NC, United States
| | - Hudson P Santos
- The University of Miami School of Nursing and Health Studies, FL, United States
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2
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Eisenberg N, Hernández MM, Zuffianò A, Spinrad TL. The relevance of top-down self-regulation for children's and adolescents' developmental outcomes. Curr Opin Psychol 2024; 58:101847. [PMID: 39084055 DOI: 10.1016/j.copsyc.2024.101847] [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: 06/29/2024] [Revised: 07/17/2024] [Accepted: 07/18/2024] [Indexed: 08/02/2024]
Abstract
A popular topic in developmental science is self-regulation, an aspect of functioning viewed as contributing to optimal development. Of particular theoretical importance is top-down (frontal cortically based) self-regulation (TDSR). This article briefly reviews recent research on TDSR's relation to four areas of development: maladjustment, social competence, prosocial development, and academic development. Recent studies on the topic often involve sophisticated methods and designs; moreover, several relevant meta-analyses have been published in the recent past. In general, a higher level of TDSR has been associated with better adjustment, social competence, prosociality, and success in the school setting. Limitations in the research and extant meta-analyses are briefly noted.
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Affiliation(s)
| | | | - Antonio Zuffianò
- Department of Psychology, Sapienza University of Rome, Rome, Italy
| | - Tracy L Spinrad
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, USA
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3
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Tsai CJ, Lin HY, Gau SSF. Correlation of altered intrinsic functional connectivity with impaired self-regulation in children and adolescents with ADHD. Eur Arch Psychiatry Clin Neurosci 2024:10.1007/s00406-024-01787-y. [PMID: 38906983 DOI: 10.1007/s00406-024-01787-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/10/2023] [Accepted: 02/16/2024] [Indexed: 06/23/2024]
Abstract
BACKGROUND Attention-deficit hyperactivity disorder (ADHD) has a high prevalence of co-occurring impaired self-regulation (dysregulation), exacerbating adverse outcomes. Neural correlates underlying impaired self-regulation in ADHD remain inconclusive. We aimed to investigate the impact of dysregulation on intrinsic functional connectivity (iFC) in children with ADHD and the correlation of iFC with dysregulation among children with ADHD relative to typically developing controls (TDC). METHODS Resting-state functional MRI data of 71 children with ADHD (11.38 ± 2.44 years) and 117 age-matched TDC were used in the final analysis. We restricted our analyses to resting-state networks (RSNs) of interest derived from independent component analysis. Impaired self-regulation was estimated based on the Child Behavioral Checklist-Dysregulation Profile. RESULTS Children with ADHD showed stronger iFC than TDC in the left frontoparietal network, somatomotor network (SMN), visual network (VIS), default-mode network (DMN), and dorsal attention network (DAN) (FWE-corrected alpha < 0.05). After adding dysregulation levels as an extra regressor, the ADHD group only showed stronger iFC in the VIS and SMN. ADHD children with high dysregulation had higher precuneus iFC within DMN than ADHD children with low dysregulation. Angular gyrus iFC within DMN was positively correlated with dysregulation in the ADHD group but negatively correlated with dysregulation in the TDC group. Functional network connectivity showed ADHD had a greater DMN-DAN connection than TDC, regardless of the dysregulation level. CONCLUSIONS Our findings suggest that DMN connectivity may contribute to impaired self-regulation in ADHD. Impaired self-regulation should be considered categorical and dimensional moderators for the neural correlates of altered iFC in ADHD.
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Affiliation(s)
- Chia-Jui Tsai
- Graduate Institute of Clinical Medicine, College of Medicine, National Taiwan University, Taipei, Taiwan
- School of Medicine, National Yang Ming Chiao Tung University, Taipei, Taiwan
| | - Hsiang-Yuan Lin
- Azrieli Adult Neurodevelopmental Centre, Campbell Family Mental Health Research Institute, Centre for Addiction and Mental Health, Toronto, ON, Canada
- Department of Psychiatry, Temerty Faculty of Medicine, University of Toronto, Toronto, ON, Canada
| | - Susan Shur-Fen Gau
- Graduate Institute of Clinical Medicine, College of Medicine, National Taiwan University, Taipei, Taiwan.
- Department of Psychiatry, National Taiwan University Hospital and College of Medicine, No. 7, Chung-Shan South Road, Taipei, 10002, Taiwan.
- Graduate Institute of Brain and Mind Sciences, College of Medicine, National Taiwan University Hospital, Taipei, Taiwan.
- Department of Psychology, College of Science, National Taiwan University, Taipei, Taiwan.
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4
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Kanayama A, Siraj I, Moeyaert M, Steiner K, Yu EC, Ereky‐Stevens K, Iwasa K, Ishikawa M, Kahlon M, Warnatsch R, Dascalu A, He R, Mehta PP, Robinson N, Shi Y. PROTOCOL: Key characteristics of effective preschool-based interventions to promote self-regulation: A systematic review and meta-analysis. CAMPBELL SYSTEMATIC REVIEWS 2024; 20:e1383. [PMID: 38566844 PMCID: PMC10985547 DOI: 10.1002/cl2.1383] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/28/2023] [Accepted: 12/04/2023] [Indexed: 04/04/2024]
Abstract
This is the protocol for a Cochrane Review. The objectives are as follows: The aim of this systematic review is to advance our understanding of the key characteristics of effective preschool-based interventions designed to foster self-regulation. To accomplish this, the review addresses the following questions: 1. What types of preschool-based interventions have been developed to promote self-regulation? 2. What is the average effect of these preschool-based interventions on self-regulation, focusing on four key constructs: integrative effortful control, integrative executive function, self-regulation, and self-regulated learning? 3. What characteristics-such as Resource Allocation, Activity Type, and Instruction Method-could potentially contribute to the effects of preschool-based interventions in promoting self-regulation?
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Affiliation(s)
| | - Iram Siraj
- Department of EducationUniversity of OxfordOxfordUK
| | - Mariola Moeyaert
- Department of Educational and Counseling PsychologyThe State University of New YorkAlbanyNew YorkUSA
| | - Kat Steiner
- Bodleian Health Care LibrariesUniversity of OxfordOxfordUK
| | - Elie ChingYen Yu
- Division of Educational Psychology and MethodologyThe State University of New YorkAlbanyNew YorkUSA
| | | | | | - Moeko Ishikawa
- Graduate School of Human SciencesOsaka UniversityOsakaJapan
| | | | | | | | - Ruoying He
- Division of the Social SciencesUniversity of ChicagoChicagoIllinoisUSA
| | | | | | - Yining Shi
- Department of PsychologyUniversity of CambridgeCambridgeUK
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5
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Walter LP, Göldel JM, Warschburger P. Originalarbeiten / Original Articles. Die protektive Rolle von Selbstregulation für die gesundheitsbezogene Lebensqualität bei Jugendlichen mit einer chronisch körperlichen Erkrankung / The Protective Role of Self-Regulation for HRQOL of Adolescents with a Chronic Physical Health Condition. Prax Kinderpsychol Kinderpsychiatr 2024; 73:311-330. [PMID: 38840539 DOI: 10.13109/prkk.2024.73.4.311] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/07/2024]
Abstract
The Protective Role of Self-Regulation for HRQOL of Adolescents with a Chronic Physical Health Condition A physical chronic condition comes with many challenges and negatively impacts the healthrelated quality of life (HRQOL) of those affected. Self-regulation plays an important role in successfully coping with the demands of a chronic condition. In line with a resource-oriented approach, this study aimed to investigate themoderating effect of self-regulation on the relationship between disease severity andHRQOL. For this, 498 adolescents with cystic fibrosis, juvenile idiopathic arthritis, or type-1 diabetes aged of 12-21 years (M= 15.43, SD= 2.07) were recruited through three patient registers. Subjective disease severity, self-regulation (Brief Self-Control- Scale), andHRQOL (DISABKIDSChronicGenericMeasure)were examined at two time points (T₁ and T₂, one year apart). Cross-sectional analysis showed significant effects of subjective disease severity and self-regulation on HRQOL. Prospective analysis, in which HRQOL at T₁ was controlled for, revealed that disease severity only predicted emotion-related HRQOL at T₂; selfregulation emerged as a predictor for HRQOL subscales independence, emotion, inclusion, exclusion, and treatment. A significantmoderation effect of self-regulation was found on the relationship between disease severity and HRQOL emotion. Our results highlight the positive impact of self-regulation on quality of life, specifically in the context of chronic conditions and represent a starting point for prevention and intervention approaches.
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Biedermann V, Zentner M. Assessing Temperament Risk Factors in Late Childhood and Early Adolescence: Development and Validation of the Integrative Late Childhood Temperament Inventory. Child Psychiatry Hum Dev 2024:10.1007/s10578-024-01675-5. [PMID: 38619753 DOI: 10.1007/s10578-024-01675-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 01/20/2024] [Indexed: 04/16/2024]
Abstract
Childhood temperament has a well-documented influence on later life outcomes, notably behavior problems, quality of interpersonal relationships, and academic achievement. However, there is at present a lack of brief measures that assess temperament characteristics which are represented across models of temperament in the late childhood and early adolescence period. To redress this gap, the aim of the current study was to develop and validate a short questionnaire that extends an earlier integrative measure of temperament, the Integrative Child Temperament Inventory (ICTI) to the late childhood period. The new measure (named Integrative Late Childhood Temperament Inventory, ILCTI) includes all five components of the ICTI (frustration, behavioral inhibition, attention/persistence, activity level, sensory sensitivity), plus affiliation. German- or English-speaking parents rated a total of 525 children, aged 8 to 14 years. Confirmatory factor analyses supported the predicted structure of the new measure. Examination of fit indices and psychometric analyses showed that 24 items are sufficient to capture all six dimensions reliably. Next to convergent validity with established measures of temperament and personality, we also present analyses of associations with measures of externalizing problems, internalizing problems, and school failure all of which support the instrument's clinical utility. Thus, despite its brevity, the ILCTI is a reliable and valid measure of late childhood temperament that can be helpful in assessing risk of developing behavior problems or school failure.
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Affiliation(s)
- Vivienne Biedermann
- Department of Psychology, University of Innsbruck, Universitätsstrasse 15, 6020, Innsbruck, Austria.
| | - Marcel Zentner
- Department of Psychology, University of Innsbruck, Universitätsstrasse 15, 6020, Innsbruck, Austria
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Hosch A, Swanson B, Harris JL, Oleson JJ, Hazeltine E, Petersen IT. Explaining Brain-Behavior Relations: Inhibitory Control as an Intermediate Phenotype Between the N2 ERP and the Externalizing Spectrum in Childhood. Res Child Adolesc Psychopathol 2024; 52:505-520. [PMID: 38224420 PMCID: PMC10963155 DOI: 10.1007/s10802-023-01162-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/12/2023] [Indexed: 01/16/2024]
Abstract
Identifying neural and cognitive mechanisms in externalizing problems in childhood is important for earlier and more targeted intervention. Meta-analytic findings have shown that smaller N2 event-related potential (ERP) amplitudes, thought to reflect inhibitory control, are associated with externalizing problems in children. However, it is unclear how (i.e., through which cognitive processes) N2 amplitudes relate to externalizing problems. We examined whether inhibitory control may be a cognitive process that links N2 amplitudes and externalizing problems in early childhood. Children (N = 147, 74 girls) were assessed at four time points, spanning 3-7 years of age. Children's externalizing behavior was assessed via questionnaires completed by mothers, fathers, and teachers/secondary caregivers. Children's inhibitory control was assessed using eleven performance-based tasks and two questionnaires. Developmental scaling linked differing measures of inhibitory control and externalizing behavior across ages onto the same scale. Children's N2 amplitudes were extracted from electroencephalography data collected during a go/no-go task. Smaller N2 amplitudes were associated with externalizing problems and poorer inhibitory control. A concurrent analysis of indirect effects revealed that poorer inhibitory control partially explained the association between smaller N2 amplitudes and externalizing problems, even when controlling for the child's age, sex, and socioeconomic status. This is among the first studies to link N2 amplitudes, inhibitory control, and externalizing problems during early childhood. Findings suggest that smaller N2 amplitudes may be an early neural indicator of inhibitory control deficits and externalizing psychopathology. Moreover, inhibitory control may be an important target for early intervention in the development of externalizing psychopathology.
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Affiliation(s)
- Alexis Hosch
- Department of Psychological and Brain Sciences, University of Iowa, Iowa City, IA, USA.
| | - Benjamin Swanson
- Department of Psychological Science, University of Arkansas, Fayetteville, USA
| | - Jordan L Harris
- Department of Psychological and Brain Sciences, University of Iowa, Iowa City, IA, USA
| | - Jacob J Oleson
- Department of Biostatistics, University of Iowa, Iowa City, USA
| | - Eliot Hazeltine
- Department of Psychological and Brain Sciences, University of Iowa, Iowa City, IA, USA
| | - Isaac T Petersen
- Department of Psychological and Brain Sciences, University of Iowa, Iowa City, IA, USA
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Collins PY, Sinha M, Concepcion T, Patton G, Way T, McCay L, Mensa-Kwao A, Herrman H, de Leeuw E, Anand N, Atwoli L, Bardikoff N, Booysen C, Bustamante I, Chen Y, Davis K, Dua T, Foote N, Hughsam M, Juma D, Khanal S, Kumar M, Lefkowitz B, McDermott P, Moitra M, Ochieng Y, Omigbodun O, Queen E, Unützer J, Uribe-Restrepo JM, Wolpert M, Zeitz L. Making cities mental health friendly for adolescents and young adults. Nature 2024; 627:137-148. [PMID: 38383777 PMCID: PMC10917657 DOI: 10.1038/s41586-023-07005-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2022] [Accepted: 12/15/2023] [Indexed: 02/23/2024]
Abstract
Urban life shapes the mental health of city dwellers, and although cities provide access to health, education and economic gain, urban environments are often detrimental to mental health1,2. Increasing urbanization over the next three decades will be accompanied by a growing population of children and adolescents living in cities3. Shaping the aspects of urban life that influence youth mental health could have an enormous impact on adolescent well-being and adult trajectories4. We invited a multidisciplinary, global group of researchers, practitioners, advocates and young people to complete sequential surveys to identify and prioritize the characteristics of a mental health-friendly city for young people. Here we show a set of ranked characteristic statements, grouped by personal, interpersonal, community, organizational, policy and environmental domains of intervention. Life skills for personal development, valuing and accepting young people's ideas and choices, providing safe public space for social connection, employment and job security, centring youth input in urban planning and design, and addressing adverse social determinants were priorities by domain. We report the adversities that COVID-19 generated and link relevant actions to these data. Our findings highlight the need for intersectoral, multilevel intervention and for inclusive, equitable, participatory design of cities that support youth mental health.
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Affiliation(s)
- Pamela Y Collins
- Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA.
| | | | - Tessa Concepcion
- Department of Global Health, University of Washington, Seattle, WA, USA
| | - George Patton
- Centre for Adolescent Health, University of Melbourne, Melbourne, Victoria, Australia
| | - Thaisa Way
- Dumbarton Oaks, Harvard University, Washington, DC, USA
| | - Layla McCay
- Centre for Urban Design and Mental Health, London, UK
| | - Augustina Mensa-Kwao
- Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA
| | - Helen Herrman
- Orygen, Melbourne, Victoria, Australia
- University of Melbourne, Melbourne, Victoria, Australia
| | - Evelyne de Leeuw
- Ecole de Sante Publique, Universite de Montreal, Montreal, Quebec, Canada
| | - Nalini Anand
- Fogarty International Center, National Institutes of Health, Bethesda, MD, USA
| | | | | | | | | | - Yajun Chen
- Sun Yat Sen University, Guangzhou, China
| | | | - Tarun Dua
- World Health Organization, Geneva, Switzerland
| | | | | | - Damian Juma
- Healthy Brains Global Initiative, Nairobi, Kenya
| | | | - Manasi Kumar
- Department of Population Health, New York University Grossman School of Medicine, New York, NY, USA
- University of Nairobi, Nairobi, Kenya
| | - Bina Lefkowitz
- Sacramento County Board of Education, Sacramento, CA, USA
- Lefkowitz Consulting, Sacramento, CA, USA
| | | | - Modhurima Moitra
- Department of Global Health, University of Washington, Seattle, WA, USA
| | | | | | - Emily Queen
- Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA
| | - Jürgen Unützer
- Department of Global Health, University of Washington, Seattle, WA, USA
| | | | | | - Lian Zeitz
- Climate Mental Health Network, Annapolis, MD, USA
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Turri F, Jones A, Constanty L, Ranjbar S, Drexl K, Miano G, Lepage C, Plessen KJ, Urben S. Self-regulatory control processes in youths: A temporal network analysis approach. JCPP ADVANCES 2024; 4:e12200. [PMID: 38486949 PMCID: PMC10933645 DOI: 10.1002/jcv2.12200] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2023] [Accepted: 09/11/2023] [Indexed: 03/17/2024] Open
Abstract
Objective This study aimed to better understand the temporal interrelationships among self-control, response inhibition, and anger (i.e., momentary state and rumination) on both the within- and between-person levels in male adolescents. Method We applied temporal network analyses among 62 male adolescents with a wide range of behavioral difficulties. Self-control, momentary anger, and anger rumination were mapped by self-report measures, whereas we measured response inhibition through an ambulatory Go/No-go task (two measures a day-morning and afternoon-over a 9-day period). Results Temporal network analysis, at the within-person level, revealed that morning measures of response inhibition, anger rumination, and self-control were related to the corresponding measure in the afternoon. More efficient response inhibition in the morning was associated with higher self-control in the afternoon. Higher anger rumination in the morning led to higher momentary anger in the afternoon. In a concurrent within-person network, higher momentary anger was reciprocally associated with lower self-control. At the between-person level, higher momentary anger was correlated to higher anger rumination, lower response inhibition, and lower self-control. Discussion This study provides insight into the dynamic interactions among self-control, response inhibition, and anger (momentary state and rumination) in male adolescents, advancing the understanding of self-regulatory control functioning.
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Affiliation(s)
- Fiorella Turri
- Division of Child and Adolescent PsychiatryDepartment of PsychiatryLausanne University Hospital (CHUV)LausanneSwitzerland
| | - Andrew Jones
- School of PsychologyLiverpool John Moores UniversityLiverpoolUK
| | - Lauriane Constanty
- Division of Child and Adolescent PsychiatryDepartment of PsychiatryLausanne University Hospital (CHUV)LausanneSwitzerland
| | - Setareh Ranjbar
- Center of Psychiatric Epidemiology and PsychopathologyDepartment of PsychiatryLausanne University HospitalUniversity of LausannePrillySwitzerland
| | - Konstantin Drexl
- Division of Child and Adolescent PsychiatryDepartment of PsychiatryLausanne University Hospital (CHUV)LausanneSwitzerland
| | - Giorgia Miano
- Division of Child and Adolescent PsychiatryDepartment of PsychiatryLausanne University Hospital (CHUV)LausanneSwitzerland
| | - Caroline Lepage
- Division of Child and Adolescent PsychiatryDepartment of PsychiatryLausanne University Hospital (CHUV)LausanneSwitzerland
| | - Kerstin Jessica Plessen
- Division of Child and Adolescent PsychiatryDepartment of PsychiatryLausanne University Hospital (CHUV)LausanneSwitzerland
- Faculty of Biology and MedicineUniversity of LausanneLausanneSwitzerland
| | - Sébastien Urben
- Division of Child and Adolescent PsychiatryDepartment of PsychiatryLausanne University Hospital (CHUV)LausanneSwitzerland
- Faculty of Biology and MedicineUniversity of LausanneLausanneSwitzerland
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Tse AC, Liu VH, Lee PH, Anderson DI, Lakes KD. The relationships among executive functions, self-regulation, and physical exercise in children with autism spectrum disorder. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2024; 28:327-341. [PMID: 37161786 DOI: 10.1177/13623613231168944] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/11/2023]
Abstract
LAY ABSTRACT This study examined the impacts of two types of physical exercises (two-wheel cycling vs stationary cycling) on cognition and self-regulation among 64 children with autism spectrum disorder. It also explored the role of social, emotional, and physical needs of an individual in the relationship between exercise, cognition, and self-regulation. Results showed that participants in the two-wheel cycling group showed significant improvements in their cognition and that the two exercise groups also enhanced their self-regulation. Moreover, this study also revealed that the social need is crucial in mediating the relationship between exercise and self-regulation. This study strengthens the notion that cognitively engaging exercise is more beneficial than the non-cognitively engaging exercise in enhancing cognition in children with autism spectrum disorder.
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Affiliation(s)
- Andy Cy Tse
- The Education University of Hong Kong, Hong Kong
| | - Venus Hl Liu
- The Education University of Hong Kong, Hong Kong
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Sangameswaran S, Laine M, Reid N, Xie SJ, Zampino L, Garrison MM, Rosenberg DE, Yip JC, Hartzler AL. Co-designing mind-body technologies for sleep with adolescents. AMIA ... ANNUAL SYMPOSIUM PROCEEDINGS. AMIA SYMPOSIUM 2024; 2023:1257-1266. [PMID: 38222402 PMCID: PMC10785901] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 01/16/2024]
Abstract
Sleep is critical for well-being, yet adolescents do not get enough sleep. Mind-body approaches can help. Despite the potential of technology to support mind-body approaches for sleep, there is a lack of research on adolescent preferences for digital mind-body technology. We use co-design to examine adolescent perspectives on mind-body technologies for sleep. From our analysis of design sessions with 16 adolescents, four major themes emerged: system behavior, modality, content, and context. In light of these key findings, we recommend that technology-based mind-body approaches to sleep for adolescents be designed to 1) serve multiple functions while avoiding distractions, 2) provide intelligent content while maintaining privacy and trust, 3) provide a variety of content with the ability to customize and personalize, 4) offer multiple modalities for interaction with technology, and 5) consider the context of adolescent and their families. Findings provide a foundation for designing mind-body technologies for adolescent sleep.
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Affiliation(s)
| | | | - Nick Reid
- University of Washington, Seattle, WA
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12
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Souza JB, Trevisan BT, Nunes LG, Machado WL, Seabra AG. A Naturalistic Intervention to Promote Executive Functions in Primary School Children: A Pilot Study. Brain Sci 2024; 14:70. [PMID: 38248285 PMCID: PMC10813490 DOI: 10.3390/brainsci14010070] [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: 11/08/2023] [Revised: 12/14/2023] [Accepted: 01/05/2024] [Indexed: 01/23/2024] Open
Abstract
Executive functions are related to the control of cognition, emotion, and behavior. They are essential to lifelong outcomes, including school performance. Naturalistic interventions embedded in children's daily activities and environments have greater effects. Therefore, this pilot study aimed to develop a naturalistic program suitable for schools, based on Goal Management Training (GMT), and to analyze its effects on executive functions and behavior. The participants consisted of 35 students from 2nd to 5th grade with executive dysfunction complaints. They underwent neuropsychological assessments of working memory, inhibition, cognitive flexibility, and intellectual capacity. Teachers and parents answered questionnaires on executive functions and behavior. Students were randomly assigned to an active control group, who participated in sessions on citizenship, and an experimental group (EG), stimulated through the executive function program, both with 16 sessions conducted by psychologists. After the intervention, all participants were reevaluated. The two-way Wald-type statistic (WTS) revealed greater improvement in executive functions for the EG, including working memory and inhibition. Additionally, parents and teachers, blind to the experimental conditions, reported improvements in some measures of executive functions and behavior. The results are encouraging, but further studies should test the intervention when implemented with larger samples and by teachers.
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Affiliation(s)
- Jonatas B. Souza
- Post-Graduation Program in Human Development Sciences, CCBS—Mackenzie Presbyterian University, Rua da Consolação, nº 930, São Paulo 01302-907, SP, Brazil; (B.T.T.); (L.G.N.); (A.G.S.)
| | - Bruna T. Trevisan
- Post-Graduation Program in Human Development Sciences, CCBS—Mackenzie Presbyterian University, Rua da Consolação, nº 930, São Paulo 01302-907, SP, Brazil; (B.T.T.); (L.G.N.); (A.G.S.)
| | - Liana G. Nunes
- Post-Graduation Program in Human Development Sciences, CCBS—Mackenzie Presbyterian University, Rua da Consolação, nº 930, São Paulo 01302-907, SP, Brazil; (B.T.T.); (L.G.N.); (A.G.S.)
| | - Wagner L. Machado
- Graduate Program in Psychology, Pontifical Catholic University of Rio Grande do Sul, PUCRS Av. Ipiranga, 6681—Building 11—9th Floor—Room 930—Parthenon, Porto Alegre 90619-900, RS, Brazil;
| | - Alessandra G. Seabra
- Post-Graduation Program in Human Development Sciences, CCBS—Mackenzie Presbyterian University, Rua da Consolação, nº 930, São Paulo 01302-907, SP, Brazil; (B.T.T.); (L.G.N.); (A.G.S.)
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13
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Lee DE, Lee H, Cheon CK, Yoon JY. Healthcare coaching program for youth with type 1 diabetes in South Korea: a pilot study. CHILD HEALTH NURSING RESEARCH 2024; 30:17-30. [PMID: 38302269 PMCID: PMC10834303 DOI: 10.4094/chnr.2023.048] [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: 09/23/2023] [Revised: 11/30/2023] [Accepted: 01/10/2024] [Indexed: 02/03/2024] Open
Abstract
PURPOSE This pilot study aimed to assess the feasibility, preliminary efficacy, and effects of a mobile app healthcare coaching program developed based on self-regulation theory among youths with type 1 diabetes. METHODS A mixed-method design was utilized. Participants were randomly assigned into intervention (n=23, 12-week coaching program) or control groups (n=16, usual care). Pre- and post-intervention assessments included self-efficacy, diabetes management behavior, and health outcomes (quality of life, depression, and HbA1c). Quantitative data were analyzed with SPSS/WIN ver. 26.0. The narrative information from the participants in the healthcare coaching program underwent content analyzed. RESULTS The intervention group had significantly lower depression scores (t=2.57, p=.014) than the control group. No significant differences were observed in self-efficacy, diabetes management behavior, and health outcomes between the two groups. The average frequency of health behavior monitoring per week among the participants was 1.86±1.60. The qualitative findings indicated that participants perceived improved diabetes self-management with the intervention; however, challenges during vacations, dietary control difficulties, and a lack of disease awareness were identified. CONCLUSION The healthcare coaching program improved psychological aspects for youth with type 1 diabetes. Further research is needed to develop and implement mobile app interventions aimed at enhancing compliance with diabetes management in pediatric and adolescent populations.
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Affiliation(s)
- Dae Eun Lee
- Doctoral Candidate, College of Nursing, Pusan National University, Yangsan, Korea
| | - Haejung Lee
- Professor, College of Nursing · Research Institute of Nursing Science, Pusan National University, Yangsan, Korea
| | - Chong Kun Cheon
- Professor, Department of Pediatrics, College of Medicine, Pusan National University Children’s Hospital, Yangsan, Korea
| | - Ju Young Yoon
- Professor, Department of Pediatrics, College of Medicine, Pusan National University Children’s Hospital, Yangsan, Korea
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14
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Dai HD, Thiel G, Hafer D. Perceived racism and discrimination and youth substance use in the United States - Intersections with sex and ethnicity. Prev Med 2024; 178:107811. [PMID: 38081420 PMCID: PMC10928724 DOI: 10.1016/j.ypmed.2023.107811] [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: 09/14/2023] [Revised: 12/05/2023] [Accepted: 12/06/2023] [Indexed: 12/24/2023]
Abstract
OBJECTIVES This study sought to examine associations between U.S. adolescents' perceived racism and discrimination (PRD) at school and current substance use. METHODS Data were drawn from the Adolescent Behaviors and Experiences Survey (ABES), a probability sample of U.S. high school students in 2021 (n = 7705). Multivariable regression models were conducted to examine associations of PRD with current (past 30-day) use of tobacco products, marijuana, alcohol, and prescription opioid misuse. Interaction effects of PRD and demographic factors were tested. RESULTS Among participants in the 2021 ABES, PRD was associated with higher odds of current use of tobacco (AOR = 1.3, p = 0.03), marijuana (AOR = 1.3, p = 0.03), alcohol (AOR = 1.2, p = 0.03), and misuse of prescription opioids (AOR = 1.6, p = 0.004). The effects of PRD on current tobacco and alcohol use differed by Hispanic and non-Hispanic adolescents (interaction effect = 0.007 and 0.01, respectively) with higher odds among Hispanic youth than among non-Hispanic counterparts. The associations of PRD and current tobacco use, marijuana use, alcohol use, and misuse of prescription opioids were moderated by sex with more pronounced effects on males than females. CONCLUSIONS Efforts to promote awareness and create support environments that value diversity and inclusivity at school are needed to mitigate adolescent exposure to racism and discrimination.
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Affiliation(s)
- Hongying Daisy Dai
- College of Public Health University of Nebraska Medical Center, Omaha, NE, United States.
| | - Grace Thiel
- College of Public Health University of Nebraska Medical Center, Omaha, NE, United States; College of Osteopathic Medicine, Kansas City University, Kansas City, MO, United States
| | - Dylan Hafer
- College of Public Health University of Nebraska Medical Center, Omaha, NE, United States; College of Osteopathic Medicine, Kansas City University, Kansas City, MO, United States
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15
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Roters J, Book A. Attachment and Mindfulness as Mediators in the Relationship Between Childhood Adversity and Personality Outcomes. JOURNAL OF CHILD & ADOLESCENT TRAUMA 2023; 16:933-943. [PMID: 38045851 PMCID: PMC10689666 DOI: 10.1007/s40653-023-00553-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/02/2023] [Indexed: 12/05/2023]
Abstract
Past research has shown that those with greater experiences of adversity (abuse and neglect) tend to exhibit insecure attachments, more borderline symptoms, higher psychopathic traits, and are lower in mindfulness. Similarly, there have been positive relationships between insecure attachment styles and borderline and psychopathic traits as well as lower mindfulness and borderline and psychopathic traits. Further, adversity can have a detrimental effect on physical and mental health, including attachment and personality, which necessitate examining this further. The purpose of this study was to examine the indirect relationships between childhood adversity and borderline traits, Factor 1, and Factor 2 of psychopathy all through lower mindfulness, anxious attachment, and avoidant attachment respectively. In this study, using youth retrospective data (N = 395, age range = 12-18, M = 14.64, SD = 1.52), 3 separate mediation models are examined. As expected, the relationship between adversity and borderline traits was indirect through anxious attachment (β = 0.075, p < .01) and lower mindfulness (β = 0.069, p < .01). For psychopathic traits, the relationship was indirect through avoidant attachment (Factor 1: β = 0.078, p < .05; Factor 2: β = 0.071, p < .05) and lower mindfulness (Factor 1: β = 0.074, p < .01: Factor 2: β = 0.076, p < .01). The results suggest that lower mindfulness and insecure attachment are important factors in the expression of disordered personality. Therefore, both mindfulness and attachment-focused interventions could mitigate the harmful effects of adversity and the subsequent expression of disordered personality symptoms.
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Affiliation(s)
- Jennifer Roters
- Brock University, 1812 Sir Isaac Brock Way, St. Catharines, ON L2S 3A1 Canada
| | - Angela Book
- Brock University, 1812 Sir Isaac Brock Way, St. Catharines, ON L2S 3A1 Canada
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16
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Chen S, Cerruti M, Ghandi M, Tsao LL, Sermeno R. Determine the impact of Emotive Intelligent Spaces on children's behavioural and cognitive outcomes. COGENT EDUCATION 2023; 10:2281850. [PMID: 38282646 PMCID: PMC10822668 DOI: 10.1080/2331186x.2023.2281850] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/17/2023] [Accepted: 11/07/2023] [Indexed: 01/30/2024]
Abstract
This study aims to investigate the impact of a novel environmental intervention-Emotive Intelligent Spaces (EIS) on young children's self-regulation and working memory using a single-subject reversal design (ABAB). EIS is a semi-private space with coloured lights that could adapt to each child's preferred colour based on the child's self-reported emotional state. A total of 29 three-to-seven-year-old participants completed the experiment from fall 2020 to summer 2021. Self-regulation was measured by the Head-Toes-Knees-Shoulders task; working memory was measured by the Woodcock-Johnson Numbers Reversed subset. Children's age was controlled as a covariate. Descriptive statistics indicated that the group means of self-regulation scores were higher in the intervention conditions. However, the group means of working memory scores were lower in the intervention conditions. We conducted repeated measure ANCOVA for the main analysis, and results showed no statistically significant differences in children's self-regulation and working memory scores between baseline and intervention conditions. It is recommended that future studies should take the illuminance level into consideration of the intervention effect. Further, our study implies that avoiding visual overstimulation in the classroom (e.g. heavily decorated walls) may create an optimal level of visual arousal and promote focused attention.
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Affiliation(s)
- Shiyi Chen
- Margaret Ritchie School of Family and Consumer Sciences, College of Agriculture and Life Sciences, University of Idaho, Moscow, ID, USA
| | - Minyoung Cerruti
- School of Design and Construction, Voiland College of Engineering and Architecture, Washington State University, Pullman, Washington, USA
| | - Mona Ghandi
- School of Design and Construction, Voiland College of Engineering and Architecture, Washington State University, Pullman, Washington, USA
| | - Ling-Ling Tsao
- Margaret Ritchie School of Family and Consumer Sciences, College of Agriculture and Life Sciences, University of Idaho, Moscow, ID, USA
| | - Rebecca Sermeno
- Margaret Ritchie School of Family and Consumer Sciences, College of Agriculture and Life Sciences, University of Idaho, Moscow, ID, USA
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17
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Hudson K. Connectedness in Adolescence: A Concept Analysis. Issues Ment Health Nurs 2023; 44:1119-1123. [PMID: 37616591 DOI: 10.1080/01612840.2022.2141388] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 08/26/2023]
Abstract
Adolescence is one of the most crucial and challenging developmental stages to navigate. This critical stage of life marks an important time when individuals learn how to incorporate independence and autonomy with healthy decision-making. Relationships are a strong factor in mental and emotional wellness during adolescence. The COVID-19 pandemic and associated quarantine limited opportunities for connectedness outside the home. This may have affected adolescents in unhealthy ways, negatively impacting their sense of support, belonging, and closeness with others. Understanding, evaluating, and promoting connectedness during adolescence is now more essential than ever. The purpose of this concept analysis is to add to what has previously been addressed regarding adolescent connectedness in an effort to promote healthy behaviors during this stage of development and into adulthood.
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18
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Georg S, Genser B, Fischer J, Sachse S, De Bock F. Development and validation of a self-regulation scale within the German version of the Early Development Instrument. BMC Pediatr 2023; 23:509. [PMID: 37845613 PMCID: PMC10577983 DOI: 10.1186/s12887-023-04334-1] [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: 02/01/2023] [Accepted: 09/28/2023] [Indexed: 10/18/2023] Open
Abstract
BACKGROUND Early childhood self-regulation (SR) is key for many health- and education-related outcomes across the life span. Kindergarten age is a crucial period for SR development, and within this developmental window, potential SR difficulties can still be compensated for (e.g., through interventions). However, efficient measurement of SR through brief, comprehensive, and easy-to-use instruments that identify SR difficulties are scarce. To address this need, we used items of an internationally applied kindergarten teacher questionnaire-the Early Development Instrument (EDI) - to develop and validate a specific SR measurement scale. METHODS The psychometric evaluation and validation of the selected SR-items was performed in data collected with the German version of the EDI (GEDI), in two independent data sets - (a) the development dataset, with 191 children, and b) the validation dataset, with 184 children. Both included three- to six-year-old children and contained retest and interrater reliability data. First, three independent raters-based on theory-selected items eligible to form a SR scale from the two SR-relevant GEDI domains "social competence" and "emotional maturity". Second, exploratory and confirmatory factor analysis using structural equation modeling examined the item structure across both data sets. This resulted in a defined SR scale, of which internal consistency, test-retest and interrater reliability, cross-validation, and concurrent validity using correlation and descriptive agreements (Bland-Altman (BA) plots) with an existing validated SR-measuring instrument (the Kindergarten Behavioral Scales) were assessed. RESULTS Confirmatory factor analysis across both data sets yielded the best fit indices with 13 of the GEDI 20 items initially deemed eligible for SR measurement, and a three-factor structure: a) behavioral response inhibition, b) cognitive inhibition, c) selective or focused attention (RMSEA: 0.019, CFI: 0.998). Psychometric evaluation of the resulting 13-item-GEDI-SR scale revealed good internal consistency (0.92), test-retest and interrater reliability (0.85 and 0.71, respectively), validity testing yielded stability across populations and good concurrent validity with the Kindergarten Behavioral Scales (Pearson correlation coefficient: mean 0.72, range 0.61 to 0.84). CONCLUSIONS The GEDI contains 13 items suitable to assess SR, either as part of regular EDI developmental monitoring or as a valid stand-alone scale. This short 13-item (G)EDI-SR scale may allow early detection of children with SR difficulties in the kindergarten setting in future and could be the basis for public health intervention planning. To attain this goal, future research should establish appropriate reference values using a representative standardization sample.
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Affiliation(s)
- Sabine Georg
- Medical Faculty Mannheim, Center for Preventive Medicine and Digital Health (CPD), Division of General Medicine, Old Brewery, Heidelberg University, Röntgenstraße 7, 68167, Mannheim, Germany.
- Department of Developmental Psychology, Heidelberg University of Education, Keplerstraße 87, 69120, Heidelberg, Germany.
- Department of General Pediatrics, Neonatology and Pediatric Cardiology, Medical Faculty, University Hospital Düsseldorf, Heinrich-Heine-University, Düsseldorf, Germany.
| | - Bernd Genser
- Medical Faculty Mannheim, Center for Preventive Medicine and Digital Health (CPD), Division of General Medicine, Old Brewery, Heidelberg University, Röntgenstraße 7, 68167, Mannheim, Germany
- BGStats Consulting, Schleifmühlgasse 7, 1040, Vienna, Austria
| | - Joachim Fischer
- Medical Faculty Mannheim, Center for Preventive Medicine and Digital Health (CPD), Division of General Medicine, Old Brewery, Heidelberg University, Röntgenstraße 7, 68167, Mannheim, Germany
| | - Steffi Sachse
- Department of Developmental Psychology, Heidelberg University of Education, Keplerstraße 87, 69120, Heidelberg, Germany
| | - Freia De Bock
- Department of General Pediatrics, Neonatology and Pediatric Cardiology, Medical Faculty, University Hospital Düsseldorf, Heinrich-Heine-University, Düsseldorf, Germany
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19
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Morosanova VI, Fomina TG, Bondarenko IN. Conscious Self-Regulation as a Meta-Resource of Academic Achievement and Psychological Well-Being of Young Adolescents. PSYCHOLOGY IN RUSSIA: STATE OF ART 2023; 16:168-188. [PMID: 38024566 PMCID: PMC10680493 DOI: 10.11621/pir.2023.0312] [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: 08/08/2023] [Accepted: 09/03/2023] [Indexed: 12/01/2023] Open
Abstract
Background The role of conscious self-regulation in determining students' psychological well-being and academic performance is considered in the context of the fundamental problem of the regularities of young adolescents' development. Objective To reveal the role of meta-resources of conscious self-regulation in determining young adolescents' psychological well-being and academic performance. Design Sample: 500 students in 4th- to 6th grade (10-12) in general schools, 149 of whom participated in a three-year longitudinal study. The Self-Regulation Profile of Learning Activity and the Well-Being Manifestation scales were used. Results Conscious self-regulation and academic performance increase significantly in fifth grade and decrease in sixth grade. On the contrary, psychological well-being is characterized by a systemic positive dynamic. A typological analysis identified the levels of psychological well-being of students growing, stable, and declining during the transition period. It was found that the general level of conscious self-regulation made a significant positive contribution and is a universal resource for students' psychological well-being and academic performance. Special regulatory resources for academic performance are described, depending on the trajectory of changes in psychological well-being. Increased well-being is determined by the regulatory competencies of Planning and Evaluation of results and its stability by Planning, Modelling, Flexibility, and Responsibility. The general level of self-regulation, regulatory competencies, Planning, Programming and Responsibility mediate in the relationship between student psychological well-being and academic performance. A longitudinal study found that self-regulation has a long-term positive effect on student psychological well-being and academic performance. Conclusion Conscious self-regulation is a meta-resource that makes a significant contribution to both the psychological well-being and academic performance. Mediator and prognostic effects of self-regulation on these properties create a psychological basis for practical work.
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Affiliation(s)
| | - Tatiana G. Fomina
- Psychological Institute of the Russian Academy of Education, Moscow, Russia
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20
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Matz SC, Beck ED, Atherton OE, White M, Rauthmann JF, Mroczek DK, Kim M, Bogg T. Personality Science in the Digital Age: The Promises and Challenges of Psychological Targeting for Personalized Behavior-Change Interventions at Scale. PERSPECTIVES ON PSYCHOLOGICAL SCIENCE 2023:17456916231191774. [PMID: 37642145 DOI: 10.1177/17456916231191774] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/31/2023]
Abstract
With the rapidly growing availability of scalable psychological assessments, personality science holds great promise for the scientific study and applied use of customized behavior-change interventions. To facilitate this development, we propose a classification system that divides psychological targeting into two approaches that differ in the process by which interventions are designed: audience-to-content matching or content-to-audience matching. This system is both integrative and generative: It allows us to (a) integrate existing research on personalized interventions from different psychological subdisciplines (e.g., political, educational, organizational, consumer, and clinical and health psychology) and to (b) articulate open questions that generate promising new avenues for future research. Our objective is to infuse personality science into intervention research and encourage cross-disciplinary collaborations within and outside of psychology. To ensure the development of personality-customized interventions aligns with the broader interests of individuals (and society at large), we also address important ethical considerations for the use of psychological targeting (e.g., privacy, self-determination, and equity) and offer concrete guidelines for researchers and practitioners.
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Affiliation(s)
| | - Emorie D Beck
- Department of Psychology, University of California, Davis
| | | | | | | | | | | | - Tim Bogg
- Department of Psychology, Wayne State University
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21
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Fuentealba-Urra S, Rubio A, González-Carrasco M, Oyanedel JC, Céspedes-Carreno C. Mediation effect of emotional self-regulation in the relationship between physical activity and subjective well-being in Chilean adolescents. Sci Rep 2023; 13:13386. [PMID: 37591897 PMCID: PMC10435534 DOI: 10.1038/s41598-023-39843-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2023] [Accepted: 07/31/2023] [Indexed: 08/19/2023] Open
Abstract
Adolescents' subjective well-being and physical activity have been found to be correlated in previous studies. However, the underlying mechanisms of this relationship, especially the potential contribution of emotional self-regulation, have received little attention. This study aims to investigate the extent to which emotional self-regulation mediates the association between adolescent physical activity habits and their subjective well-being. The study involved 9585 adolescents who completed a cross-sectional survey. Participants were aged between 10 and 19 years old and attended primary and secondary schools in all 16 regions of Chile. The survey utilized a self-report questionnaire to measure physical activity habits, subjective well-being, and emotional self-regulation. Sociodemographic variables, such as age, gender, and socioeconomic level, were also considered in the analysis. The results showed that physical activity habits, emotional regulation, and subjective well-being were positively correlated. Among these factors, the strongest association was found between subjective well-being and emotional self-regulation. The mediation analysis revealed a partial mediation effect of emotional self-regulation between physical activity habits and subjective well-being. In other words, physical activity habits affect subjective well-being to the extent that these habits affect emotional self-regulation. These findings provide valuable insights into the mechanisms underlying the link between physical activity habits and subjective well-being among adolescents. They also offer useful information for the development of public programs and policies aimed at promoting physical activity habits and subjective well-being in young people.
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Affiliation(s)
- Sergio Fuentealba-Urra
- Facultad de Educación y Ciencias Sociales, Universidad Andres Bello, 4030000, Concepción, Chile.
| | - Andrés Rubio
- Facultad de Economia y Negocios, Universidad Andres Bello, Fernandez Concha 700, Las Condes, Santiago, Chile
- Facultad de Psicología, Universidad Diego Portales, Santiago, Chile
| | | | - Juan Carlos Oyanedel
- Facultad de Educación y Ciencias Sociales, Universidad Andres Bello, 4030000, Concepción, Chile
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22
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Johnson SB, Voegtline KM, Ialongo N, Hill KG, Musci RJ. Self-control in first grade predicts success in the transition to adulthood. Dev Psychopathol 2023; 35:1358-1370. [PMID: 35068406 PMCID: PMC9308826 DOI: 10.1017/s0954579421001255] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Childhood self-control has been linked with better health, criminal justice, and economic outcomes in adulthood in predominately white cohorts outside of the United States. We investigated whether self-control in first grade predicted success in the transition to adulthood in a longitudinal cohort of first graders who participated in a universal intervention trial to prevent poor achievement and reduce aggression in Baltimore schools. We also explored whether the intervention moderated the relationship between self-control and young adult outcomes. Teachers rated self-control using the Teacher Observation of Classroom Adaptation-Revised. Study outcomes were on-time high school graduation, college participation, teen pregnancy, substance use disorder, criminal justice system involvement, and incarceration (ages 19-26). Latent profile analysis was used to identify classes of childhood self-control. A high self-control class (n = 279, 48.1%), inattentive class (n = 201, 35.3%), and inattentive/hyperactive class (n = 90, 16.6%) were identified. Children with better self-control were more likely to graduate on time and attend college; no significant class differences were found for teen pregnancy, substance use disorder, criminal justice system involvement, or incarceration. A classroom-based intervention reduced criminal justice system involvement and substance use disorder among children with high self-control. Early interventions to promote child self-control may have long-term individual and social benefits.
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Affiliation(s)
- Sara B. Johnson
- Johns Hopkins School of Medicine, Department of Pediatrics
- Johns Hopkins Bloomberg School of Public Health, Department of Population, Family and Reproductive Health
- Johns Hopkins Bloomberg School of Public Health, Department of Mental Health
| | - Kristin M. Voegtline
- Johns Hopkins School of Medicine, Department of Pediatrics
- Johns Hopkins Bloomberg School of Public Health, Department of Population, Family and Reproductive Health
| | - Nicholas Ialongo
- Johns Hopkins Bloomberg School of Public Health, Department of Mental Health
| | - Karl G. Hill
- University of Colorado, Boulder, Institute of Behavioral Science
| | - Rashelle J. Musci
- Johns Hopkins Bloomberg School of Public Health, Department of Mental Health
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23
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Kenny SA, Cameron CE, Karing JT, Ahmadi A, Braithwaite PN, McClelland MM. A meta-analysis of the validity of the Head-Toes-Knees-Shoulders task in predicting young children's academic performance. Front Psychol 2023; 14:1124235. [PMID: 37416543 PMCID: PMC10319628 DOI: 10.3389/fpsyg.2023.1124235] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2022] [Accepted: 05/26/2023] [Indexed: 07/08/2023] Open
Abstract
The present study represents the first meta-analytic synthesis of the utility of a widely used early-childhood self-regulation measure, the Head-Toes-Knees-Shoulders task, in predicting children's academic achievement. A systematic review of the literature yielded 69 studies accessed from peer reviewed journals representing 413 effect sizes and 19,917 children meeting the complete set of inclusion and exclusion criteria. Robust variance analysis demonstrated that the Head-Toes-Knees-Shoulders task was a consistent predictor of children's academic achievement across literacy, oral language, and mathematical outcomes. A moderator analysis indicated that in accordance with prior research, the Head-Toes-Knees-Shoulders task was more strongly associated with children's mathematics performance relative to their performance on language and literacy measures. The results of this meta-analysis suggest that the Head-Toes-Knees-Shoulders task demonstrated statistically significant, positive associations with children's overall academic performance. These associations remained stable across different participant and measurement factors and are comparable to meta-analyses examining the self-regulation and academic association with multiple measures of self-regulation and executive function.
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Affiliation(s)
- Sabrina Ann Kenny
- Human Development and Family Sciences, Oregon State University, Corvallis, OR, United States
| | - Claire E. Cameron
- Department of Learning and Instruction, University at Buffalo, Buffalo, NY, United States
| | - Jasmine Tua Karing
- Human Development and Family Sciences, Oregon State University, Corvallis, OR, United States
| | - Ahmad Ahmadi
- Human Development and Family Sciences, Oregon State University, Corvallis, OR, United States
| | | | - Megan M. McClelland
- Human Development and Family Sciences, Oregon State University, Corvallis, OR, United States
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24
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Finkbeiner M, Wahl LM, Kühnhausen J, Schmid J, Hellwig L, Brenner V, Dürrwächter U, Conzelmann A, Kelava A, Renner TJ, Gawrilow C. Patients' well-being during the transition period after psychiatric hospitalization to school: insights from an intensive longitudinal assessment of patient-parent-teacher triads. BMC Psychol 2023; 11:182. [PMID: 37328898 DOI: 10.1186/s40359-023-01197-0] [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: 01/10/2023] [Accepted: 05/02/2023] [Indexed: 06/18/2023] Open
Abstract
BACKGROUND The transition period after psychiatric hospitalization back to school is accompanied by various challenges, including a substantial risk for rehospitalization. Self-efficacy and self-control, as transdiagnostic variables and important predictors of coping with school demands, should be crucial factors for successful adaptation processes as well as an overall high well-being during school reentry. The present study therefore investigates how patients' well-being develops during this period, and how it is related to patients' self-control and academic self-efficacy, as well as parents' and teachers' self-efficacy in dealing with the patient. METHODS In an intensive longitudinal design, daily ambulatory assessment measures via smartphone were collected with self-reports from the triadic perspective of 25 patients (Mage = 10.58 years), 24 parents, and 20 teachers on 50 consecutive school days, starting 2 weeks before discharge from a psychiatric day hospital (mean compliance rate: 71% for patients, 72% for parents and 43% for teachers). Patients answered daily questions between five and nine o'clock in the evening about their well-being, self-control, academic self-efficacy and about positive and negative events at school, as well as parents and teachers about their self-efficacy in dealing with the patient. RESULTS Multilevel modeling revealed that on average, patients' well-being and self-control decreased during the transition period, with trends over time differing significantly between patients. While patients' academic self-efficacy did not systematically decrease over time, it did show considerable intra-individual fluctuation. Importantly, patients experienced higher well-being on days with higher self-control and academic self-efficacy as well as with higher parental self-efficacy. Daily teacher self-efficacy did not show a significant within-person relationship to daily patients' well-being. CONCLUSIONS Well-being in the transition period is related to self-control and self-efficacy of patients and their parents. Thus, addressing patients' self-control and academic self-efficacy, as well as parental self-efficacy, seems promising to enhance and stabilize well-being of patients during transition after psychiatric hospitalization. Trial registration Not applicable, as no health care intervention was conducted.
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Affiliation(s)
- Marlene Finkbeiner
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital of Psychiatry and Psychotherapy, Tuebingen, Germany.
- German Center for Mental Health (DZPG), Tuebingen, Germany.
| | - Lena-Marie Wahl
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital of Psychiatry and Psychotherapy, Tuebingen, Germany
- German Center for Mental Health (DZPG), Tuebingen, Germany
| | - Jan Kühnhausen
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital of Psychiatry and Psychotherapy, Tuebingen, Germany
- LEAD Graduate School and Research Network, University of Tuebingen, Tuebingen, Germany
- German Center for Mental Health (DZPG), Tuebingen, Germany
| | - Johanna Schmid
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital of Psychiatry and Psychotherapy, Tuebingen, Germany
- LEAD Graduate School and Research Network, University of Tuebingen, Tuebingen, Germany
- German Center for Mental Health (DZPG), Tuebingen, Germany
| | - Leona Hellwig
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital of Psychiatry and Psychotherapy, Tuebingen, Germany
- German Center for Mental Health (DZPG), Tuebingen, Germany
| | - Vera Brenner
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital of Psychiatry and Psychotherapy, Tuebingen, Germany
- LEAD Graduate School and Research Network, University of Tuebingen, Tuebingen, Germany
- German Center for Mental Health (DZPG), Tuebingen, Germany
| | - Ute Dürrwächter
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital of Psychiatry and Psychotherapy, Tuebingen, Germany
- LEAD Graduate School and Research Network, University of Tuebingen, Tuebingen, Germany
- German Center for Mental Health (DZPG), Tuebingen, Germany
| | - Annette Conzelmann
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital of Psychiatry and Psychotherapy, Tuebingen, Germany
- LEAD Graduate School and Research Network, University of Tuebingen, Tuebingen, Germany
- Department of Psychology (Clinical Psychology II), PFH - Private University of Applied Sciences, Goettingen, Germany
- German Center for Mental Health (DZPG), Tuebingen, Germany
| | | | - Tobias J Renner
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital of Psychiatry and Psychotherapy, Tuebingen, Germany
- LEAD Graduate School and Research Network, University of Tuebingen, Tuebingen, Germany
- German Center for Mental Health (DZPG), Tuebingen, Germany
| | - Caterina Gawrilow
- Department of Psychology, University of Tuebingen, TübingenTuebingen, Germany
- LEAD Graduate School and Research Network, University of Tuebingen, Tuebingen, Germany
- German Center for Mental Health (DZPG), Tuebingen, Germany
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Zhang Q, Wu W, Sheng L, Xi X, Zhou Y, Wen Y, Liu Q. Emotional and Behavioral Changes in Preschool Firstborn Children During Transition to Siblinghood: A Mixed Methods Study. Psychol Res Behav Manag 2023; 16:2029-2044. [PMID: 37292056 PMCID: PMC10246780 DOI: 10.2147/prbm.s411729] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2023] [Accepted: 05/31/2023] [Indexed: 06/10/2023] Open
Abstract
Purpose To help firstborn children in families expecting a second child navigate the role transition more smoothly, we investigated the emotional and behavioral changes of firstborn children during the transition to siblinghood (TTS) and the factors that contribute to these changes. Patients and Methods From March to December 2019, a total of 97 firstborn children (Mage=3.00± 0.97, and female = 51) were included in the study through a questionnaire survey of their mothers, and two follow-up visits were conducted in Chongqing, China. Individual in-depth interviews were conducted with 14 mothers. Results Both quantitative and qualitative results suggest that emotional and behavioral problems of firstborn children tend to increase during TTS, particularly in issues such as anxiety/depression, somatic complaints, withdrawal, sleep problems, attention problems, and aggressive behavior, as well as internalization problems, externalization problems and total problems in the quantitative study (P<0.05). A poor father-child relationship may increase emotional and behavioral problems in firstborn children (P=0.05). Further qualitative analysis found that younger age and outgoing personality of the firstborn child may improve the emotional and behavioral problems. Conclusion The firstborn children did have more emotional and behavioral problems during TTS. But these problems can be regulated by family factors and their own characteristics.
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Affiliation(s)
- Qin Zhang
- School of Public Health, Research Center for Medicine and Social Development, Chongqing Medical University, Chongqing, People’s Republic of China
| | - Wenyi Wu
- School of Public Health, Research Center for Medicine and Social Development, Chongqing Medical University, Chongqing, People’s Republic of China
| | - Lulu Sheng
- School of Public Health, Research Center for Medicine and Social Development, Chongqing Medical University, Chongqing, People’s Republic of China
| | - Xuan Xi
- School of Public Health, Research Center for Medicine and Social Development, Chongqing Medical University, Chongqing, People’s Republic of China
| | - Yuanke Zhou
- School of Public Health, Research Center for Medicine and Social Development, Chongqing Medical University, Chongqing, People’s Republic of China
| | - Yi Wen
- Chongqing Health Center for Women and Children, Chongqing, People’s Republic of China
| | - Qin Liu
- School of Public Health, Research Center for Medicine and Social Development, Chongqing Medical University, Chongqing, People’s Republic of China
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Sökmen Z, Karaca S. The effect of Self-Regulation Based Cognitive Psychoeducation Program on emotion regulation and self-efficacy in children diagnosed with attention deficit hyperactivity disorder. Arch Psychiatr Nurs 2023; 44:122-128. [PMID: 37197856 DOI: 10.1016/j.apnu.2023.04.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/06/2022] [Revised: 02/18/2023] [Accepted: 04/17/2023] [Indexed: 05/19/2023]
Abstract
AIM This study aimed to determine the effect of Self-Regulation Based Cognitive Psychoeducation Program on emotion regulation and self-efficacy in children diagnosed with attention deficit hyperactivity disorder (ADHD) and receiving medication. METHOD The sample of this study with control group and pre-test, post-test and follow-up randomized experimental design consisted of children followed in the child and adolescent mental health outpatient clinic of a state hospital. The data were evaluated by parametric and non-parametric analyses. RESULTS A statistically significant increase was determined in the internal functional emotion regulation mean scores of children, who participated in the Self-Regulation Based Cognitive Psychoeducation Program, measured before, immediately after, and 6 months after the intervention (p < 0.05). A statistically significant increase was also found in their external functional emotion regulation mean scores measured before and 6 months after the intervention (p < 0.05). In addition, a statistically significant difference was found between their internal dysfunctional and external dysfunctional emotion regulation mean scores measured before and 6 months after the intervention; however the mean scores of those in the control group 6 months after the intervention were higher than those in the intervention group (p < 0.05). Furthermore, there was a statistically significant increase in their self-efficacy mean scores measured before and 6 months after the intervention (p < 0.05). CONCLUSION The Self-Regulation Based Cognitive Psychoeducation Program was found be effective in increasing the levels of emotion regulation and self-efficacy in children with ADHD.
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Affiliation(s)
- Zeynep Sökmen
- Marmara University, Institute of Health Science, Department of Psychiatric Nursing, Istanbul, Turkey.
| | - Semra Karaca
- Marmara University, Institute of Health Science, Department of Psychiatric Nursing, Istanbul, Turkey
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27
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Grasser LR, Marusak H. Strong Mind, Strong Body: The Promise of Mind-Body Interventions to Address Growing Mental Health Needs Among Youth. MENTAL HEALTH SCIENCE 2023; 1:58-66. [PMID: 37810896 PMCID: PMC10557954 DOI: 10.1002/mhs2.16] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/18/2022] [Accepted: 03/10/2023] [Indexed: 10/10/2023]
Abstract
As the prevalence of childhood and adolescent anxiety, depression, and other mental health concerns continues to rise, there has been an unprecedented increase in support of mind-body practices like yoga, dance, meditation, mindfulness, aerobic exercise, and more-in part driven by the mental health burden imposed by the COVID-19 pandemic. While a growing body of evidence supports the safety and effectiveness of mind-body approaches, gaps in funding for and empirical research on mechanistic underpinnings, methodology development to assess multi-component therapeutic practices, dissemination and implementation, and diversity in researchers, practitioners, and recipients remain. As a consequence, the neurobiological impacts of mind-body techniques are not well understood nor broadly accepted as standard forms of care by clinicians and insurers-often being considered as 'alternative' rather than 'complementary' or 'integrative'. In this commentary, we summarize work from our labs and others highlighting the promise of mind-body approaches for improving mental health in youth, in line with the National Institute of Mental Health's strategic plan to address health disparities. We offer a potential framework for implementation and research-the Expressive Therapies Continuum. We also propose solutions to key research and policy gaps, that by could have positive public health impacts for those who are struggling and to prevent emergence of psychiatric illness, especially in developing youth.
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Affiliation(s)
- Lana Ruvolo Grasser
- Department of Psychiatry and Behavioral Neurosciences, Wayne State University School of Medicine, Detroit MI
| | - Hilary Marusak
- Department of Psychiatry and Behavioral Neurosciences, Wayne State University School of Medicine, Detroit MI
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28
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Wigelsworth M, Mason C, Verity L, Humphrey N, Qualter P. A Rose by any Other Name? Using Core Components to Categorize Social and Emotional Learning Provision. SCHOOL MENTAL HEALTH 2023; 15:1-12. [PMID: 37359160 PMCID: PMC10174615 DOI: 10.1007/s12310-023-09585-y] [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] [Accepted: 04/12/2023] [Indexed: 06/28/2023]
Abstract
Although social and emotional learning (SEL) benefits children and youth worldwide, classifying a program as SEL is insufficient to capture its variability of content. There is currently little to aid in identifying specific program content so that foci may be identified (e.g., self-management skills vs. social skills). This gap poses a difficulty for researchers attempting to address heterogeneity in SEL research and practitioners who want to select programs best suited for their contexts. This paper begins to address these concerns by extracting and contrasting 'core components' of interventions within an identified shortlist of 13 universal, elementary evidence-based programs through a distillation method using the often cited 'five core competency' model from CASEL (Collaborative for Academic, Social, and Emotional Learning). Results showed that CASEL's core competencies are represented across short-listed programs. However, almost all programs had identifiable foci, targeting a subset of skills. Accordingly, the use of 'core components' is recommended as a method for offering more nuance in SEL classification for programs beyond the current study, with implications for program implementation and the design of future research in SEL evaluation.
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Affiliation(s)
- Michael Wigelsworth
- Manchester Institute of Education, University of Manchester, Manchester, M13 9PL England
| | - Carla Mason
- Manchester Institute of Education, University of Manchester, Manchester, M13 9PL England
| | - Lily Verity
- Manchester Institute of Education, University of Manchester, Manchester, M13 9PL England
| | - Neil Humphrey
- Manchester Institute of Education, University of Manchester, Manchester, M13 9PL England
| | - Pamela Qualter
- Manchester Institute of Education, University of Manchester, Manchester, M13 9PL England
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29
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Bitar Z, Rogoza R, Hallit S, Obeid S. Mindfulness among lebanese university students and its indirect effect between mental health and wellbeing. BMC Psychol 2023; 11:114. [PMID: 37055857 PMCID: PMC10100626 DOI: 10.1186/s40359-023-01155-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: 10/25/2022] [Accepted: 04/01/2023] [Indexed: 04/15/2023] Open
Abstract
BACKGROUND University students are a high-risk population for developing mental health issues. Mindfulness, the non-judgmental awareness of the present moment, has an effective role in numerous psychological contexts among students. However, no previous studies have investigated the association between mindfulness, mental health and wellbeing among Lebanese university students. Therefore, this study aimed to assess the mediating effect of mindfulness in the association between mental health and wellbeing in this population. METHODS This cross-sectional study enrolled 363 Lebanese university students recruited through convenience sampling (July-September 2021). The Wellbeing Index Scale, Lebanese Anxiety Scale, Patient Health Questionnaire and Freiburg Mindfulness Inventory were used to assess subjective well-being, anxiety, depression and mindfulness respectively. RESULTS Our findings showed that higher mindfulness (Beta = 0.18; p < 0.001) was significantly correlated with a higher wellbeing, whereas more depression (Beta=-0.36; p < 0.001) was significantly associated with a lower wellbeing. The results of the indirect effect analysis showed that mindfulness mediated the association between anxiety and wellbeing and between depression and wellbeing. Higher anxiety/depression were significantly associated with lower mindfulness and a lower wellbeing (direct effect). Moreover, higher mindfulness was significantly associated with a higher wellbeing. CONCLUSION Mindfulness is associated with improved wellbeing and plays an indirect role between mental health issues and wellbeing. Our results suggest that mindfulness presents an adaptive approach and coping method associated with improved students' wellbeing.
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Affiliation(s)
- Zeinab Bitar
- Faculty of Medicine, Paris-Saclay university, Le Kremlin-Bicêtre, France
| | - Radosław Rogoza
- Cardinal Stefan Wyszyński University, Warsaw, Poland
- Social Innovation Chair, University of Lleida, Lleida, Spain
| | - Souheil Hallit
- School of Medicine and Medical Sciences, Holy Spirit University of Kaslik, P.O. Box 446, Jounieh, Lebanon.
- Applied Science Research Center, Applied Science Private University, Amman, Jordan.
- Research Department, Psychiatric Hospital of the Cross, Jal Eddib, Lebanon.
| | - Sahar Obeid
- Social and Education Sciences Department, School of Arts and Sciences, Lebanese American University, Jbeil, Lebanon.
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Russell D, Arnold LE. Complementary and Integrative Treatments for Attention-Deficit/Hyperactivity Disorder in Youth. Child Adolesc Psychiatr Clin N Am 2023; 32:173-192. [PMID: 37147036 DOI: 10.1016/j.chc.2022.08.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 05/07/2023]
Abstract
First-line psychopharmacologic and psychosocial treatments for attention-deficit/hyperactivity disorder in children are effective but limited by tolerability and accessibility problems. Many complementary and integrative strategies have been investigated as alternative or adjunctive treatments for the disorder, and the literature has progressed to meta-analyses for several. Although heterogeneity of study methods and risk of bias pervades the literature, we conclude that Omega-3 supplementation, dietary restriction of artificial food colorings, and physical activity can be considered evidence-based. Additionally, meditation, yoga, and sleep hygiene are safe, partially effective, cost effective and sensible adjunctive treatment strategies.
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Affiliation(s)
- Douglas Russell
- Department of Psychiatry and Behavioral Sciences, University of Washington School of Medicine, c/o Seattle Children's Hospital, OA.5.154 PO Box 5371, Seattle, WA 98145-5005, USA.
| | - L Eugene Arnold
- Department of Psychiatry and Behavioral Health, The Ohio State University College of Medicine, 395E McCampbell Hall, 1581 Dodd Drive, Columbus, OH 43210, USA
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31
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Plant A, Schladale J, Neffa-Creech D, Qaragholi N, Miller M, Montoya J. Development, acceptability, and perceived effectiveness of a trauma-informed adolescent self-regulation intervention. EVALUATION AND PROGRAM PLANNING 2023; 97:102232. [PMID: 36706538 DOI: 10.1016/j.evalprogplan.2023.102232] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/10/2022] [Revised: 11/29/2022] [Accepted: 01/11/2023] [Indexed: 06/18/2023]
Abstract
Youth who have experienced trauma often face challenges with self-regulation and can have diminished health outcomes, including those related to sexual and reproductive health. We developed a 12-session blended e-learning intervention for youth involved in juvenile justice systems to encourage healthy sexual decision-making by improving self-regulation skills. This paper describes the development of the program, e-Practice Self-Regulation, as well as an assessment of program acceptability and perceived effectiveness among youth participants. Data were collected using a feedback survey from youth who both completed (n = 95) and did not complete (n = 80) the intervention. Program acceptability was high among all participants, and over 70 % of both completers and non-completers would recommend e-Practice Self-Regulation to peers. Youth reported positive interactions with facilitators and described sessions as helpful, interesting, and educational. The most common criticism was online session length. A majority in both groups reported perceived effectiveness related to sexual health and self-regulation, which increased with more sessions completed. Results suggest e-Practice Self-Regulation is acceptable to youth participants, who reported learning skills necessary for self-regulation and sexual health and intended to use these skills to avoid unplanned pregnancy.
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Affiliation(s)
- Aaron Plant
- Sentient Research, 231 N Walnuthaven Drive, West Covina, CA 91790, USA.
| | - Joann Schladale
- Resources for Resolving Violence, Inc., 28 Marshview Drive, Freeport, ME 04032, USA
| | | | - Noor Qaragholi
- The Policy & Research Group, 8434 Oak Street, New Orleans, LA 70118, USA
| | - Melissa Miller
- The Policy & Research Group, 8434 Oak Street, New Orleans, LA 70118, USA
| | - Jorge Montoya
- Sentient Research, 231 N Walnuthaven Drive, West Covina, CA 91790, USA
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32
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Muir RA, Howard SJ, Kervin L. Interventions and Approaches Targeting Early Self-Regulation or Executive Functioning in Preschools: A Systematic Review. EDUCATIONAL PSYCHOLOGY REVIEW 2023. [DOI: 10.1007/s10648-023-09740-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/05/2023]
Abstract
Abstract
This systematic literature review sought to reconcile the evidence of efficacy for interventions and approaches to enhancing self-regulation and/or executive function in preschool settings. Following PRISMA methodology, a comprehensive search of 20 years of intervention research identified 85 studies that met inclusion criteria. Interventions were categorised by intervention approach and coded for their characteristics (e.g. sample size, dose, duration, interventionist, intervention activities), outcomes (e.g. significance, size of effects) and study quality (i.e. risk of bias). Reconciliation of intervention results indicated (1) within intervention approaches, some approaches had more consistent and robust evidence of efficacy (e.g. mindfulness, mediated play, physical activity) and (2) across intervention approaches, characteristics that had greater (or exclusive) presence amongst the higher efficacy interventions (e.g. cognitive challenge, movement, as well as interventionist, fidelity and dose considerations). Implications for future intervention (re)design, and for theorising about mechanisms of self-regulation and executive function change, are discussed.
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Romani-Sponchiado A, Vidal-Ribas P, Bressan RA, de Jesus Mari J, Miguel EC, Gadelha A, Rohde LAP, Evans-Lacko S, Salum GA, Hoffmann MS. Longitudinal associations between positive attributes and psychopathology and their interactive effects on educational outcomes. Eur Child Adolesc Psychiatry 2023; 32:463-474. [PMID: 34559317 DOI: 10.1007/s00787-021-01882-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/14/2021] [Accepted: 09/15/2021] [Indexed: 11/26/2022]
Abstract
Psychopathology is associated with impaired learning and early termination of schooling, whereas positive attributes are associated with better educational outcomes. However, it is important to understand if and how psychopathology and positive attributes longitudinally impact each other so we could shed light on where to intervene to promote educational outcomes through these constructs. A large prospective school-based community cohort of youths (5-15 years of age, 45% female) were assessed and followed up for 3 years (n = 2010; 80% retention). We assessed the longitudinal impact of positive attributes (Youth Strength Inventory) and psychopathology (bifactor model of Strengths and Difficulties Questionnaire) using a cross-lagged panel model. We also used generalized mixed effects models to investigate how these both constructs predict school dropout and literacy, adjusting for confounders and testing their interaction. Positive attributes negatively predicted, and were negatively predicted by, the general factor of psychopathology and conduct problems in the cross-lagged panel model. Positive attributes (OR = 0.57, 95% CI [0.44, 0.73], p < 0.001) and specific conduct symptoms (OR = 2.33, 95% CI [1.64, 3.33], p < 0.001) predicted school dropout, whereas the general factor of psychopathology predicted lower literacy ability (β = - 0.08, 95% CI [- 0.11, - 0.05], p < 0.001). However, the protective association of positive attributes on school dropout decreases as the general factor of psychopathology increases. These findings provide new evidence that positive attributes and psychopathology mutually influence each other over development and have interactive effects on educational outcomes.
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Affiliation(s)
- Aline Romani-Sponchiado
- Universidade Federal Do Rio Grande Do Sul, Ramiro Barcelos, 2350 - room 2202, Porto Alegre, 90035-003, Brazil.
- Section On Negative Affect and Social Processes, Hospital de Clínicas de Porto Alegre, Universidade Federal Do Rio Grande Do Sul, Porto Alegre, RS, Brazil.
| | - Pablo Vidal-Ribas
- Social and Behavioral Science Branch, Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, Bethesda, USA
| | - Rodrigo Affonseca Bressan
- National Institute of Developmental Psychiatry for Children and Adolescents (INCT-CNPq), São Paulo, SP, Brazil
- Universidade Federal de São Paulo (UNIFESP), São Paulo, SP, Brazil
| | - Jair de Jesus Mari
- National Institute of Developmental Psychiatry for Children and Adolescents (INCT-CNPq), São Paulo, SP, Brazil
- Universidade Federal de São Paulo (UNIFESP), São Paulo, SP, Brazil
| | - Eurípedes Constantino Miguel
- National Institute of Developmental Psychiatry for Children and Adolescents (INCT-CNPq), São Paulo, SP, Brazil
- Universidade de São Paulo (USP), São Paulo, SP, Brazil
| | - Ary Gadelha
- Laboratory of Integrative Neuroscience (LINC), Escola Paulista de Medicina, Universidade Federal de São Paulo, São Paulo, Brazil
| | - Luis Augusto Paim Rohde
- Universidade Federal Do Rio Grande Do Sul, Ramiro Barcelos, 2350 - room 2202, Porto Alegre, 90035-003, Brazil
- National Institute of Developmental Psychiatry for Children and Adolescents (INCT-CNPq), São Paulo, SP, Brazil
- ADHD Outpatient Program & Developmental Psychiatry Program, Hospital de Clínicas de Porto Alegre, Federal University of Rio Grande Do Sul, Porto Alegre, RS, Brazil
| | - Sara Evans-Lacko
- Care Policy and Evaluation Centre, London School of Economics and Political Science, London, UK
| | - Giovanni Abrahão Salum
- Universidade Federal Do Rio Grande Do Sul, Ramiro Barcelos, 2350 - room 2202, Porto Alegre, 90035-003, Brazil
- Section On Negative Affect and Social Processes, Hospital de Clínicas de Porto Alegre, Universidade Federal Do Rio Grande Do Sul, Porto Alegre, RS, Brazil
- National Institute of Developmental Psychiatry for Children and Adolescents (INCT-CNPq), São Paulo, SP, Brazil
| | - Mauricio Scopel Hoffmann
- Universidade Federal Do Rio Grande Do Sul, Ramiro Barcelos, 2350 - room 2202, Porto Alegre, 90035-003, Brazil
- Section On Negative Affect and Social Processes, Hospital de Clínicas de Porto Alegre, Universidade Federal Do Rio Grande Do Sul, Porto Alegre, RS, Brazil
- National Institute of Developmental Psychiatry for Children and Adolescents (INCT-CNPq), São Paulo, SP, Brazil
- Care Policy and Evaluation Centre, London School of Economics and Political Science, London, UK
- Universidade Federal de Santa Maria, Santa Maria, RS, Brazil
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Jackson DB, Jones MS, Semenza DC, Testa A. Adverse Childhood Experiences and Adolescent Delinquency: A Theoretically Informed Investigation of Mediators during Middle Childhood. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:3202. [PMID: 36833897 PMCID: PMC9959059 DOI: 10.3390/ijerph20043202] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/27/2022] [Revised: 01/27/2023] [Accepted: 02/01/2023] [Indexed: 06/18/2023]
Abstract
OBJECTIVE The purposes of this study are twofold. First, we explore the associations between cumulative ACEs at ages 5 and 7 and delinquency at age 14 in a national sample of youth in the United Kingdom (UK). Second, we explore the role of five theoretically relevant mediators in explaining this relationship. METHODS Analyses were based on data from the UK Millennium Cohort Study-a prospective, longitudinal birth-cohort study of more than 18,000 individuals in the United Kingdom. RESULTS The results indicate that early ACEs are significantly associated with adolescent delinquency, with effects becoming significantly larger as ACEs accumulate. Findings also reveal that child property delinquency, substance use, low self-control, unstructured socializing, and parent-child attachment at age 11 all significantly mediate the relationship between early ACEs and delinquency in adolescence, with early delinquency and low self-control emerging as the most robust mediators. CONCLUSIONS Findings point to a need for early ACEs screening and a Trauma-Informed Health Care (TIC) approach in early delinquency prevention efforts. Early intervention efforts that bolster child self-control and curtail early-onset problem behaviors may also disrupt pathways from ACEs to adolescent delinquency.
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Affiliation(s)
- Dylan B. Jackson
- Department of Population, Family, and Reproductive Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD 21205, USA
| | - Melissa S. Jones
- Sociology Department, College of Family, Home, and Social Sciences, Brigham Young University, Provo, UT 84602, USA
| | - Daniel C. Semenza
- Department of Sociology, Anthropology, and Criminal Justice, Rutgers, Camden, The State University of New Jersey, 405-7 Cooper Street, Camden, NJ 08102, USA
| | - Alexander Testa
- Department of Management, Policy and Community Health, University of Texas Health Science Center at Houston, Houston, TX 77030, USA
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Eadeh HM, Breaux R, Boyd-Rogers C, Priest JB, Nikolas MA. Self-regulation in Gender and Sexual Orientation Diverse Adults: Exploring Patterns of Risk and Resilience Using a Person-centered Approach. JOURNAL OF LGBTQ ISSUES IN COUNSELING 2023. [DOI: 10.1080/26924951.2022.2093310] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Affiliation(s)
- Hana-May Eadeh
- Department of Psychological and Brain Sciences, University of Iowa, Iowa City, IA, USA
| | - Rosanna Breaux
- Department of Psychology, Virginia Tech, Blacksburg, VA, USA
| | - Caroline Boyd-Rogers
- Department of Psychological and Brain Sciences, University of Iowa, Iowa City, IA, USA
| | - Jacob B. Priest
- Department of Psychological and Quantitative Foundations, University of Iowa, Iowa City, IA, USA
| | - Molly A. Nikolas
- Department of Psychological and Brain Sciences, University of Iowa, Iowa City, IA, USA
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Grüneisen L, Dörrenbächer-Ulrich L, Perels F. Differential development and trainability of self-regulatory abilities among preschoolers. Acta Psychol (Amst) 2023; 232:103802. [PMID: 36493593 DOI: 10.1016/j.actpsy.2022.103802] [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: 06/21/2022] [Revised: 12/01/2022] [Accepted: 12/03/2022] [Indexed: 12/12/2022] Open
Abstract
Self-regulation (SR) as well as self-regulated learning (SRL) show large interindividual variance in preschoolers. This variance may result in differential developmental trajectories. The present study aims to investigate whether a reduction in interindividual differences over time, which could previously be found for preschoolers' SR, is also present for SRL. Furthermore, the present study aims to explore whether preschool SRL training transfers to SR and whether training effects visible in SRL depend on initial performance. A sample of 94 preschoolers participated in this intervention study. Children were assigned to either a training group or to an active control group. Additionally, the sample was divided into high- and low-SRL preschoolers based on pretest SRL performance. Repeated measures ANCOVAs revealed that in the active control group, differences between high- and low-SRL preschoolers decreased over time. The training group showed a greater increase in SRL than the active control group. Training-induced increases did not vary between high- and low-SRL preschoolers. Additionally, increases in SR were identical for training and active control group. Further research on the transferability of preschool SRL training to SR is needed.
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Affiliation(s)
- Lena Grüneisen
- Department of Educational Sciences, Saarland University, Saarbrücken, Germany.
| | | | - Franziska Perels
- Department of Educational Sciences, Saarland University, Saarbrücken, Germany
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37
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Valente JY, Ferreira-Junior V, Paiva de Oliveira Galvão P, de la Torre A, Sanchez ZM. Psychiatric symptoms as predictors of latent classes of bullying victimization and perpetration among early adolescents. CURRENT PSYCHOLOGY 2023. [DOI: 10.1007/s12144-022-04146-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/26/2023]
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38
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Children’s perspective on fears connected to school transition and intended coping strategies. SOCIAL PSYCHOLOGY OF EDUCATION 2023. [DOI: 10.1007/s11218-023-09759-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/23/2023]
Abstract
AbstractThe transition from primary to secondary school comes with major changes in the lives of children. There is a shortage of in-depth analyses of young people’s perspectives concerning their fears and strategies to address these. This qualitative study aims to gain first-hand understanding of children’s fears and the intended coping strategies used during school transition. Data from 52 workshops were analysed, with a total of 896 students (M age = 10.40, SD = .839) in lower Austria. First, in the classroom setting, a vignette story about a child facing fears about school transition from primary to secondary school was developed with pupils in a brainstorming session. This was followed by self-selected small group discussions, where pupils proposed strategies to help cope with these fears. A thematic analysis was carried out. Major thematic clusters distinguished between four types of fears: peer victimisation, being alone, victimisation by authority figures, and academic failure. Three additional thematic clusters described strategies for countering the fears: enacting supportive networks, personal emotion regulation, and controlling behaviour. In addition to these connected clusters, two further themes were identified: strategy outcomes and consequences, i.e., personal experiences with using specific strategies, and the discussion of participants about contradictions and questionable usefulness of identified strategy outcomes. In conclusion, the children in our study reported more social fears as compared to academic fears. Children seem reasonably competent at naming and identifying strategies; however, maladaptive strategies, as well as controversies within the described strategies may indicate a lack of certainty and competence at engaging with these strategies on a practical level.
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Högström S, Eriksson M, Mörelius E, Duberg A. "A source of empowerment and well-being": Experiences of a dance and yoga intervention for young girls with functional abdominal pain disorders. Front Pediatr 2023; 11:1040713. [PMID: 37152307 PMCID: PMC10160435 DOI: 10.3389/fped.2023.1040713] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/09/2022] [Accepted: 03/17/2023] [Indexed: 05/09/2023] Open
Abstract
Background Functional abdominal pain disorders are common among children and adolescents worldwide and effective treatments are needed to alleviate suffering for these children and their families. This study aimed to explore the experience of participating in a combined dance and yoga intervention from the perspectives of girls aged 9-13 years with functional abdominal pain disorders. Materials and Methods A randomized controlled trial called Just in TIME (Try, Identify, Move and Enjoy) recruited 121 girls aged 9-13 years with functional abdominal pain disorders. The eight-month intervention combined dance and yoga twice a week, focusing on enjoyment, socialization and playful creativity in an undemanding and non-judgemental environment. The intervention group comprised 64 girls, of whom 25 were purposefully selected for this qualitative interview study. Semi-structured interviews were conducted and analysed using qualitative content analysis with an inductive approach. Results The girls' experiences of the Just in TIME intervention can be described as "A source of empowerment and well-being which facilitated personal growth and new ways of engaging in life". The main category was derived from six generic categories: "A sense of belonging", "Joy and emotional expression through movement", "Relief from pain", "More self-confident", "More active in daily life" and "A sense of calm." Conclusions Regular participation in an eight-month intervention with combined dance and yoga in a supportive and non-judgemental atmosphere can ease pain and strengthen inner resources, resulting in empowerment, well-being and a more active life for girls with functional abdominal pain disorders. Trial registration The Just in TIME study is available online at clinicaltrials.gov, ID: NCT02920268.
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Affiliation(s)
- Sofie Högström
- University Health Care Research Center, Faculty of Medicine and Health, Örebro University, Örebro, Sweden
- Correspondence: Sofie Högström
| | - Mats Eriksson
- Faculty of Medicine and Health, School of Health Sciences, Örebro University, Örebro, Sweden
| | - Evalotte Mörelius
- Edith Cowan University, School of Nursing and Midwifery, Joondalup, WA, Australia
- Department of Health, Medicine and Caring Sciences, Linköping University, Linköping, Sweden
| | - Anna Duberg
- University Health Care Research Center, Faculty of Medicine and Health, Örebro University, Örebro, Sweden
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Protocol for a cluster randomized clinical trial of a mastery-climate motor skills intervention, Children's Health Activity and Motor Program (CHAMP), on self-regulation in preschoolers. PLoS One 2023; 18:e0282199. [PMID: 36893091 PMCID: PMC9997967 DOI: 10.1371/journal.pone.0282199] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2021] [Accepted: 01/30/2023] [Indexed: 03/10/2023] Open
Abstract
INTRODUCTION Self-regulation (SR) is critical to healthy development in children, and intervention approaches (i.e., professional training, classroom-based curricula, parent-focused intervention) have shown to support or enhance SR. However, to our knowledge, none have tested whether changes in children's SR across an intervention relate to changes in children's health behavior and outcomes. This study, the Promoting Activity and Trajectories of Health (PATH) for Children-SR Study uses a cluster-randomized control trial to examine the immediate effects of a mastery-climate motor skills intervention on SR. Secondly, this study examines the associations between changes in SR and changes in children's health behaviors (i.e., motor competence, physical activity, and perceived competence) and outcomes (i.e., body mass index and waist circumference) (ClinicalTrials.gov Identifier, NCT03189862). METHODS AND ANALYSIS The PATH-SR study will be a cluster-randomized clinical trial. A total of 120 children between the ages of 3.5 to 5 years of age will be randomized to a mastery-climate motor skills intervention (n = 70) or control (n = 50) condition. SR will be assessed using measures that evaluate cognitive SR (cognitive flexibility and working memory), behavioral SR (behavioral inhibition), and emotional SR (emotional regulation). Health behaviors will be assessed with motor skills, physical activity, and perceived competence (motor and physical) and health outcomes will be waist circumference and body mass index. SR, health behaviors, and health outcomes will be assessed before and after the intervention (pre-test and post-test). Given the randomization design, 70 children in the intervention group and 50 in the control group, we have 80% power to detect an effect size of 0.52, at a Type I error level of 0.05. With the data collected, we will test the intervention effect on SR with a two-sample t-test comparing the intervention group and the control group. We will further evaluate the associations between changes in SR and changes in children's health behaviors and health outcomes, using mixed effect regression models, with a random effect to account for within-subject correlations. The PATH-SR study addresses gaps in pediatric exercise science and child development research. Findings hold the potential to help shape public health and educational policies and interventions that support healthy development during the early years. ETHICS AND DISSEMINATION Ethical approval for this study was obtained through the Health Sciences and Behavioral Sciences Institutional Review Board, University of Michigan (HUM00133319). The PATH-SR study is funded by the National Institutes of Health Common Fund. Findings will be disseminated via print, online media, dissemination events and practitioner and/or research journals. TRIAL REGISTRATION NUMBER ClinicalTrials.gov Identifier, NCT03189862.
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Laurenzi CA, Mamutse S, Marlow M, Mawoyo T, Stansert Katzen L, Carvajal-Velez L, Lai J, Luitel N, Servili C, Sinha M, Skeen S. Critical life course interventions for children and adolescents to promote mental health. Glob Ment Health (Camb) 2022; 10:e4. [PMID: 36843881 PMCID: PMC9947636 DOI: 10.1017/gmh.2022.58] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/12/2022] [Revised: 10/08/2022] [Accepted: 10/31/2022] [Indexed: 12/13/2022] Open
Abstract
Childhood and adolescence are key developmental periods in the life course for addressing mental health, and there is ample evidence to support significant, increased investment in mental health promotion for this group. However, there are gaps in evidence to inform how best to implement mental health promotion interventions at scale. In this review, we examined psychosocial interventions implemented with children (aged 5–10 years) and adolescents (aged 10–19 years), drawing on evidence from WHO guidelines. Most psychosocial interventions promoting mental health have been implemented in school settings, with some in family and community settings, by a range of delivery personnel. Mental health promotion interventions for younger ages have prioritised key social and emotional skills development, including self-regulation and coping; for older ages, additional skills include problem-solving and interpersonal skills. Overall, fewer interventions have been implemented in low- and middle-income countries. We identify cross-cutting areas affecting child and adolescent mental health promotion: understanding the problem scope; understanding which components work; understanding how and for whom interventions work in practice; and ensuring supportive infrastructure and political will. Additional evidence, including from participatory approaches, is required to tailor mental health promotive interventions to diverse groups’ needs and support healthy life course trajectories for children and adolescents everywhere.
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Affiliation(s)
- Christina A. Laurenzi
- Institute for Life Course Health Research, Stellenbosch University, Cape Town, South Africa
| | - Sihle Mamutse
- Institute for Life Course Health Research, Stellenbosch University, Cape Town, South Africa
| | - Marguerite Marlow
- Institute for Life Course Health Research, Stellenbosch University, Cape Town, South Africa
| | - Tatenda Mawoyo
- Institute for Life Course Health Research, Stellenbosch University, Cape Town, South Africa
| | - Linnea Stansert Katzen
- Institute for Life Course Health Research, Stellenbosch University, Cape Town, South Africa
| | - Liliana Carvajal-Velez
- Division of Data, Analytics, Planning and Monitoring, Data and Analytics Section, UNICEF, New York, NY, USA
- Department of Global Public Health, Karolinska Institutet, Stockholm, Sweden
| | - Joanna Lai
- Programme Group, Health Section, UNICEF, New York, NY, USA
| | - Nagendra Luitel
- Transcultural Psychosocial Organization Nepal, Kathmandu, Nepal
| | - Chiara Servili
- Department of Mental Health and Substance Use, World Health Organization, Geneva, Switzerland
| | | | - Sarah Skeen
- Institute for Life Course Health Research, Stellenbosch University, Cape Town, South Africa
- Amsterdam Institute for Social Science Research, Faculty of Social and Behavioural Sciences, University of Amsterdam, Amsterdam, Netherlands
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Hermansen TK, Syrstad KE, Røysamb E, Melinder AMD. Child internalizing and externalizing behaviors: Interplay between maternal depressive symptoms and child inhibitory control. JCPP ADVANCES 2022; 2:e12107. [PMID: 37431419 PMCID: PMC10242951 DOI: 10.1002/jcv2.12107] [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: 02/04/2022] [Accepted: 08/25/2022] [Indexed: 12/07/2023] Open
Abstract
Maternal depression is a risk factor for child internalizing and externalizing behaviors. Aiming to investigate the moderating role of child inhibitory control on this relationship, we invited a sub-sample of dyads from the Norwegian Mother, Father, and Child Cohort study (MoBa) for a lab-based assessment (N = 92, M age = 68 months, Range = 59-80, 50% girls). Maternal depression was assessed using the Beck Depression Inventory (BDI-II), while child behaviors were measured using the Child Behavior Check List, and inhibitory control using a child friendly version of the Flanker-task. As expected, higher levels of concurrent maternal depressive symptoms predicted higher levels of child internalizing and externalizing behaviors. Importantly, and in line with our predictions, child inhibitory control moderated the association. Lower levels of inhibitory control predicted a stronger association between concurrent maternal depressive symptoms and child behavioral outcomes. The results support prior research suggesting that concurrent maternal depression poses a risk for child development, and highlight that children with lower levels of inhibitory control are more vulnerable to negative environmental influences. These findings contribute to our understanding of the complexity of parental mental health issues on child development and suggest avenues for personalized treatment programs for families and children at risk.
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Affiliation(s)
| | | | - Espen Røysamb
- Department of PsychologyUniversity of OsloOsloNorway
- Norwegian Institute of Public HealthOsloNorway
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Schunk D, Berger EM, Hermes H, Winkel K, Fehr E. Teaching self-regulation. Nat Hum Behav 2022; 6:1680-1690. [PMID: 36229604 DOI: 10.1038/s41562-022-01449-w] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2021] [Accepted: 08/22/2022] [Indexed: 01/14/2023]
Abstract
Children's self-regulation abilities are key predictors of educational success and other life outcomes such as income and health. However, self-regulation is not a school subject, and knowledge about how to generate lasting improvements in self-regulation and academic achievements with easily scalable, low-cost interventions is still limited. Here we report the results of a randomized controlled field study that integrates a short self-regulation teaching unit based on the concept of mental contrasting with implementation intentions into the school curriculum of first graders. We demonstrate that the treatment increases children's skills in terms of impulse control and self-regulation while also generating lasting improvements in academic skills such as reading and monitoring careless mistakes. Moreover, it has a substantial effect on children's long-term school career by increasing the likelihood of enroling in an advanced secondary school track three years later. Thus, self-regulation teaching can be integrated into the regular school curriculum at low cost, is easily scalable, and can substantially improve important abilities and children's educational career path.
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Affiliation(s)
- Daniel Schunk
- Department of Law and Economics, Johannes Gutenberg University of Mainz, Mainz, Germany.
| | - Eva M Berger
- German Council of Economic Experts, Wiesbaden, Germany
| | - Henning Hermes
- DICE (Düsseldorf Institute for Competition Economics), Heinrich Heine University of Düsseldorf, Düsseldorf, Germany
| | - Kirsten Winkel
- School of Social Sciences, University of Applied Sciences Saarbrücken, Saarbrücken, Germany
| | - Ernst Fehr
- Department of Economics, University of Zurich, Zurich, Switzerland
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Barry KR, Hanson JL, Calma-Birling D, Lansford JE, Bates JE, Dodge KA. Developmental connections between socioeconomic status, self-regulation, and adult externalizing problems. Dev Sci 2022; 25:e13260. [PMID: 35348266 DOI: 10.1111/desc.13260] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2021] [Revised: 01/13/2022] [Accepted: 03/11/2022] [Indexed: 01/13/2023]
Abstract
Children from low socioeconomic status (SES) backgrounds are at particularly heightened risk for developing later externalizing problems. A large body of research has suggested an important role for self-regulation in this developmental linkage. Self-regulation has been conceptualized as a mediator as well as a moderator of these connections. Using data from the Child Development Project (CDP, N = 585), we probe these contrasting (mediating/moderating) conceptualizations, using both Frequentist and Bayesian statistical approaches, in the linkage between early SES and later externalizing problems in a multi-decade longitudinal study. Connecting early SES, physiology (i.e., heart rate reactivity) and inhibitory control (a Stroop task) in adolescence, and externalizing symptomatology in early adulthood, we found the relation between SES and externalizing problems was moderated by multiple facets of self-regulation. Participants from lower early SES backgrounds, who also had high heart rate reactivity and lower inhibitory control, had elevated levels of externalizing problems in adulthood relative to those with low heart rate reactivity and better inhibitory control. Such patterns persisted after controlling for externalizing problems earlier in life. The present results may aid in understanding the combinations of factors that contribute to the development of externalizing psychopathology in economically marginalized youth.
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Affiliation(s)
- Kelly R Barry
- Learning, Research, and Development Center, University of Pittsburgh, Pittsburgh, Pennsylvania, USA
| | - Jamie L Hanson
- Learning, Research, and Development Center, University of Pittsburgh, Pittsburgh, Pennsylvania, USA.,Department of Psychology, University of Pittsburgh, Pittsburgh, Pennsylvania, USA
| | - Destany Calma-Birling
- Institute of Child Development, University of Minnesota, Minneapolis, Minnesota, USA
| | - Jennifer E Lansford
- Center for Child and Family Policy, Duke University, Durham, North Carolina, USA
| | - John E Bates
- Department of Psychological and Brain Sciences, Indiana University Bloomington, Bloomington, Indiana, USA
| | - Kenneth A Dodge
- Center for Child and Family Policy, Duke University, Durham, North Carolina, USA
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Schulte‐Frankenfeld PM, Trautwein F. App-based mindfulness meditation reduces perceived stress and improves self-regulation in working university students: A randomised controlled trial. Appl Psychol Health Well Being 2022; 14:1151-1171. [PMID: 34962055 PMCID: PMC9788174 DOI: 10.1111/aphw.12328] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2021] [Accepted: 11/22/2021] [Indexed: 12/30/2022]
Abstract
We investigated whether a brief mindfulness meditation programme delivered via a smartphone app improves perceived stress, self-regulation and life satisfaction in part-time working university students. Mindfulness and cognitive reappraisal were analysed as potential mediators. A total of 64 university students working at least 20 h per week during the semester were randomised to either a mindfulness-based mobile intervention or a wait-list control condition. Participants in the intervention group were asked to complete one training session of 10-15 min per day using the app. Psychological measures were assessed via a self-report questionnaire at baseline and after 8 weeks. The online mindfulness programme was found to significantly decrease perceived stress (ηp 2 = .180, a large effect). It also increased self-regulation (ηp 2 = .195, a large effect), mindfulness (ηp 2 = .174; a large effect) and cognitive reappraisal (ηp 2 = .136, a medium effect). Increments in life satisfaction were not significant. Changes in self-regulation were mediated by increased mindfulness. Overall, the mobile application was effective in improving mental well-being and coping abilities in a non-clinical sample, encouraging further development of digital health treatments.
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Affiliation(s)
| | - Fynn‐Mathis Trautwein
- Department of Psychosomatic Medicine and Psychotherapy, Medical Center, Faculty of MedicineUniversity of FreiburgFreiburg im BreisgauGermany,Institute for Frontier Areas of Psychology and Mental HealthFreiburg im BreisgauGermany
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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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Elliott L, Bachman HJ, Carvalho Pereira J, Coulanges L, Duong S, Montue T, Miller P, Libertus M, Votruba-Drzal E. Self-regulation in toddlers and the emergence of pre-academic disparities. Infant Behav Dev 2022; 69:101779. [PMID: 36274356 PMCID: PMC10184574 DOI: 10.1016/j.infbeh.2022.101779] [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: 01/28/2022] [Revised: 10/01/2022] [Accepted: 10/09/2022] [Indexed: 11/28/2022]
Abstract
A growing body of research has examined how children's self-regulation during early and middle childhood mediates SES disparities in academic achievement. Evidence suggests that these self-regulation skills begin developing even earlier, during the toddler years, but more work is needed examining how different measures of self-regulation relate to key constructs such as socioeconomic status (SES) and toddlers' pre-academic skills. In this online study, we examine multiple approaches to measuring self-regulation using confirmatory factor analyses and assess the extent to which self-regulatory skills help explain SES differences in early math and language skills among a sample of 158 two- and three-year-old children. Self-regulation was assessed through a battery of parent- and examiner-ratings. Children's counting, cardinality, and vocabulary skills were measured online through direct assessments and parent surveys. Two self-regulation factors emerged representing parent-reported and observational measures, and only observational measures of self-regulation mediated associations between SES and children's math and language skills. Parent-reported self-regulation was not uniquely related to SES or children's pre-academic skills, underscoring the need for careful consideration of how self-regulation is measured among toddlers when examining its associations with pre-academic skills.
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de la Fuente J, Pachón-Basallo M, Martínez-Vicente JM, Peralta-Sánchez FJ, Garzón-Umerenkova A, Sander P. Self- vs. External-Regulation Behavior ScaleTM in different psychological contexts: A validation study. Front Psychol 2022; 13:922633. [DOI: 10.3389/fpsyg.2022.922633] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/18/2022] [Accepted: 09/26/2022] [Indexed: 11/13/2022] Open
Abstract
The self- vs. external-regulation behavior theory, SR-ER Theory (2021) model has postulated the Self-Regulation /Non or De-Regulation/Dys-regulation (SR-NR-DR) continuum in the person and in their context. The model also generates a behavioral heuristic that allows us to predict and explain the variability of other dependent behavioral variables in a range of scenarios (clinical, educational, health and technology contexts). Consequently, the objective of this study was to validate the different scales prepared on the basis of the theory presented. A total of 469 students voluntarily completed at different times the five questionnaires presented, to give a total of 1,385 completed questionnaires. Using an ex post facto design, descriptive, correlational, confirmatory factorial analysis (CFA), reliability, and concurrent validity analyses were carried out. The scales were analyzed individually and as a whole. The results showed the acceptable structure of scale and consistent levels of reliability. The five levels generated by the SR-NR-DR (personal and contextual) combinatory heuristic that arises from the theoretical model determined significant differences in the levels of the variables analyzed for each psychological context. We discuss the theoretical implications and the implications for the assessment and improvement of the behaviors analyzed in function of the personal and contextual regulation levels evaluated.
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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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Représentations d'attachement, comportements extériorisés et pro-sociaux d'enfants ayant vécu de la maltraitance et issus de la population générale. EUROPEAN JOURNAL OF TRAUMA & DISSOCIATION 2022. [DOI: 10.1016/j.ejtd.2022.100284] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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