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Zhang Z, Lưu BCP, Gilbert-Diamond D. Acceptability, engagement, and preliminary efficacy of a college human physiology course with integrated mindfulness practice to support student wellbeing. Front Psychol 2024; 15:1365778. [PMID: 39205975 PMCID: PMC11350291 DOI: 10.3389/fpsyg.2024.1365778] [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: 01/04/2024] [Accepted: 07/24/2024] [Indexed: 09/04/2024] Open
Abstract
Objective To evaluate the acceptability of and engagement with an undergraduate human physiology course embedded with mindfulness practice. To assess its preliminary efficacy on student mindfulness and wellbeing. Methods Students (N = 36, 17% freshman, 33% sophomore, 22% junior, and 28% senior) answered online surveys at course completion. Primary outcomes were course ratings, assignment and assessment completion rates, minutes, types of mindfulness practice, changes in trait mindfulness (Mindful Attention Awareness Scale, MAAS), and self-reported wellbeing outcomes. We ran Chi-square goodness of fit tests and paired Wilcoxon signed-rank tests to decide if the outcomes differed significantly post-class. We tested the dose-response relation between mindfulness practice time and trait mindfulness and whether the out-of-class practice time was consistent across the weeks with generalized linear mixed-effect models. Results All participants reported finding the course enjoyable and that they would recommend it to their friends. They practiced for an average of 66 (SD = 27) min per week in the class and 112 (SD = 59) min on their own. The most common out-of-class practices were mindful movements, sitting meditation, and breathing. Per self-reports, the course increased student understanding of specific mindfulness practices and appreciation for their body. It improved wellbeing and trait mindfulness (MAAS mean within-person change = 1.2, SD = 0.8, p < 0.00001). We found no does-response relation between practice time and trait mindfulness. Conclusions This pilot study supports that incorporating mindfulness practice into college-level courses may promote student wellbeing and such approaches warrant further investigation.
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Affiliation(s)
- Zhuoya Zhang
- Department of Epidemiology, Geisel School of Medicine at Dartmouth, Hanover, NH, United States
| | | | - Diane Gilbert-Diamond
- Department of Epidemiology, Geisel School of Medicine at Dartmouth, Hanover, NH, United States
- Department of Medicine, Geisel School of Medicine at Dartmouth, Hanover, NH, United States
- Department of Pediatrics, Geisel School of Medicine at Dartmouth, Hanover, NH, United States
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2
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Lin Y, Jiang C, Pan Y, Xu Z. The impact of mindfulness on nurses' perceived professional benefits: the mediating roles of workplace spirituality and work-life balance. Front Psychol 2024; 15:1346326. [PMID: 38476383 PMCID: PMC10929680 DOI: 10.3389/fpsyg.2024.1346326] [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: 12/01/2023] [Accepted: 02/15/2024] [Indexed: 03/14/2024] Open
Abstract
This study delves into the effects of mindfulness on workplace spirituality, work-life balance, and perceived professional benefits among nurses operating in the high-pressure environments of hospitals in Jiangxi Province, China. Utilizing a robust sample of 303 valid questionnaires and employing partial least squares (PLS) analysis, the research uncovers a significant positive relationship between mindfulness and workplace spirituality. Furthermore, it demonstrates how both workplace spirituality and work-life balance serve as crucial mediators in enhancing nurses' perception of their professional benefits. The findings illuminate the potential of mindfulness training in substantially elevating job satisfaction and reducing burnout among nurses. The study not only reinforces the value of mindfulness in the healthcare sector but also advocates for its integration into professional development programs and healthcare policies. By doing so, it aims to bolster the overall wellbeing and professional effectiveness of nurses facing the myriad challenges inherent in demanding healthcare environments. This study contributes to the growing discourse on mindfulness in occupational settings, highlighting its pivotal role in enhancing both the personal wellbeing and professional capabilities of healthcare professionals.
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Affiliation(s)
- Yapeng Lin
- School of Management, Putian University, Putian, China
| | | | - Yujing Pan
- School of Performance and Cultural Industries, University of Leeds, Leeds, United Kingdom
| | - Ziqing Xu
- Business College, Guangdong Ocean University, Yangjiang, China
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3
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Xie Q, Dyer RL, Lam SU, Frye C, Dahl CJ, Quanbeck A, Nahum-Shani I, Davidson RJ, Goldberg SB. Understanding the Implementation of Informal Meditation Practice in a Smartphone-Based Intervention: A Qualitative Analysis. Mindfulness (N Y) 2024; 15:479-490. [PMID: 39070019 PMCID: PMC11281308 DOI: 10.1007/s12671-024-02304-x] [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: 01/06/2024] [Indexed: 07/30/2024]
Abstract
Objectives Informal practice (i.e., brief meditation practices incorporated spontaneously into daily activities) may be important for increasing the efficacy and accessibility of meditation-based interventions (MedBIs). However, the facilitators and barriers to engaging in informal practice are largely unknown. The current study aimed to investigate factors associated with the implementation of informal practice. Method Participants were drawn from a randomized trial testing the effects of 5- versus 15-min daily meditation practice in a 4-week smartphone-delivered meditation training. Qualitative interviews on informal practice were conducted with 17 participants (mean age: 37.12 years; 82.35% female; 52.94% non-Latinx White) following the intervention. Given that prior knowledge on this topic is limited, inductive content analysis was utilized to characterize participants' experiences in relation to implementing informal practice. Results Four overarching categories emerged from the data, namely (a) reported benefits of informal practice, (b) integration of informal practice, (c) perceived barriers to informal practice, and (d) recommended facilitators of informal practice. Conclusion This study underscores the importance of addressing barriers and facilitators (e.g., providing personalized app features, reminders, social support, and repeating intervention content) to encourage individuals' informal practice. Findings provide suggestions for methods to increase engagement in informal practice, which may, in turn, increase the accessibility and effectiveness of MedBIs. Preregistration The larger trial from which the qualitative interview participants were drawn was preregistered through clinicaltrials.gov (NCT05229406) and the Open Science Framework (https://osf.io/fszvj/?view_only=039b14ccbf8848bd99808c983070b635). The qualitative analyses reported here were not preregistered.
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Affiliation(s)
- Qiang Xie
- Department of Counseling Psychology, University of Wisconsin – Madison, Madison, WI, USA
- Center for Healthy Minds, University of Wisconsin – Madison, Madison, WI, USA
| | - Rachel L. Dyer
- Department of Counseling Psychology, University of Wisconsin – Madison, Madison, WI, USA
| | - Sin U Lam
- Department of Counseling Psychology, University of Wisconsin – Madison, Madison, WI, USA
- Center for Healthy Minds, University of Wisconsin – Madison, Madison, WI, USA
| | - Corrina Frye
- Center for Healthy Minds, University of Wisconsin – Madison, Madison, WI, USA
| | - Cortland J. Dahl
- Center for Healthy Minds, University of Wisconsin – Madison, Madison, WI, USA
- Healthy Minds Innovations Inc, Madison, WI, USA
| | - Andrew Quanbeck
- Department of Family Medicine and Community Health, University of Wisconsin – Madison, Madison, WI, USA
| | - Inbal Nahum-Shani
- Institute for Social Research, University of Michigan, Ann Arbor, MI, USA
| | - Richard J. Davidson
- Center for Healthy Minds, University of Wisconsin – Madison, Madison, WI, USA
- Department of Psychology, University of Wisconsin – Madison, Madison, WI, 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
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4
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Lee J, Gerard N, Takaishi K. Bridging the gap between student and administrator perceptions of mindfulness in a university setting: An exploratory qualitative study. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2023:1-10. [PMID: 37910650 DOI: 10.1080/07448481.2023.2265986] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/05/2022] [Accepted: 09/24/2023] [Indexed: 11/03/2023]
Abstract
Objective: This study explores the perceptions of mindfulness among students and administrators in a university setting. Participants: In Study 1, six focus groups were conducted with 34 students. In Study 2, semi-structured interviews were conducted with six administrators involved with implementing mindfulness-based activities. Methods: Thematic analysis was used to analyze the data in Study 1. Study 2's data were examined according to the 4 major themes found in Study 1. Results: Students acknowledged the difficulty in defining the concept of mindfulness, yet its overall value for improving mental wellbeing was largely affirmed. Administrators perceived mindfulness as beneficial for students, but they expressed concern over low attendance at university-sponsored programs. Conclusions: For universities to harness the benefits of mindfulness, it is recommended that administrators mitigate barriers by having clearer guidance, preparing for emotional challenges, and integrating the practice into teaching, learning, and everyday activities.
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Affiliation(s)
- Jennifer Lee
- Social and Behavioral Sciences, Soka University of America, Aliso Viejo, California, USA
| | - Nathan Gerard
- Department of Health Care Administration, California State University, Long Beach, California, USA
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5
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Gurung RAR, Byers S, Grapentine J, Stone A. I Believe I Can Try: Self-Efficacy, Pandemic Behaviors, Coping, and Learning. PSYCHOLOGY LEARNING AND TEACHING-PLAT 2023; 22:124-136. [PMID: 38603456 PMCID: PMC9922645 DOI: 10.1177/14757257231155250] [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: 04/13/2024]
Abstract
While colleges and universities grapple with delivering instruction face-to-face during the pandemic, there is still a lot to learn from remote teaching experiences. The present study aimed to predict self-reported learning during the first year of the pandemic. Building on previous scholarship on the topic, we focus on the moderating effects of self-efficacy, and the mediating effects of coping styles on the relationship between stress and self-reported learning experiences. We also included self-perceptions of class effort, the instructor, and changes in class, personal, professor, and health behaviors. Students (N = 272) in Introductory Psychology classes participated in an online survey as part of a class research requirement. Analyses demonstrated that self-efficacy predicted differences in many measures associated with learning and predicted learning over and above all other variables entered in a hierarchical regression. The relationship between stress and learning was mediated by coping, but not moderated by self-efficacy. These results suggest student beliefs about their ability to perform online are important to learning outcomes, but coping mechanisms mediate the relationship of stress and learning. Especially while teaching during pandemic times using different modalities, instructors will do well to directly address students' perceptions of their own ability and build self-efficacy.
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Deshpande AG, Johnson JR, Casta AM, Marien MS, Reiff M. The impact of a mindfulness-based stress reduction program on university students' mental health: A mixed-methods evaluation. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2023:1-11. [PMID: 37053589 DOI: 10.1080/07448481.2023.2198028] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/09/2021] [Revised: 03/03/2023] [Accepted: 03/26/2023] [Indexed: 06/19/2023]
Abstract
Objective: To evaluate an eight-week Mindfulness-Based Stress Reduction (MBSR) program's impact on university students' mental health. Participants: Undergraduate and graduate students. Methods: Ninety participants completed pre-, mid-, and post-program surveys. Mindfulness, Satisfaction with Life, Psychological Distress, and Perceived Stress scores were analyzed using repeated measures ANOVA and pairwise comparisons. Additionally, 115 participants completed post-survey open-ended responses addressing their subjective experiences, which were thematically examined. Results: Participants showed significant improvements in all outcome measures from pre- to post- [p < 0.001] and mid- to post-program [p < 0.05]. All measures, except Satisfaction with Life, showed significant improvement from pre- to mid-program. Participants reported high program satisfaction. Facilitators of the participants' practice included program structure, perception of outcomes, and group setting; however, busy schedules posed a prominent barrier. Conclusion: This evaluation supports MBSR as a public health, group-based approach to improving students' mental health and building a more positive campus community.
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Affiliation(s)
- Ami G Deshpande
- Center for Public Health Initiatives, University of Pennsylvania, Philadelphia, Pennsylvania, USA
| | - Jill R Johnson
- Center for Public Health Initiatives, University of Pennsylvania, Philadelphia, Pennsylvania, USA
- School of Nursing, University of Pennsylvania, Philadelphia, Pennsylvania, USA
| | - Aurora M Casta
- Student Health and Counseling, University of Pennsylvania, Philadelphia, Pennsylvania, USA
| | - Marilia S Marien
- Student Health and Counseling, University of Pennsylvania, Philadelphia, Pennsylvania, USA
| | - Marian Reiff
- Student Health and Counseling, University of Pennsylvania, Philadelphia, Pennsylvania, USA
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Woods N, Turner-Cobb JM. 'It's like Taking a Sleeping Pill': Student Experience of Autonomous Sensory Meridian Response (ASMR) to Promote Health and Mental Wellbeing. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:2337. [PMID: 36767701 PMCID: PMC9915972 DOI: 10.3390/ijerph20032337] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/20/2022] [Revised: 01/18/2023] [Accepted: 01/26/2023] [Indexed: 06/18/2023]
Abstract
Autonomous Sensory Meridian Response (ASMR) is purposely elicited by some individuals to promote health and mental wellbeing. The aim of the current study was to explore how ASMR is used and its perceived benefits in a student population. We employed semi-structured qualitative interviews, with eight female students who self-reported as ASMR-sensitive users. Inductive thematic analysis, underpinned by a phenomenological framework, was applied to the data. Two themes, each with three subthemes, were identified; these highlighted the journey from first discovering ASMR to present experience and the use of ASMR to promote health and mental wellbeing both directly and indirectly. For some, ASMR was used daily, whilst for others it was used in a relapsing-remitting fashion: usage increased when struggling with mental wellbeing and was most often used as a tool to induce sleep or distraction when feeling anxious. Participants also reported ASMR-eliciting content as intriguing, and that the phenomenon was regarded as taboo. ASMR appears to play an important role in promoting health and mental wellbeing; frequency of use, preferred triggers, and purpose of use varied, highlighting its flexible and subjective nature. It provides a potential cost-effective tool in populations such as students where mental health needs are burgeoning.
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Vitagliano LA, Wester KL, Jones CT, Wyrick DL, Vermeesch AL. Group Nature-Based Mindfulness Interventions: Nature-Based Mindfulness Training for College Students with Anxiety. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:1451. [PMID: 36674206 PMCID: PMC9860632 DOI: 10.3390/ijerph20021451] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/21/2022] [Revised: 01/04/2023] [Accepted: 01/11/2023] [Indexed: 06/17/2023]
Abstract
The mental health crisis across college campuses is accelerating, with anxiety listed as the top mental health issue for undergraduate college students. Although evidence suggests the COVID-19 pandemic escalated the mental health crisis on college campuses, pre-COVID-19 anxiety among college students was on the rise. Research supports Mindfulness Based Interventions (MBIs) to reduce anxiety among college students. Additionally, exposure to natural environments, which are accessible to students on college campuses, is effective in reducing anxiety. While brief nature-based mindfulness interventions appear effective in reducing anxiety among college students, these interventions are often offered in isolation without social interaction among group members and lack intentional integration of mindfulness and nature-related theories. The purpose of this work is to describe a framework for integrating the use of Mindfulness and Attention Restoration Theory (ART) in an innovative psychoeducational group intervention, Nature-Based Mindfulness Training © (NBMT), for college students with anxiety. In conclusion, we argue for the need to intentionally integrate mindfulness and nature into nature-based mindfulness interventions as an effective and sustainable means to reduce anxiety. Limitations and areas for future research are described.
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Affiliation(s)
- Luke A. Vitagliano
- Department of Counseling and Educational Development, University of North Carolina Greensboro, 1400 Spring Garden Street, Greensboro, NC 27412, USA
| | - Kelly L. Wester
- Department of Counseling and Educational Development, University of North Carolina Greensboro, 1400 Spring Garden Street, Greensboro, NC 27412, USA
| | - Connie T. Jones
- Department of Counseling and Educational Development, University of North Carolina Greensboro, 1400 Spring Garden Street, Greensboro, NC 27412, USA
| | - David L. Wyrick
- Department of Public Health Education, University of North Carolina Greensboro, 1400 Spring Garden Street, Greensboro, NC 27412, USA
| | - Amber L. Vermeesch
- Department of Family and Community Nursing, School of Nursing, University of North Carolina Greensboro, 1007 Walker Avenue, Greensboro, NC 27402, USA
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Nardi WR, Elshabassi N, Spas J, Zima A, Saadeh F, Loucks EB. Students experiences of an 8-week mindfulness-based intervention at a college of opportunity: a qualitative investigation of the mindfulness-based college program. BMC Public Health 2022; 22:2331. [PMID: 36514082 PMCID: PMC9745283 DOI: 10.1186/s12889-022-14775-5] [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: 03/12/2022] [Accepted: 11/30/2022] [Indexed: 12/15/2022] Open
Abstract
BACKGROUND Mindfulness-based programs have the potential to improve the well-being of undergraduate students by reducing anxiety, depression, and isolation in the wake of the COVID-19 pandemic. The aim of this qualitative study was to explore lived experiences of undergraduates in a mindfulness-based program at a "college of opportunity" that has high proportions of first-generation college students. Specifically, we sought to: (1) explore the application of mindfulness practices in students' daily lives; (2) explore how participants believe mindfulness training affected their health and well-being; (3) learn participants' recommendations and suggested changes for mindfulness-based interventions in future iterations. METHODS Students were recruited from XXX and consented to participate in semi-structured digitally conducting interviews after the completion of the 8-week intervention in the Fall/Spring 2020 academic year. Data were analyzed using Applied Thematic Analysis and a codebook was constructed using a consensus-driven process using both a priori and emergent coding. All transcripts were double-coded, and concordance was achieved for all interviews. RESULTS Qualitative results indicated that the most applied practices were those that could be easily incorporated into a daily routine. Furthermore, students reported an increased ability to cope with a variety of stressors, decreased reactivity, and enhanced resilience specifically concerning mental health challenges. Additionally, engaging in mindfulness training improved students' ability to navigate social distancing measures, other COVID-19-specific stress, and enhanced motivation for self-care practices to sustain well-being. Concerning preferred intervention delivery modality, participants stated that due to multiple, growing responsibilities (e.g., pressures of commuting to class) they preferred in-person delivery, shorter sessions over a longer period, with classes in the morning or early afternoon. CONCLUSIONS Findings provide pragmatic and psychosocial insights into students' application of mindfulness training across personal, professional, and academic domains enhancing their well-being. This work builds on qualitative work concerning students' perceptions and applications of mindfulness while offering insights into the future of mindfulness programs among undergraduates. TRIAL REGISTRATION Clinicaltrials.gov NCT03124446.
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Affiliation(s)
- William R Nardi
- Department of Behavioral and Social Sciences, Brown University School of Public Health, Providence, RI, USA.
| | - Nour Elshabassi
- Department of Behavioral and Social Sciences, Brown University School of Public Health, Providence, RI, USA
| | - Jayson Spas
- Department of Behavioral and Social Sciences, Brown University School of Public Health, Providence, RI, USA
- Department of Psychology, Rhode Island College, Providence, RI, USA
| | - Alex Zima
- Department of Epidemiology, Brown University School of Public Health, Providence, RI, USA
| | - Frances Saadeh
- Department of Epidemiology, Brown University School of Public Health, Providence, RI, USA
| | - Eric B Loucks
- Department of Behavioral and Social Sciences, Brown University School of Public Health, Providence, RI, USA
- Department of Epidemiology, Brown University School of Public Health, Providence, RI, USA
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Petrovic J, Bastien L, Mettler J, Heath NL. Mindfulness Receptivity, Dispositional Mindfulness, and Coping Self-Efficacy in University Students with and Without a History of Self-Injury. JOURNAL OF COLLEGE STUDENT PSYCHOTHERAPY 2022. [DOI: 10.1080/87568225.2022.2127075] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
Affiliation(s)
- Julia Petrovic
- Faculty of Education, Department of Educational and Counselling Psychology, McGill University, Montreal, Quebec, Canada
| | - Laurianne Bastien
- Faculty of Education, Department of Educational and Counselling Psychology, McGill University, Montreal, Quebec, Canada
| | - Jessica Mettler
- Faculty of Education, Department of Educational and Counselling Psychology, McGill University, Montreal, Quebec, Canada
| | - Nancy L. Heath
- Faculty of Education, Department of Educational and Counselling Psychology, McGill University, Montreal, Quebec, Canada
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Vannini MBN, McLean CL, Bormann JE, Lang AJ. The feasibility of a brief, Internet-based mantram repetition program for undergraduate students. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2022:1-7. [PMID: 35997686 DOI: 10.1080/07448481.2022.2112044] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/16/2021] [Revised: 06/15/2022] [Accepted: 08/07/2022] [Indexed: 06/15/2023]
Abstract
OBJECTIVE To assess the feasibility of a brief, self-guided, Internet-based version of the mantram repetition program (MRP) for undergraduate students, a population with mental health challenges and high reliance on Internet-based resources. PARTICIPANTS Undergraduate students (n = 60) receiving course credit had a mean age of 20.66 years and primarily identified as female (84.5%) and Asian (55.9%). METHODS MRP was taught through four video modules. Participants completed module 1 at timepoint 1 (T1), modules 2-4 one week later (T2), and questions about their practice one week following (T3). RESULTS Most (88.3%) participants completed all four video modules and 76.7% completed T3 questions. At T3, 80.4% of participants endorsed using mantram repetition, practicing 4.46 days/week and 3.26 times/day on average. CONCLUSIONS A self-guided, Internet-delivered MRP is feasible for undergraduate students. Further research is needed to establish its utility for managing psychological challenges in college students.
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Affiliation(s)
| | - Caitlin L McLean
- VA San Diego Healthcare System, Department of Psychiatry, University of California San Diego, San Diego, California, USA
| | - Jill E Bormann
- Hahn School of Nursing and Health Sciences/Beyster Institute of Nursing Research, University of San Diego, San Diego, California, USA
| | - Ariel J Lang
- Center of Excellence for Stress and Mental Health, VA San Diego Healthcare System, Department of Psychiatry and Herbert Wertheim School of Public Health and Human Longevity Science, University of California San Diego, San Diego, California, USA
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12
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The European Portuguese Version of the Determinants of Meditation Practice Inventory-Revised (DMPI-R). Mindfulness (N Y) 2022; 13:2257-2268. [PMID: 35966133 PMCID: PMC9363852 DOI: 10.1007/s12671-022-01953-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 07/24/2022] [Indexed: 11/22/2022]
Abstract
Objectives Meditation practice has beneficial effects on physical and mental health, and barriers to regular practice have been recognized. The Determinants of Meditation Practice Inventory (DMPI) was developed and recently revised (DMPI-R). DMPI-R is a 12-item self-report instrument encompassing four dimensions: low perceived benefit, perceived inadequate knowledge, perceived pragmatic barriers, and perceived socio-cultural conflict. The current study aimed to investigate the psychometric properties and factor structure of the European Portuguese version of the DMPI-R in a general population Portuguese sample (non-meditators). Methods A sample comprising 154 participants completed a set of self-report measures online. Exploratory factor analysis (EFA) and parallel analyses were conducted to decide on the number of factors. Confirmatory factor analysis (CFA) was computed in an independent sample (N = 229). Three models were tested and compared. Reliability and validity were analyzed. Results The EFA and parallel analysis revealed a four-factor structure. The three models tested showed a good fit to the data. Models’ comparison pointed that the four-factor model, excluding item 10, was the one with the lower Expected Cross-Validation Index. The DMPI-R factors revealed adequate reliability and test–retest stability. The DMPI-R showed correlations with experiential avoidance and perspectives on meditation. No significant differences were found between men and women on the DMPI-R four factors. No significant associations with age and years of education were found. Conclusions The European Portuguese version of DMPI-R is a reliable and valid self-report instrument to assess perceived barriers to meditation, contributing to expand research and support meditation instructors in improving meditation programs.
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13
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Rogiers R, Van Parys H, Baeken C, Van den Abbeele D, Remue J, De Raedt R, Lemmens GMD. Treatment experiences during a cognitive behaviour therapy group intervention targeting repetitive negative thinking: A qualitative study. Psychol Psychother 2022; 95:447-466. [PMID: 34936174 DOI: 10.1111/papt.12378] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/14/2021] [Accepted: 12/09/2021] [Indexed: 11/28/2022]
Abstract
OBJECTIVES Treatment of repetitive negative thinking (RNT) focuses rather on individual than group cognitive behaviour therapy (CBT) treatment. Additionally, little is known on how clients experienced these interventions. This study investigates clients' experiences on participating in a CBT group intervention targeting RNT (RNT-G). DESIGN Of the 80 participants, 11 were randomly selected for an in-depth, semi-structured interview after treatment. Interviews focused on what participants experienced as important on group aspects, offered interventions, homework tasks, and possible changes. METHODS All participants were adults, diagnosed with major depressive disorder and/or generalized anxiety disorder and being currently in mental health care treatment. After transcribing the interviews, analyses were performed according to the guidelines of thematic analysis. RESULTS Four major themes were identified. First, the group format itself was experienced as an important factor of change. The experiences about the different offered interventions during the group formed a second theme. A third theme related to changes in family or professional life and dealing with RNT as a result of the intervention. Finally, group participation, social interactions, and mental health care treatment were experienced as mutually influencing during the intervention. CONCLUSIONS The results of this study shed some light on which treatment interventions were perceived as beneficial during the RNT-G and should therefore be emphasized in treatment. Further, they indicate that the treatment in a group format was experienced as helpful by the participants. Finally, a positive mutual influence between the group intervention and the ongoing individual treatment was experienced.
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Affiliation(s)
- Roland Rogiers
- Department of Psychiatry, Center for Anxiety and Mood Disorders, Ghent University Hospital, Ghent, Belgium.,Department of Head and Skin - Psychiatry, Ghent University, Ghent, Belgium
| | - Hanna Van Parys
- Department of Psychiatry, Center for Anxiety and Mood Disorders, Ghent University Hospital, Ghent, Belgium.,Department of Head and Skin - Psychiatry, Ghent University, Ghent, Belgium
| | - Chris Baeken
- Department of Head and Skin - Psychiatry, Ghent University, Ghent, Belgium.,Department of Psychiatry, University Hospital (UZ Brussel), Brussels, Belgium.,Ghent Experimental Psychiatry (GHEP) Lab, Ghent University, Ghent, Belgium
| | - Dirk Van den Abbeele
- Department of Psychiatry, Center for Anxiety and Mood Disorders, Ghent University Hospital, Ghent, Belgium
| | - Jonathan Remue
- Department of Psychiatry, Center for Anxiety and Mood Disorders, Ghent University Hospital, Ghent, Belgium.,Department of Head and Skin - Psychiatry, Ghent University, Ghent, Belgium
| | - Rudi De Raedt
- Department of Experimental Clinical and Health Psychology, Ghent University, Ghent, Belgium
| | - Gilbert M D Lemmens
- Department of Psychiatry, Center for Anxiety and Mood Disorders, Ghent University Hospital, Ghent, Belgium.,Department of Head and Skin - Psychiatry, Ghent University, Ghent, Belgium
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14
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Acceptance and effectiveness of mindfulness-based interventions within regular university course teaching: Comparison of two different formats with a control group. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03114-x] [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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15
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Smit B, Stavrulaki E. The Efficacy of a Mindfulness-Based Intervention for College Students Under Extremely Stressful Conditions. Mindfulness (N Y) 2021; 12:3086-3100. [PMID: 34642590 PMCID: PMC8498086 DOI: 10.1007/s12671-021-01772-9] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 09/29/2021] [Indexed: 11/30/2022]
Abstract
Objectives This study evaluates the effectiveness of a mindfulness-based intervention (MBI), called Koru mindfulness, among college students. Methods Undergraduate students (N = 34) participated in a 4-week mindfulness curriculum embedded within a college course, while a control group (N = 35) taking a different course did not. Notably, the intervention coincided with the start of a state-wide lockdown due to the COVID-19 pandemic. Results Despite the additional external stress, there was a significant main effect and a significant interaction between the intervention and time for state mindfulness, (the treatment group experienced increased state mindfulness). There was a significant main effect (higher for the control group) on coronavirus worry and a significant interaction between the intervention and time for perceived stress, with the treatment/control group experiencing decreased/increased stress over time. There was also a significant interaction between the intervention and time for sleep problems with the intervention group experiencing declines in sleep problems over time and also being more likely to experience optimal amounts of sleep over time. Conclusions The Koru intervention effectively increased state mindfulness, decreased stress, and improved sleep, suggesting that it is robust even under extremely stressful conditions. This study adds to the growing evidence that MBIs can play an important role in addressing rising concerns regarding the mental health of college students.
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Affiliation(s)
- Brandon Smit
- Management Department, Bentley University, 175 Forest Street, Waltham, MA 02452 USA
| | - Euthemia Stavrulaki
- Management Department, Bentley University, 175 Forest Street, Waltham, MA 02452 USA
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16
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I do not want to smile! A response to customer mistreatment. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-021-01443-x] [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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17
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Trigueros R, Magaz-González AM, García-Tascón M, Alias A, Aguilar-Parra JM. Validation and Adaptation of the Academic-Resilience Scale in the Spanish Context. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:E3779. [PMID: 32466576 PMCID: PMC7312544 DOI: 10.3390/ijerph17113779] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/20/2020] [Revised: 05/19/2020] [Accepted: 05/24/2020] [Indexed: 12/05/2022]
Abstract
The aim of this study was to validate and adapt the academic-resilience scale in the Spanish context. The study involved 2967 university students aged 18-33 (Mean, M = 23.65; Standard Deviation, SD = 2.57) from several universities in Andalusia (Spain). Exploratory and confirmatory factorial analyses revealed adequate adjustment rates for the new version of the scale showing the factorial structure invariant with respect to that generated. Three factors that integrate the scale obtained high correlation, internal consistency, and temporal stability. The Spanish version of the academic-resilience scale was shown to have adequate psychometric properties to measure academic resilience in the Spanish university context.
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Affiliation(s)
- Rubén Trigueros
- Department of Language and Education, University of Antonio de Nebrija, 28015 Madrid, Spain;
| | | | - Marta García-Tascón
- Faculty of Sports Science, University of Pablo de Olavide, 41704 Seville, Spain;
| | - Antonio Alias
- Department of Education, University of Almería, 04120 Almería, Spain;
| | - José M. Aguilar-Parra
- Department of Psychology, Hum-878 Research Team, Health Research Centre, University of Almería, 04120 Almería, Spain
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