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Courbet O, Daviot Q, Kalamarides V, Habib M, Villemonteix T. Promoting Psychological Well-being in Preschoolers Through Mindfulness-based Socio-emotional Learning: A Randomized-controlled Trial. Res Child Adolesc Psychopathol 2024:10.1007/s10802-024-01220-x. [PMID: 38850462 DOI: 10.1007/s10802-024-01220-x] [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: 05/29/2024] [Indexed: 06/10/2024]
Abstract
Mental health issues in children and young people are frequent and can have enduring negative consequences. Preventive early interventions delivered at school may foster psychological well-being, and preliminary evidence suggests that mindfulness-based social and emotional learning (SEL) interventions have positive effects on children's mental health. The aim of this study was to evaluate a mindfulness-based SEL curriculum including a French adaptation of the Kindness Curriculum (KC), delivered by pre-kindergarten teachers, in a cluster randomized control trial. Sixty-four classes (761 children, aged 38-58 months) from a socio-economically disadvantaged area in France were randomly assigned to either intervention or waiting-list control conditions. Indicators of children's mental health, self-management, positive relationships with teachers and peers, emotional processing and executive functioning were collected through teacher-rated questionnaires, standardized observations, and behavioral tasks. Results in the whole sample indicated a positive effect of the intervention on children's mental health, including a reduction in emotional, conduct and peer relationship problems, and a reduction in teacher-child conflicts. No significant effects were found on the other indicators. Heterogeneity analyses revealed stronger effects of the intervention on several indicators for children who had a teacher with lower level of teaching experience, for children with lower baseline mental health and for older children. This program therefore appears as a promising early school-based intervention promoting mental health and positive relationships, especially in a subgroup of at-risk preschool-aged children.
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Affiliation(s)
- Ophélie Courbet
- Laboratory of Psychopathology and Processes of Change [LPPC], Université Paris 8 - Paris Lumières [UPL], Saint-Denis, France
| | - Quentin Daviot
- Abdul Latif Jameel Poverty Action Lab [J-PAL], Paris School of Economics, Paris, France
| | - Victoire Kalamarides
- Laboratory of Psychopathology and Processes of Change [LPPC], Université Paris 8 - Paris Lumières [UPL], Saint-Denis, France
| | - Marianne Habib
- DysCo Laboratory, Université Paris 8 - Paris Lumières [UPL], Saint-Denis, France
| | - Thomas Villemonteix
- Laboratory of Psychopathology and Processes of Change [LPPC], Université Paris 8 - Paris Lumières [UPL], Saint-Denis, France.
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Nakhostin-Khayyat M, Borjali M, Zeinali M, Fardi D, Montazeri A. The relationship between self-regulation, cognitive flexibility, and resilience among students: a structural equation modeling. BMC Psychol 2024; 12:337. [PMID: 38849898 PMCID: PMC11162044 DOI: 10.1186/s40359-024-01843-1] [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: 11/07/2023] [Accepted: 06/03/2024] [Indexed: 06/09/2024] Open
Abstract
BACKGROUND Cognitive flexibility is an important construct that contributes to one's own thoughts, behaviors, and feelings to achieve his or her goals. Thus, it could play an essential role in students' educational achievements. This study aimed to investigate the mediating role of cognitive flexibility in the relationship between self-regulation and resilience among students. METHOD This was a cross-sectional study conducted on a sample of students during the 2022 and 2023 academic years. Students were selected from Tehran and Karaj universities (two metropolitans in central Iran). Data collection instruments included the Bouffard's Self-Regulation Scale, the Cognitive Flexibility Inventory (CFI), and the Connor-Davidson Resilience Scale (CD-RSC). Subsequently, the data were analyzed using structural equation modeling via SPSS and AMOS software to examine the relationships among variables. RESULTS In all 302 students participated in the study. The mean age of students was 25.8 (SD = 4.05) years. The findings indicated that self-regulation had a marked positive direct effect on cognitive flexibility (β = 0.23, p < 0.001), and resilience (β = 0.88, t = 19.50, p < 0.001). Similarly, cognitive flexibility displayed a strong positive influence on resilience (β = 0.1, p < 0.001) it showed an indirect mediating role between self-regulation and resilience (0.02), while resilience demonstrated a negative indirect effect on self-regulation and cognitive flexibility (-0.23). The goodness of fit indices validated the proposed model. Furthermore, the analysis revealed the significance of the final model's direct path coefficients, underscoring the mediating role of cognitive flexibility between self-regulation and resilience among students. CONCLUSION The findings indicated a pivotal interrelationship among self-regulation, cognitive flexibility, and resilience in students. The significant positive relationship among these constructs underscores the importance of fostering cognitive flexibility practices and self-regulation in educational settings.
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Affiliation(s)
| | | | - Maryam Zeinali
- South Tehran Branch, Payame Noor University, Tehran, Iran
| | - Deniz Fardi
- Independent Registered Psychotherapist, Tehran, Iran
| | - Ali Montazeri
- Health Metrics Research Center, Iranian Institute for Health Sciences Research, ACECR, Tehran, Iran.
- Faculty of Humanity Sciences, University of Science and Culture, Tehran, Iran.
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Mitsea E, Drigas A, Skianis C. Digitally Assisted Mindfulness in Training Self-Regulation Skills for Sustainable Mental Health: A Systematic Review. Behav Sci (Basel) 2023; 13:1008. [PMID: 38131865 PMCID: PMC10740653 DOI: 10.3390/bs13121008] [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: 10/31/2023] [Revised: 11/27/2023] [Accepted: 12/07/2023] [Indexed: 12/23/2023] Open
Abstract
The onset of the COVID-19 pandemic has led to an increased demand for mental health interventions, with a special focus on digitally assisted ones. Self-regulation describes a set of meta-skills that enable one to take control over his/her mental health and it is recognized as a vital indicator of well-being. Mindfulness training is a promising training strategy for promoting self-regulation, behavioral change, and mental well-being. A growing body of research outlines that smart technologies are ready to revolutionize the way mental health training programs take place. Artificial intelligence (AI); extended reality (XR) including virtual reality (VR), augmented reality (AR), and mixed reality (MR); as well as the advancements in brain computer interfaces (BCIs) are ready to transform these mental health training programs. Mindfulness-based interventions assisted by smart technologies for mental, emotional, and behavioral regulation seem to be a crucial yet under-investigated issue. The current systematic review paper aims to explore whether and how smart technologies can assist mindfulness training for the development of self-regulation skills among people at risk of mental health issues as well as populations with various clinical characteristics. The PRISMA 2020 methodology was utilized to respond to the objectives and research questions using a total of sixty-six experimental studies that met the inclusion criteria. The results showed that digitally assisted mindfulness interventions supported by smart technologies, including AI-based applications, chatbots, virtual coaches, immersive technologies, and brain-sensing headbands, can effectively assist trainees in developing a wide range of cognitive, emotional, and behavioral self-regulation skills, leading to a greater satisfaction of their psychological needs, and thus mental wellness. These results may provide positive feedback for developing smarter and more inclusive training environments, with a special focus on people with special training needs or disabilities.
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Affiliation(s)
- Eleni Mitsea
- Net Media Lab & Mind & Brain R&D, Institute of Informatics & Telecommunications, National Centre of Scientific Research ‘Demokritos’ Athens, Agia Paraskevi, 15341 Athens, Greece;
- Department of Information and Communication Systems Engineering, University of Aegean, 82300 Mytilene, Greece;
| | - Athanasios Drigas
- Net Media Lab & Mind & Brain R&D, Institute of Informatics & Telecommunications, National Centre of Scientific Research ‘Demokritos’ Athens, Agia Paraskevi, 15341 Athens, Greece;
| | - Charalabos Skianis
- Department of Information and Communication Systems Engineering, University of Aegean, 82300 Mytilene, Greece;
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Ahmed Aboalola N. The effectiveness of a mindfulness-based intervention on improving executive functions and reducing the symptoms of attention deficit hyperactivity disorder in young children. APPLIED NEUROPSYCHOLOGY. CHILD 2023:1-9. [PMID: 37105569 DOI: 10.1080/21622965.2023.2203321] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/29/2023]
Abstract
The aim was to investigate the effectiveness of a mindfulness-based intervention on improving executive functions and reducing the symptoms of attention deficit hyperactivity disorder in young children. This study employed a quantitative approach using a quasi-experimental, pretest and post-test and follow up design. 56 children between 5 and 7 years of age(M = 6.9, SD= 1.7) with ADHD or with symptoms of inattention and hyperactivity are being recruited to participate in the mindfulness-based intervention. To determine whether there are any significant differences between the two independent (unrelated) groups on executive functions and symptoms of attention deficit hyperactivity disorder, pre-post-follow up test and multiple comparisons are used. Pretest assessments were conducted for both the control and training groups. Following the pretest, a four-weeks of training commenced for the intervention group only. T-test results for the differences in post- test mean scores between the two groups in EF and in ADHD symptoms showed that the training group outperformed the control group. There were statistical differences in EF and in ADHD symptoms between pre and post measures in favor of post test, and between pre and follow up measures in favor of follow up test, but no statistical differences between post and follow up test. This study demonstrates that it is possible to enhance EF skills using mindfulness-based intervention in which young with ADHD are engaged in a series of group play based activities.
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Affiliation(s)
- Nawal Ahmed Aboalola
- Special Education Department, College of Education, Umm Al-Qura University, Saudi Arabia
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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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Xie S, Gong C, Lu J, Li H, Wu D, Chi X, Chang C. Enhancing Chinese preschoolers' executive function via mindfulness training: An fNIRS study. Front Behav Neurosci 2022; 16:961797. [PMID: 36090651 PMCID: PMC9452775 DOI: 10.3389/fnbeh.2022.961797] [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: 06/05/2022] [Accepted: 08/01/2022] [Indexed: 11/13/2022] Open
Abstract
Mindfulness training has been found to enable cognitive and emotional awareness and diminish emotional distraction and cognitive rigidity. However, the existing intervention studies have largely focused on school children, adolescents, and adults, leaving young children unexplored. This study examined the influence of mindfulness training on young children using the one-group pretest-posttest design. Altogether 31 Chinese preschoolers (M age = 67.03 months, SD = 4.25) enrolled in a 5-week, twice-per-week mindfulness training. Their cognitive shifting, inhibitory control, and working memory were examined using a battery of executive function tasks. And their brain activations in the region of interest during the tasks were measured using fNIRS before and after the intervention. Results showed that their cognitive shifting and working memory tasks performance significantly improved, and their activation in the DLPFC significantly changed. Implications for this study were also included.
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Affiliation(s)
- Sha Xie
- Department of Early Childhood Education, Faculty of Education, Shenzhen University, Shenzhen, China
| | - Chaohui Gong
- School of Biomedical Engineering, Health Science Center, Shenzhen University, Shenzhen, China
| | - Jiahao Lu
- School of Biomedical Engineering, Health Science Center, Shenzhen University, Shenzhen, China
| | - Hui Li
- Shanghai Institute of Early Childhood Education, Shanghai Normal University, Shanghai, China
- Macquarie School of Education, Macquarie University, Sydney, NSW, Australia
| | - Dandan Wu
- Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong, Hong Kong SAR, China
| | - Xinli Chi
- School of Psychology, Shenzhen University, Shenzhen, China
| | - Chunqi Chang
- School of Biomedical Engineering, Health Science Center, Shenzhen University, Shenzhen, China
- Peng Cheng Laboratory, Shenzhen, China
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Ali AH, Zidan AS. Detection of Antibodies in Patients with COVID-19 by Rapid Chromatographic Immunoassay. TURKISH JOURNAL OF IMMUNOLOGY 2022. [DOI: 10.4274/tji.galenos.2022.26349] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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