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Abbott P, Shanks R, Stanley I, D’Ambruoso L. A protocol for a critical realist systematic synthesis of interventions to promote pupils' wellbeing by improving the school climate in low- and middle-income countries. PLoS One 2024; 19:e0286489. [PMID: 38748720 PMCID: PMC11095672 DOI: 10.1371/journal.pone.0286489] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2023] [Accepted: 05/22/2023] [Indexed: 05/19/2024] Open
Abstract
INTRODUCTION The review described in this protocol will be the first critical realist review of the literature reporting on the impact of interventions to promote pupils' wellbeing by improving the school climate in Low- and Middle-Income Countries. The review is being carried out to inform the programme theory for a critical realist evaluation of a whole school mindfulness intervention in Ethiopia and Rwanda to improve pupils' mental wellbeing. Our initial programme theory hypothesises that pupils' (and teachers') responses to the mindfulness intervention as well as changing the behaviour and attitudes of individual pupils and teachers, will change the 'school climate' in ways that have a positive impact on mental wellbeing. This literature review will facilitate the identification of mechanisms for change working at the level of the whole school climate, something which is only infrequently discussed in evaluations of mindfulness interventions. METHODS AND ANALYSIS A critical realist review methodology will be used to provide a causal interdisciplinary understanding of how school climate can promote the wellbeing of pupils. This will be done through a systematic literature review and extrapolating context, agency, intervention, mechanisms, and outcome configurations and synthesising these to provide a conceptual understanding of the impact of interventions to improve school climate. DISCUSSION The review findings will inform a critical realist evaluation of a mindfulness intervention in schools that we will be carrying out. The findings from the review will enable us to focus more precisely and transparently on what policymakers and other stakeholders need to know about how school climate changes due to introducing mindfulness to the curriculum and how this impacts pupils' wellbeing [and for which pupils]. We will publish the findings from the review in academic and professional publications, policy briefs, workshops, conferences, and social media. PROSPERO registration number: CRD42023417735.
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Affiliation(s)
- Pamela Abbott
- Centre for Global Development, University of Aberdeen, Aberdeen, United Kingdom
- School of Education, University of Aberdeen, Aberdeen, United Kingdom
| | - Rachel Shanks
- Centre for Global Development, University of Aberdeen, Aberdeen, United Kingdom
- School of Education, University of Aberdeen, Aberdeen, United Kingdom
| | - Isabel Stanley
- Centre for Global Development, University of Aberdeen, Aberdeen, United Kingdom
- School of Education, University of Aberdeen, Aberdeen, United Kingdom
| | - Lucia D’Ambruoso
- Centre for Global Development, University of Aberdeen, Aberdeen, United Kingdom
- Aberdeen Centre for Data Science, University of Aberdeen, Aberdeen, United Kingdom
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Abbott P, Nixon G, Stanley I, D’Ambruoso L. A protocol for a critical realist synthesis of school mindfulness interventions designed to promote pupils' mental wellbeing. Front Public Health 2024; 11:1309649. [PMID: 38264247 PMCID: PMC10803664 DOI: 10.3389/fpubh.2023.1309649] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2023] [Accepted: 12/27/2023] [Indexed: 01/25/2024] Open
Abstract
Introduction The review described in this protocol will be the first critical realist review of the literature reporting on the impact of school-based mindfulness interventions on the mental wellbeing of pupils. Mindfulness interventions are increasingly being introduced into schools to promote children's (and teachers') wellbeing. Findings from impact evaluations, including systematic reviews and metanalysis, suggest that school-based mindfulness interventions promote pupils' wellbeing. However, there is a need for further evidence on the underlying causal mechanisms and contexts that explain program outcomes, to provide insight into how mindfulness programs can be successfully implemented in other contexts. Methods and analysis A critical realist review methodology will be used to provide a causal interdisciplinary understanding of how school-based mindfulness interventions promote the mental wellbeing of pupils. This will be done through a systematic literature review and extrapolating context, agency, intervention, mechanisms, and outcome configurations. This will enable an understanding of how, in certain contexts, pupils can use the resources offered by a mindfulness intervention knowingly or unknowingly to trigger mechanisms that promote their mental wellbeing and what mechanisms in the context support, restrict or prevent change. We will then use retrodiction and retroduction to develop the most plausible interdisciplinary middle-range theory to explain the findings. Discussion The review findings will inform a critical realist evaluation of a mindfulness intervention in schools. The findings from the review will also enable us to inform policymakers and other stakeholders about what conditions need to be in place for mindfulness interventions to promote pupils' mental wellbeing. We will publish the findings from the review in academic and professional publications, policy briefs, workshops, conferences, and social media.PROSPERO registration number: CRD42023410484.
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Affiliation(s)
- Pamela Abbott
- Centre for Global Development, University of Aberdeen, Aberdeen, United Kingdom
- School of Education, University of Aberdeen, Aberdeen, United Kingdom
| | - Graeme Nixon
- Centre for Global Development, University of Aberdeen, Aberdeen, United Kingdom
- School of Education, University of Aberdeen, Aberdeen, United Kingdom
| | - Isabel Stanley
- Centre for Global Development, University of Aberdeen, Aberdeen, United Kingdom
- School of Education, University of Aberdeen, Aberdeen, United Kingdom
| | - Lucia D’Ambruoso
- Centre for Global Development, University of Aberdeen, Aberdeen, United Kingdom
- Aberdeen Centre for Health Data Science, University of Aberdeen, Aberdeen, United Kingdom
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Folger A, Nekkanti A, Williamson G, Guidinger C, Kelly NR. Rural sixth-grade teachers' and students' perceptions of a mindfulness-based mental health curriculum. Front Psychol 2023; 14:1277614. [PMID: 38106395 PMCID: PMC10722802 DOI: 10.3389/fpsyg.2023.1277614] [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: 08/14/2023] [Accepted: 10/27/2023] [Indexed: 12/19/2023] Open
Abstract
Introduction Mindfulness-based interventions (MBIs) have the potential to improve students' mood, behavior and cognitive functioning; yet, little is known about the feasibility and acceptability of adapting such programs for rural middle schools. Methods An exploratory qualitative evaluation was conducted to examine the feasibility and acceptability of an initial trial delivery of AttuneEd®, a trauma-informed, mindfulness-based mental health curriculum. In this single-group design study, 10 weekly lessons were taught in a middle school located in a rural town in the pacific northwest during 6th grade students' P.E. classes. Three P.E. teachers, 26 6th grade teachers, and one school counselor attended trainings before and mid-curriculum implementation, where they provided qualitative feedback. A total of 160 students completed acceptability surveys before and after curriculum delivery. Results Three themes were identified from qualitative data: cultural considerations, teacher self-efficacy, and barriers and facilitators to student acceptability. Student acceptability ratings were high. Students reported, on average, that the classes helped them better understand themselves and others. Conclusion Some identified needs for future MBIs include (1) the need for culturally sensitive, trauma-informed delivery strategies; (2) teachers' desire for more support in content delivery; and (3) students' desire to have their own teachers deliver the curriculum. Findings elucidate the nuances associated with implementing an MBI in a rural middle school and have notable implications for development, scalability, and sustainability.
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Affiliation(s)
- Austin Folger
- Counseling Psychology and Human Services, University of Oregon, Eugene, OR, United States
| | - Akhila Nekkanti
- Choice Filled Lives Network, Inc., Berkeley, CA, United States
| | - Gina Williamson
- Counseling Psychology and Human Services, University of Oregon, Eugene, OR, United States
| | - Claire Guidinger
- Counseling Psychology and Human Services, University of Oregon, Eugene, OR, United States
| | - Nichole R. Kelly
- Counseling Psychology and Human Services, University of Oregon, Eugene, OR, United States
- Prevention Science Institute, University of Oregon, Eugene, OR, United States
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Treves IN, Olson HA, Ozernov-Palchik O, Li CE, Wang KL, Arechiga XM, Goldberg SB, Gabrieli JDE. At-home use of app-based mindfulness for children: A randomized active-controlled trial. Mindfulness (N Y) 2023; 14:2728-2744. [PMID: 38654938 PMCID: PMC11034918 DOI: 10.1007/s12671-023-02231-3] [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] [Accepted: 09/17/2023] [Indexed: 04/26/2024]
Abstract
Objectives School-based mindfulness interventions in children have shown benefits to child well-being. Here, we investigated the effectiveness of a remote, app-based mindfulness intervention for promoting well-being in children. Methods We conducted a randomized controlled trial (RCT) with two control groups to examine the effects of an 8-week mindfulness intervention in U.S. children ages 8-10. We compared pre-post effects between a mindfulness intervention using the Inner Explorer app, and two audiobook control interventions. The 279 children who participated in the interventions were assessed on self-report measures of anxiety and depression symptoms, perceived stress and trait mindfulness and we also collected parental reports. Results Over 80% of children completed the intervention in each condition. There was evidence for reduced self-perceived stress in children and reduced negative affect in children by parental reports using the mindfulness app, but no significant reduction for anxiety or depression symptoms. In general, between-group effect sizes were small (ds < 0.45). Regular use, defined as at least 30 days of mindfulness practice within the study period, was associated with reduced child negative affect by parental reports, as well as reduced parental stress and child self-perceived stress. Conclusions These findings suggest that home use of a mindfulness app in young children can have a positive impact on children's emotional well-being if the app is used regularly, specifically for at least 30 days in the 8-week study period. Strategies aimed at promoting regular use of the mindfulness app at home could lead to even better outcomes for children. Preregistration Preregistered on OSF at https://osf.io/23vax.
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Affiliation(s)
- Isaac N Treves
- Department of Brain and Cognitive Sciences and McGovern Institute for Brain Research, Massachusetts Institute of Technology, 43 Vassar Street, Cambridge, MA 02139, USA
- Hock E. Tan and K. Lisa Yang Center for Autism Research at Massachusetts Institute of Technology, Cambridge, MA
| | - Halie A Olson
- Department of Brain and Cognitive Sciences and McGovern Institute for Brain Research, Massachusetts Institute of Technology, 43 Vassar Street, Cambridge, MA 02139, USA
| | - Ola Ozernov-Palchik
- Department of Brain and Cognitive Sciences and McGovern Institute for Brain Research, Massachusetts Institute of Technology, 43 Vassar Street, Cambridge, MA 02139, USA
| | - Cindy E Li
- Hock E. Tan and K. Lisa Yang Center for Autism Research at Massachusetts Institute of Technology, Cambridge, MA
| | - Kimberly L Wang
- Department of Brain and Cognitive Sciences and McGovern Institute for Brain Research, Massachusetts Institute of Technology, 43 Vassar Street, Cambridge, MA 02139, USA
| | - Xochitl M Arechiga
- Department of Brain and Cognitive Sciences and McGovern Institute for Brain Research, Massachusetts Institute of Technology, 43 Vassar Street, Cambridge, MA 02139, USA
| | - Simon B Goldberg
- Department of Counseling Psychology, University of Wisconsin-Madison, Madison, WI, USA
- Center for Healthy Minds, University of Wisconsin-Madison, Madison, WI, USA
| | - John D E Gabrieli
- Department of Brain and Cognitive Sciences and McGovern Institute for Brain Research, Massachusetts Institute of Technology, 43 Vassar Street, Cambridge, MA 02139, USA
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Singh C, C S, K J. Efficacy of Mandala Coloring Intervention on Executive Functioning and Emotional & Motivational Self-Regulation Among Children With Symptoms of Attention Deficit Hyperactivity Disorder. Cureus 2023; 15:e46919. [PMID: 37954805 PMCID: PMC10640382 DOI: 10.7759/cureus.46919] [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] [Accepted: 10/12/2023] [Indexed: 11/14/2023] Open
Abstract
INTRODUCTION Attention deficit hyperactivity disorder (ADHD) is the most common neuropsychiatric condition of childhood. There is a sizable subset of children with ADHD symptoms in whom early intervention can prevent their progression into fulminant ADHD. However, the therapeutic options for ADHD symptoms are limited. Mandala coloring is a form of art therapy that may be used in these children, but there is a dearth of literature regarding its efficacy. METHOD This is a prospective cohort study on 120 children aged six to 10 years diagnosed with ADHD symptoms. The children were divided into two equal groups of intervention and control. Children in the intervention group were given mandala coloring intervention for 10 weeks duration. Pre-test and post-test values of executive functioning and emotional and motivational self-regulation (EMSRQ) were compared between the two groups by using SPSS 23 (IBM Corp., Armonk, NY). RESULTS The demographic data and baseline characteristics were comparable in both groups. Post-test values showed significant improvement across all parameters of executive functioning in the intervention group. However, the difference was not significant in EMSRQ. At follow-up, parents reported improvement in academic performance, concentration, and mindfully focusing on a single activity for a longer duration of time. CONCLUSION The attention span and cognitive abilities of children at risk for ADHD may be improved with the relatively simple yet effective intervention technique of mandala coloring that can easily be administered by parents at home. Further research is needed to compare its efficacy with other treatment modalities.
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Affiliation(s)
- Chhavi Singh
- Psychology, Christ (Deemed to be University), Ghaziabad, IND
| | - Surekha C
- Psychology, Christ (Deemed to be University), Ghaziabad, IND
| | - Jaishree K
- Rehabilitation, Aashritha - School for Differently Abled, Hyderabad, IND
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Hong M, Liang D, Lu T, Liu S. The effect of brief digital mindfulness-based interventions on increasing online charitable behavior in Chinese adolescents. Front Psychol 2023; 14:1213089. [PMID: 37599709 PMCID: PMC10433157 DOI: 10.3389/fpsyg.2023.1213089] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2023] [Accepted: 07/21/2023] [Indexed: 08/22/2023] Open
Abstract
Digital mindfulness-based interventions (d-MBIs) have garnered significant research interest in recent years due to their psychological benefits. However, little is known about their impact on prosocial behaviors. This study investigates how d-MBIs impact prosocial behaviors where time spent is money, with Chinese adolescents as the subjects, through an online charity task (www.freerice.com). 119 students from a high school in China, who were inexperienced with mindfulness meditation, participated in this randomized controlled trial. The d-MBI group (N = 39) received online MBI guidance, while the face-to-face mindfulness-based intervention (f-MBI, N = 43) group underwent mindfulness intervention under personal tutors. The active control group (N = 37) completed a crossword task. Data analysis first involved repeated measures variance analysis, including pre-and post-intervention assessments. Subsequently, a two-way variance analysis was performed, with gender (female and male) and group (d-MBI, f-MBI, active control) as independent variables and the number of grains as dependent variables for the three groups of participants. Results showed that d-MBIs effectively improved empathy and compassion in Chinese adolescents, leading to increased rice donations to the United Nations World Food Program. These results underscore the positive effect of d-MBIs on prosociality and suggest their applicability in beneficial real-world situations involving prosocial behaviors, extending beyond previous research primarily conducted in artificial and hypothetical scenarios.
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Affiliation(s)
- Mei Hong
- School of Management, Harbin Institute of Technology, Harbin, Heilongjiang, China
| | - Dapeng Liang
- School of Management, Harbin Institute of Technology, Harbin, Heilongjiang, China
| | - Teng Lu
- School of Management, Harbin Institute of Technology, Harbin, Heilongjiang, China
| | - Shengchen Liu
- Harbin Institute of Technology, Harbin, Heilongjiang, China
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Mettler J, Khoury B, Zito S, Sadowski I, Heath NL. Mindfulness-based programs and school adjustment: A systematic review and meta-analysis. J Sch Psychol 2023; 97:43-62. [PMID: 36914366 DOI: 10.1016/j.jsp.2022.10.007] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2021] [Revised: 03/21/2022] [Accepted: 10/25/2022] [Indexed: 01/26/2023]
Abstract
Mindfulness-based programs (MBPs) are increasingly used in educational institutions to enhance students' mental health and resilience. However, reviews of the literature suggest this use may have outpaced the evidence base and further research is needed to better understand the mechanisms underlying these programs' effectiveness and which outcomes are being affected. The purpose of this meta-analysis was to investigate the strength of MBPs' effects on school adjustment and mindfulness outcomes while also considering the potential influence of study and program characteristics, including the role of comparison groups, students' educational level, the type of program being used, and the facilitator's training and previous mindfulness experience. Following a systematic review of five databases, 46 studies using a randomized controlled design with students from preschool to undergraduate levels were selected. At post-program, the effect of MBPs compared to control groups was (a) small for overall school adjustment outcomes, academic performance, and impulsivity; (b) small to moderate for attention; and (c) moderate for mindfulness. No differences emerged for interpersonal skills, school functioning, or student behaviour. The effects of MBPs on overall school adjustment and mindfulness differed based on students' educational level and the type of program being delivered. Moreover, only MBPs delivered by outside facilitators with previous experience of mindfulness had significant effects on either school adjustment or mindfulness. This meta-analysis provides promising evidence of the effectiveness of MBPs in educational contexts to improve students' school adjustment outcomes beyond typically assessed psychological benefits, even when using randomized controlled designs.
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Affiliation(s)
- Jessica Mettler
- McGill University, 845 Sherbrooke West, Montreal, Quebec H3A 0G4, Canada.
| | - Bassam Khoury
- McGill University, 845 Sherbrooke West, Montreal, Quebec H3A 0G4, Canada.
| | - Stephanie Zito
- McGill University, 845 Sherbrooke West, Montreal, Quebec H3A 0G4, Canada.
| | - Isabel Sadowski
- McGill University, 845 Sherbrooke West, Montreal, Quebec H3A 0G4, Canada.
| | - Nancy L Heath
- McGill University, 845 Sherbrooke West, Montreal, Quebec H3A 0G4, Canada.
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A Qualitative Microanalysis of the Immediate Behavioural Effects of Mindfulness Practices on Students’ Self-Regulation and Attention. TRENDS IN PSYCHOLOGY 2023. [DOI: 10.1007/s43076-023-00263-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/06/2023]
Abstract
AbstractThe study examined the immediate effects of mindfulness practices on students’ attention and self-regulation during mathematical problem-solving tasks. Participants were 15 4th-grade Finnish students and their teacher. Data were collected during six study sessions of mathematical problem-solving, with and without mindfulness practices. The sessions were video-recorded, and children responded to the Freiburg mindfulness inventory and the cognitive and affective mindfulness scale-revised. A qualitative video micro-analysis focused on coding the observable behaviours related to attention and self-regulation. Self-report instruments were scored and tabulated for comparison. The findings indicate microbehavioural changes indicating positive effects of mindfulness practices on students’ self-regulation, with higher signs of engagement and lower signs of disengagement after mindfulness practices. This study enlightens the use of mindfulness practices in school routines and discusses the impacts of these practices while evidencing that future research on the topic is needed.
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Garro A, Janal M, Kondroski K, Stillo G, Vega V. Mindfulness Initiatives for Students, Teachers, and Parents: a Review of Literature and Implications for Practice During COVID-19 and Beyond. CONTEMPORARY SCHOOL PSYCHOLOGY 2023; 27:152-169. [PMID: 36741424 PMCID: PMC9885932 DOI: 10.1007/s40688-022-00446-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/22/2022] [Indexed: 01/31/2023]
Abstract
The use of mindfulness in schools has greatly expanded over the past 10 years. Research has demonstrated positive psychological effects of mindfulness for students as well as teachers (Emerson et al., Mindfulness 8:1136-1149, 2017; Semple et al., Psychology in the Schools 54:29-52, 2017). Similarly, studies focusing on mindfulness interventions for parents of children with disabilities and/or psychosocial difficulties have also yielded a variety of positive outcomes, including reduced parenting stress, increases in quality of life, and improved parent-child interactions (Bögels et al., 2016; Rayan and Ahmad, Research in Developmental Disabilities 55:185-196, 2016). Although there has been a proliferation of mindfulness research, and mindfulness has become a buzzword in popular culture, it has not been systematically examined or applied as an approach to improving psychosocial functioning in children, school personnel, and families during COVID-19 and in online settings. This article provides a preliminary framework for this examination by reviewing relevant research and providing practical strategies and resources for school psychologists.
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Affiliation(s)
- Adrienne Garro
- Department of Advanced Studies in Psychology, East Campus, Kean University, 215 North Ave, Hillside, NJ 07205 USA
| | - Mikela Janal
- Department of Advanced Studies in Psychology, East Campus, Kean University, 215 North Ave, Hillside, NJ 07205 USA
| | - Kelly Kondroski
- Department of Advanced Studies in Psychology, East Campus, Kean University, 215 North Ave, Hillside, NJ 07205 USA
| | - Giuliana Stillo
- Department of Advanced Studies in Psychology, East Campus, Kean University, 215 North Ave, Hillside, NJ 07205 USA
| | - Vanessa Vega
- Department of Advanced Studies in Psychology, East Campus, Kean University, 215 North Ave, Hillside, NJ 07205 USA
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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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Stein JA, Tomfohr-Madsen LM, Bray S, MacMaster FP, Kopala-Sibley DC. Self-acceptance and nonreactive observing predict adolescent psychopathology over and above the big five. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-020-01291-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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12
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A Pilot Study Testing the Effectiveness of a Mindfulness-Based Program for Portuguese School Children. Mindfulness (N Y) 2022; 13:2751-2764. [PMID: 36193219 PMCID: PMC9520100 DOI: 10.1007/s12671-022-01991-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 09/18/2022] [Indexed: 10/30/2022]
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13
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Kalmar J, Baumann I, Gruber E, Vonderlin E, Bents H, Neubauer AB, Heidenreich T, Mander J. The impact of session-introducing mindfulness and relaxation interventions in individual psychotherapy for children and adolescents: a randomized controlled trial (MARS-CA). Trials 2022; 23:291. [PMID: 35410284 PMCID: PMC8996623 DOI: 10.1186/s13063-022-06212-0] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2021] [Accepted: 03/26/2022] [Indexed: 02/06/2023] Open
Abstract
Background The investigation of mindfulness-based interventions (MBIs) in cognitive-behavioral therapy has greatly increased over the past years. However, most MBI research with youth focuses on structured, manualized group programs, conducted in school settings. Knowledge about the implementation and effects of MBIs in individual psychotherapy with children and adolescents is scarce. To fill this research gap, the “Mindfulness and Relaxation Study – Children and Adolescents” (MARS-CA) is designed. It aims to assess the effects of short session-introducing interventions with mindfulness elements on juvenile patients’ symptomatic outcome and therapeutic alliance in individual child and adolescent psychotherapy. Methods MARS-CA is conducted at a university outpatient training center for cognitive-behavior therapy. Short session-introducing interventions with mindfulness elements will be compared to short session-introducing relaxation interventions and no session-introducing intervention to explore their effects on symptomatic outcome and therapeutic alliance. The session-introducing interventions will take place at the beginning of 24 subsequent therapy sessions. We hypothesize that patients’ symptomatic outcome and therapeutic alliance improve more strongly in the mindfulness condition than in the other two conditions and that the mindfulness condition moderates the relationship between therapeutic alliance and symptomatic outcome. Patients and their trainee therapists will be randomized to one of the three treatment arms. Participants aged between 11 and 19 years and having a primary diagnosis of either a depressive disorder, an anxiety disorder, or a hyperkinetic disorder will be included. Therapeutic alliance will be assessed after every therapy session (therapy session 1 to therapy session 24), symptomatic outcome will be assessed before the start of treatment (pre), after the 3rd, the 10th, and the 17th therapy sessions, at the end of treatment (24th therapy session, post), and at a 6-month follow-up. Additionally, mindfulness and mindfulness-related measures as well as demographic data, adherence, allegiance, and therapeutic techniques will be assessed. It is our aim to assess a sample of 135 patients. We will conduct multilevel modeling to address the nested data structure. Discussion The study can provide information about how add-on MBIs, conducted by trainee therapists, influence therapeutic alliance and symptomatic outcome in individual psychotherapy in children and adolescents. Trial registration ClinicalTrials.gov NCT04034576. Registered on July 17, 2019
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Mindfulness and emotional experience in daily life among elementary school students: The role of mind-wandering. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-02825-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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Feruglio S, Pascut S, Matiz A, Paschetto A, Crescentini C. Effects of Mind-Body Interventions on Adolescents’ Cooperativeness and Emotional Symptoms. Behav Sci (Basel) 2022; 12:bs12020033. [PMID: 35200284 PMCID: PMC8869189 DOI: 10.3390/bs12020033] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2021] [Revised: 01/20/2022] [Accepted: 01/28/2022] [Indexed: 01/27/2023] Open
Abstract
Background: Mind-body interventions may support the development of adolescents’ self-regulation and provide a protective effect against maladaptive outcomes, e.g., internalizing and externalizing problems. The present study aimed at evaluating the effects of mindfulness-oriented meditation training (MOM) and autogenic training (AT) on a group of healthy Italian adolescents’ character dimensions, emotional and behavioral difficulties. Methods: 72 adolescents were randomly assigned to MOM/AT conditions and tested before and after the 8-week trainings through self-report measures (Temperament and Character Inventory 125, TCI; Strengths and Difficulties Questionnaire for Adolescents, SDQ-A). Main analyses involved robust and repeated measures ANOVAs, carried out separately for character TCI and SDQ-A scales. Results: After trainings, we found increased levels of cooperativeness and reduced emotional symptoms. Changes in these dimensions were negatively correlated: the more participants increased in their cooperativeness the greater decrease they showed in emotional symptoms. Conclusion: Both MOM and AT enhanced a cooperative attitude in adolescents and helped reducing their emotional problems. Therefore, it may be useful to apply these mind-body interventions in school settings as they can have a protective effect on the well-being and psychosocial adjustment of youths, through fostering their character maturity and helping them to better regulate their emotions.
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Affiliation(s)
- Susanna Feruglio
- Department of Languages and Literatures, Communication, Education and Society, University of Udine, 33100 Udine, Italy; (S.P.); (A.M.); (A.P.); (C.C.)
- Department of Psychology, Sapienza University of Rome, 00118 Rome, Italy
- Correspondence:
| | - Stefania Pascut
- Department of Languages and Literatures, Communication, Education and Society, University of Udine, 33100 Udine, Italy; (S.P.); (A.M.); (A.P.); (C.C.)
- Department of Psychology, Sapienza University of Rome, 00118 Rome, Italy
- WHO Healthy City Project—Municipality of Udine, 33100 Udine, Italy
| | - Alessio Matiz
- Department of Languages and Literatures, Communication, Education and Society, University of Udine, 33100 Udine, Italy; (S.P.); (A.M.); (A.P.); (C.C.)
- Department of Psychology, Sapienza University of Rome, 00118 Rome, Italy
| | - Andrea Paschetto
- Department of Languages and Literatures, Communication, Education and Society, University of Udine, 33100 Udine, Italy; (S.P.); (A.M.); (A.P.); (C.C.)
| | - Cristiano Crescentini
- Department of Languages and Literatures, Communication, Education and Society, University of Udine, 33100 Udine, Italy; (S.P.); (A.M.); (A.P.); (C.C.)
- Institute of Mechanical Intelligence, Scuola Superiore Sant’Anna di Pisa, 56010 Pisa, Italy
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Marusak HA, Borg B, Morales A, Smith JC, Blankenship K, Allen JL, Goldberg E, Bluth MH. Martial arts-based curriculum reduces stress, emotional, and behavioral problems in elementary schoolchildren during the COVID-19 pandemic: A pilot study. MIND, BRAIN AND EDUCATION : THE OFFICIAL JOURNAL OF THE INTERNATIONAL MIND, BRAIN, AND EDUCATION SOCIETY 2022; 16:5-12. [PMID: 35669694 PMCID: PMC9165706 DOI: 10.1111/mbe.12307] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/31/2020] [Accepted: 11/18/2021] [Indexed: 06/15/2023]
Abstract
This exploratory study examined the impact of Heroes Circle, a martial arts-based curriculum on stress, emotional, and behavioral problems in elementary school children. While students completed classroom surveys at baseline, post-curriculum surveys were collected from teachers, students, and parents/guardians two and five months after COVID-19-related school shutdowns. Satisfaction with the curriculum was high among those who received the intervention. Children reported increased mindfulness and decreased stress over the school year. Most children (77%) were still using the program's techniques and reporting benefits five months later, including lower internalizing symptoms and COVID-19-related fears. These patterns were not observed at the control school.
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Affiliation(s)
- Hilary A. Marusak
- Department of Psychiatry and Behavioral Neurosciences, School of Medicine, Wayne State University, Detroit, MI
- Merrill Palmer Skillman Institute for Child and Family Development, Wayne State University, Detroit, MI
| | - Breanna Borg
- Department of Psychiatry and Behavioral Neurosciences, School of Medicine, Wayne State University, Detroit, MI
| | - Austin Morales
- Department of Psychiatry and Behavioral Neurosciences, School of Medicine, Wayne State University, Detroit, MI
| | | | | | - J. Lloyd Allen
- School of Social Work, Wayne State University, Detroit, MI
| | - Elimelech Goldberg
- Kids Kicking Cancer, Southfield, MI
- Department of Pediatrics, School of Medicine, Wayne State University, Detroit, MI
| | - Martin H. Bluth
- Kids Kicking Cancer, Southfield, MI
- Department of Pathology, School of Medicine, Wayne State University, Detroit, MI
- Department of Pathology, Maimonides Medical Center, Brooklyn, NY
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Axelrod MI, Santagata ML. Evaluating a Mindfulness-Based Intervention to Improve Academic Engagement. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2021. [DOI: 10.1080/15377903.2021.1941472] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
- Michael I. Axelrod
- Department of Psychology, University of Wisconsin – Eau Claire, Eau Claire, Wisconsin, USA
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Rashedi RN, Rowe SE, Thompson RA, Solari EJ, Schonert-Reichl KA. A Yoga Intervention for Young Children: Self-Regulation and Emotion Regulation. JOURNAL OF CHILD AND FAMILY STUDIES 2021; 30:2028-2041. [PMID: 34127901 PMCID: PMC8188743 DOI: 10.1007/s10826-021-01992-6] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/01/2019] [Accepted: 05/29/2021] [Indexed: 06/12/2023]
Abstract
Yoga-based interventions have been implemented in schools and demonstrated promising results on students' self-regulation outcomes. Nevertheless, there is limited literature on the effects that yoga may have for children in the early primary grades, despite the evidence demonstrating that this is an opportune period in development for early self-regulation. Few studies have focused on young children living in the context of economic difficulty, which can hinder children's development of self-regulatory skills and educational trajectories. The effects of an eight-week yoga intervention on economically disadvantaged pre-kindergarten and kindergarten children's self-regulation and emotion regulation were examined via a paired within-subjects comparison study. Nine classrooms were assigned to the yoga intervention (Treatment First, TxFirst; n = 90) or a wait-list control group (Treatment Second, TxSecond; n = 64). All children were assessed at pre-intervention (Time 1), post-intervention assessment for TxFirst (Time 2), and post-intervention assessment for TxSecond (Time 3). Children demonstrated significant predicted gains on a behavioral task of self-regulation and declines in teacher-rated submissive venting and total behavior problems. Implications for future research are discussed, with a focus on including follow-up assessments and multiple dimensions of fidelity of implementation.
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Affiliation(s)
- Roxanne N. Rashedi
- School of Engineering, Vanderbilt University, 2301 Vanderbilt Place, Nashville, TN 37235 USA
| | - Susan E. Rowe
- School of Education, University of California, Davis, CA USA
| | - Ross A. Thompson
- Department of Psychology, University of California, Davis, CA USA
| | - Emily J. Solari
- Department of Curriculum Instruction and Special Education, University of Virginia, Charlottesville, VA USA
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Lin B, Prickett C, Woltering S. Feasibility of using a biofeedback device in mindfulness training - a pilot randomized controlled trial. Pilot Feasibility Stud 2021; 7:84. [PMID: 33762016 PMCID: PMC7988913 DOI: 10.1186/s40814-021-00807-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/14/2019] [Accepted: 03/01/2021] [Indexed: 11/10/2022] Open
Abstract
Background Stress can negatively impact an individual’s health and well-being and high levels of stress are noted to exist among college students today. While traditional treatment methods are plagued with stigma and transfer problems, newly developed wearable biofeedback devices may offer unexplored possibilities. Although these products are becoming commonplace and inexpensive, scientific evidence of the effectiveness of these products is scarce and their feasibility within research contexts are relatively unexplored. Conversely, companies are not required, and possibly reluctant, to release information on the efficacy of these products against their claims. Thus, in the present pilot, we assess the feasibility of using a real-time respiratory-based biofeedback device in preparation for a larger study. Our main aims were to assess device-adherence and collaboration with the company that develops and sells the device. Method Data were collected from 39 college students who self-identified as experiencing chronic stress at a Southwestern university in the USA. Students were randomized into either a mindfulness-only control group without a biofeedback device (n = 21), or an experimental group with biofeedback device (n = 18). Both groups received mindfulness meditation training. Pre-test and post-test procedures were conducted 2 weeks apart. Further, both participant compliance and company compliance were assessed and collaboration with the company was evaluated. Results Participant device-adherence as well as the company’s collaboration necessary for a full-scale study was determined to be low. This may also have affected our results which showed a strong main effect for time for all outcome variables, suggesting all groups showed improvement in their levels of stress after the intervention period. No group by time effects were identified, however, indicating no added benefit of the biofeedback device. Conclusions Our findings suggest feasibility of future studies requires full collaboration and detailed and agreed upon data sharing procedures with the biofeedback company. The particular device under investigation added no value to the intervention outcomes and it was not feasible to continue a larger-scale study. Further, as the technology sector is innovating faster than it can validate products, we urge for open science collaborations between public and private sectors to properly develop evidence-based regulations that can withstand technological innovation while maintaining product quality, safety, and effectiveness. Trial registration NCT02837016. Registered 19 July 2016. Supplementary Information The online version contains supplementary material available at 10.1186/s40814-021-00807-1.
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Affiliation(s)
- Brenna Lin
- Department of Educational Psychology, Texas A&M University, 718B Harrington Tower, TAMU, College Station, TX, 77843-4225, USA
| | - Christopher Prickett
- Department of Educational Psychology, Texas A&M University, 718B Harrington Tower, TAMU, College Station, TX, 77843-4225, USA
| | - Steven Woltering
- Department of Educational Psychology, Texas A&M University, 718B Harrington Tower, TAMU, College Station, TX, 77843-4225, USA.
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Amutio Careaga A, López-González L, Oriol Granado X, Pérez-Escoda N. Predicción del rendimiento académico a través de la práctica de relajación-meditación-mindfulness y el desarrollo de competencias emocionales. UNIVERSITAS PSYCHOLOGICA 2021. [DOI: 10.11144/javeriana.upsy19.prat] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
Este estudio tiene un doble objetivo, por un lado, conocer las relaciones existentes entre REMIND (relajación, meditación y mindfulness) competencia emocional (CE) y rendimiento académico (RA) en adolescentes; por el otro, analizar si la CE hace el rol de mediador entre REMIND y RA. La muestra se compone de 1 120 estudiantes de educación secundaria y bachillerato (51.96% mujeres) con una media de edad de 14.27 (DE =1.64). El análisis estadístico consistió fundamentalmente en comprobar la adecuación de las variables en cada uno de los modelos de ecuación estructural propuestos. En primer lugar, se calcularon los modelos de medida para después calcular los modelos SEM. Los resultados mostraron unas buenas relaciones entre variables y unos indicadores de ajuste aceptables para los modelos de medida. Así mismo, en el modelo global la CE aparece también como mediador entre REMIND y RA. Se concluye que las influencias en el RA ejercidas por REMIND en los modelos analizados son indirectas, a través de las competencias emocionales. Como conclusión, se destaca la conveniencia de que los docentes ejerciten en el aula programas o, al menos, ejercicios de REMIND para potenciar las competencias emocionales del alumnado y mejorar su RA.
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21
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Autonomic Profile, Physical Activity, Body Mass Index and Academic Performance of School Students. SUSTAINABILITY 2020. [DOI: 10.3390/su12176718] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/28/2023]
Abstract
The aim of this study was to analyze the autonomic modulation, physical activity, body mass index, and academic performance of preschool and school students by grade. Extracurricular physical activity, heart rate variability, body mass index, and objective and subjective academic performance were analyzed in 180 preschool and primary school students (7.91 ± 2.29 years). Significant lower heart rate and higher parasympathetic modulation were found in 10–12-year-old primary education students. The 8–9-year-old students obtained the worst results in English and in five of the subjective academic performance items. Students aged 10–12 years old presented the highest body composition values. No significant differences were found on the extracurricular physical activity by age. No correlation between autonomic profile, physical activity, and body composition with objective academic performance was found. Nerveless subjective academic performance perception of teachers presented a negative correlation with body composition and the parasympathetic modulation. School students presented an increased body mass index and parasympathetic modulation by age. Physical activity of all students, independently of the age, were lower than the official recommendations.
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22
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Affiliation(s)
- David Saunders
- Clinical and Research Fellow, Child and Adult Psychiatry, Yale Child Study Center
| | - Hedy Kober
- Associate Professor, Department of Psychiatry, Department of Psychology, Cognitive Science Program, Interdepartmental Neuroscience Program, Yale University School of Medicine
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23
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Chen YH, Lin YJ. Revalidating the Taiwanese Self-Regulation Questionnaire (New TSSRQ) and Exploring Its Relationship With College Students' Psychological Well-Being. Front Psychol 2020; 11:1192. [PMID: 32636778 PMCID: PMC7318884 DOI: 10.3389/fpsyg.2020.01192] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2020] [Accepted: 05/07/2020] [Indexed: 11/18/2022] Open
Abstract
Self-regulation (SR) is a vital trait whereby people adapt to the environments and achieve goals, yet measurements of general SR remain scant in Asian countries. Due to insufficient items in several dimensions, in this study we revised and revalidated our previous work of the Short Self-Regulation Questionnaire for Taiwanese college students (TSSRQ) by incorporating student perspectives and aspects of affective/motivation regulation. Through exploratory and confirmatory factor analyses, we validated the “New TSSRQ” which contained 39 items in seven factors, including Proactiveness (PA), Self-Management (SM), Goal Setting (GS), Mindfulness (MF), Goal Attainment (GA), Adjustment (AD), and Motivation (MO). Subsequently, we explored the correlation between New TSSRQ dimensions and those of the Scale of Psychological Well-Being (SPWB) as a source of validity evidence. Findings indicated that SR and PWB are highly correlated, especially for Mindfulness and Proactiveness dimensions. Implications of this study were discussed along with practical suggestions to leverage college students’ mindfulness, proactiveness, and self-regulation in general.
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Affiliation(s)
- Yang-Hsueh Chen
- Institute of Teacher Education, National Chengchi University, Taipei, Taiwan
| | - Yu-Ju Lin
- Teaching and Learning Technologies, Purdue University, West Lafayette, IN, United States
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Juliano AC, Alexander AO, DeLuca J, Genova H. Feasibility of a school-based mindfulness program for improving inhibitory skills in children with autism spectrum disorder. RESEARCH IN DEVELOPMENTAL DISABILITIES 2020; 101:103641. [PMID: 32315929 DOI: 10.1016/j.ridd.2020.103641] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/29/2019] [Revised: 03/24/2020] [Accepted: 03/25/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Executive dysfunction is prevalent in children with autism spectrum disorder (ASD), including prominent difficulties in the two facets of inhibition, as well as with selective attention. School-based mindfulness has been used in typically-developing children to improve executive functioning, though this has not been investigated in children with ASD. Therefore, the purpose of this study was to examine the efficacy of a school-based mindfulness program for improving inhibition (prepotent response inhibition and interference control) and selective attention in children with ASD. METHOD Using a quasi-experimental, pre-post design, an eight week school-based mindfulness program (Mindful Schools;https://www.mindfulschools.org/), was administered to students with ASD (n = 27) at a private, not-for-profit school for children with special needs. The Walk/Don't Walk test and the Color-Word Interference test were used to evaluate prepotent response inhibition and interference control, respectively. Selective attention was measured using a cancellation test. RESULTS Significant improvements followed the intervention for prepotent response inhibition and interference control (medium effect sizes), as well as for overall selective attention (large effect size). CONCLUSIONS The study's findings demonstrate that school-based mindfulness holds promise for increasing specific executive functioning abilities in children with ASD.
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Affiliation(s)
- Anthony C Juliano
- Kessler Foundation, East Hanover, NJ, United States; Department of Research, Children's Specialized Hospital Research Center, New Brunswick, NJ, United States; Department of Physical Medicine and Rehabilitation, Rutgers University, New Jersey Medical School, Newark, NJ, United States
| | - Aubree Okun Alexander
- Department of Neuropsychology and Neurorehabilitation, Children's Specialized Hospital, Mountainside, NJ, United States
| | - John DeLuca
- Kessler Foundation, East Hanover, NJ, United States; Department of Research, Children's Specialized Hospital Research Center, New Brunswick, NJ, United States; Department of Physical Medicine and Rehabilitation, Rutgers University, New Jersey Medical School, Newark, NJ, United States; Department of Neurology, Rutgers University, New Jersey Medical School, Newark, NJ, United States
| | - Helen Genova
- Kessler Foundation, East Hanover, NJ, United States; Department of Research, Children's Specialized Hospital Research Center, New Brunswick, NJ, United States; Department of Physical Medicine and Rehabilitation, Rutgers University, New Jersey Medical School, Newark, NJ, United States.
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Ritter A, Alvarez I. Mindfulness and Executive Functions: Making the Case for Elementary School Practice. Eur J Investig Health Psychol Educ 2020; 10:544-553. [PMID: 34542502 PMCID: PMC8314250 DOI: 10.3390/ejihpe10010039] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/13/2020] [Revised: 02/25/2020] [Accepted: 03/02/2020] [Indexed: 11/17/2022] Open
Abstract
This study explores the use of mindfulness school-based intervention program in an elementary school. Mindfulness training is an accepted and effective didactic approach to improve the executive functions (EFs) of elementary school students. This study aimed to evaluate the effects of the Mind Yeti program on the executive functions of elementary school students. A diverse sample of third, fourth, and fifth grade elementary school students (n = 177) participated in their natural classroom setting, with six sessions per week for six weeks. Students self-reported their EFs on the Executive Function Student Questionnaire (EFSQ) pre- and posttest. Paired-sample t-tests indicated that students significantly improved on the three of the six EFs examined. Additionally, students in fifth grade responded better to Mind Yeti than students in third grade. Results were consistent with the hypothesis, suggesting that Mind Yeti is an appropriate and effective intervention for improving the EFs of students.
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Shankar R, Amir R. The Effectiveness of Mandala Colouring Therapy in Increasing Year 3 Pupils’ Focus during the Initial Lesson. ACTA ACUST UNITED AC 2020. [DOI: 10.4236/ce.2020.114043] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Dawson AF, Brown WW, Anderson J, Datta B, Donald JN, Hong K, Allan S, Mole TB, Jones PB, Galante J. Mindfulness-Based Interventions for University Students: A Systematic Review and Meta-Analysis of Randomised Controlled Trials. Appl Psychol Health Well Being 2019; 12:384-410. [PMID: 31743957 DOI: 10.1111/aphw.12188] [Citation(s) in RCA: 88] [Impact Index Per Article: 17.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2018] [Revised: 10/02/2019] [Accepted: 10/22/2019] [Indexed: 12/19/2022]
Abstract
BACKGROUND University students are expressing an increased need for mental health support. Mindfulness-based interventions (MBIs) are being integrated into university stress-reduction programmes globally. We conducted a comprehensive systematic review and meta-analysis of randomised controlled trials (RCTs) assessing MBI effects on university students' mental and physical health. METHODS We searched nine databases, including grey literature and trial registries. Two independent reviewers extracted data following a prospective public protocol. RESULTS Fifty-one RCTs were included. In comparison with passive controls, and when measured shortly after intervention completion, MBIs improve distress, anxiety, depression, well-being, rumination, and mindfulness with small to moderate effect sizes, with no benefit found for blood pressure, sleep, life satisfaction, resilience, worry, and thought suppression. Evidence for self-compassion is inconclusive. Effects last beyond three months for distress and mindfulness, with no data on other outcomes. Compared with active control groups, MBIs significantly improve distress and state anxiety, but not mindfulness, depression, well-being, affect, trait anxiety, or emotion regulation. Results were robust to adjustment for multiple testing, but RCTs' risk of bias is generally high. Moderator analyses did not find differential intervention effects according to intervention duration, delivery mode, or sub-populations. CONCLUSIONS MBIs may be helpful to students but higher-quality research is needed.
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Affiliation(s)
| | | | | | - Bella Datta
- Hertfordshire Partnership University NHS Foundation Trust, Hatfield, UK
| | | | - Karen Hong
- Washington University in St Louis, School of Medicine, St Louis, USA
| | - Sophie Allan
- University of East Anglia and Cambridgeshire and Peterborough NHS Foundation Trust, Norwich, UK
| | - Tom B Mole
- Cambridgeshire and Peterborough NHS Foundation Trust, Fulbourn, UK
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Rashedi RN, Schonert-Reichl KA. Yoga and Willful Embodiment: a New Direction for Improving Education. EDUCATIONAL PSYCHOLOGY REVIEW 2019. [DOI: 10.1007/s10648-019-09481-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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29
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The Juul Curriculum Is Not the Jewel of Tobacco Prevention Education. J Adolesc Health 2018; 63:527-528. [PMID: 30348276 DOI: 10.1016/j.jadohealth.2018.08.005] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/31/2018] [Accepted: 08/31/2018] [Indexed: 12/16/2022]
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Droutman V, Golub I, Oganesyan A, Read S. Development and initial validation of the Adolescent and Adult Mindfulness Scale (AAMS). PERSONALITY AND INDIVIDUAL DIFFERENCES 2018. [DOI: 10.1016/j.paid.2017.10.037] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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31
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Johnson C, Burke C, Brinkman S, Wade T. A randomized controlled evaluation of a secondary school mindfulness program for early adolescents: Do we have the recipe right yet? Behav Res Ther 2017; 99:37-46. [DOI: 10.1016/j.brat.2017.09.001] [Citation(s) in RCA: 40] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/06/2017] [Revised: 07/28/2017] [Accepted: 09/05/2017] [Indexed: 12/13/2022]
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