A Longitudinal Training Study to Delineate the Specific Causal Effects of Open Monitoring Versus Focused Attention Techniques on Emotional Health

Parsing state mindfulness effects on neurobehavioral markers of cognitive control: A within-subject comparison of focused attention and open monitoring

Over the past two decades, scientific interest in understanding the relationship between mindfulness and cognition has accelerated. However, despite considerable investigative efforts, pervasive methodological inconsistencies within the literature preclude a thorough understanding of whether or how mindfulness influences core cognitive functions. The purpose of the current study is to provide an initial "proof-of-concept" demonstration of a new research strategy and methodological approach designed to address previous limitations. Specifically, we implemented a novel fully within-subject state induction protocol to elucidate the neurobehavioral influence of discrete mindfulness states-focused attention (FA) and open monitoring (OM), compared against an active control-on well-established behavioral and ERP indices of executive attention and error monitoring assessed during the Eriksen flanker task. Bayesian mixed modeling was used to test preregistered hypotheses pertaining to FA and OM effects on flanker interference, the stimulus-locked P3, and the response-locked ERN and Pe. Results yielded strong but unexpected evidence that OM selectively produced a more cautious and intentional response style, characterized by higher accuracy, slower RTs, and reduced P3 amplitude. Follow-up exploratory analyses revealed that trait mindfulness moderated the influence of OM, such that individuals with greater trait mindfulness responded more cautiously and exhibited higher trial accuracy and smaller P3s. Neither FA nor OM modulated the ERN or Pe. Taken together, our findings support the promise of our approach, demonstrating that theoretically distinct mindfulness states are functionally dissociable among mindfulness-naive participants and that interactive variability associated with different operational facets of mindfulness (i.e., state vs. trait) can be modeled directly.

Doing what matters in times of stress: No-nonsense meditation and occupational well-being in COVID-19

While the COVID-19 pandemic challenged the general public's health and well-being, it exacerbated the pre-existing well-being issues in the educational sector in many countries. Mindfulness-based interventions are often applied to protect and promote occupational well-being. To investigate how the well-being benefits of these interventions arise, we selected one accessible technique that is used in most of them: focused attention meditation. In the middle of the COVID-19 pandemic, 199 teachers voluntarily practiced five to ten minutes of meditation together with their pupils, every morning for six months. We employed a three-wave longitudinal design to follow any changes in the meditating teachers' well-being and compared these changes to a waitlist control condition of 42 teachers. Three dimensions of well-being were measured at baseline, half-time, and post-intervention: emotional, cognitive, and physical well-being. Latent growth curve models revealed that the meditation technique not only improves well-being but also prevents the development of well-being problems. The practice of focused attention meditation resulted in improvements in emotional and physical well-being and prevented the development of cognitive well-being problems that were observed within the control condition. The effects were strongest for emotional and cognitive well-being and followed a linear trend. This paper shows that the well-being effects of mindfulness-based interventions are at least in part due to the focused attention meditation that is practiced in them. Occupational groups that experience emotional, cognitive, or physical well-being issues can benefit from a few minutes of focused attention meditation per day. Trial registration: ISRCTN ISRCTN61170784 (https://doi.org/10.1186/ISRCTN61170784).

Be more mindful: Targeting addictive responses by integrating mindfulness with cognitive bias modification or cue exposure interventions

This review provides an overview of the most prominent neurocognitive effects of cognitive bias modification (CBM), cue-exposure therapy and mindfulness interventions for targeting addictive responses. It highlights the key insights that have stemmed from cognitive neuroscience and brain imaging research and combines these with insights from behavioural science in building a conceptual model integrating mindfulness with response-focused CBM or cue-exposure interventions. This furthers our understanding of whether and how mindfulness strategies may i) facilitate or add to the induced response-focused effects decreasing cue-induced craving, and ii) further weaken the link between craving and addictive responses. Specifically, awareness/monitoring may facilitate, and decentering may add to, response-focused effects. Combined awareness acceptance strategies may also diminish the craving-addiction link. The conceptual model presented in this review provides a specific theoretical framework to deepen our understanding of how mindfulness strategies and CBM or cue-exposure interventions can be combined to greatest effect. This is important in both suggesting a roadmap for future research, and for the further development of clinical interventions.

Mind-body and art therapies impact on emotional regulation in patients with chronic diseases: a pragmatic mixed-methods randomized controlled trial

BACKGROUND

Effective emotional regulation is recognized as essential to a good mental health of people with chronic diseases, and Mind-body and Art Therapies (MBATs) could have a positive effect on emotional regulation skills in this population. Thus, we aimed to evaluate the effect of MBATs on emotional regulation as measured by the Difficulties in Emotion Regulation Scale (DERS) questionnaire.

METHODS

A convergent mixed approach nested in a pragmatic superiority two arms parallel randomized controlled trial was conducted. French speaking adults with one or more chronic somatic illnesses and not suffering from a chronic psychiatric disorder unrelated to one of their chronic somatic illness were included. At inclusion, non-directive interviews were conducted, followed by an initial DERS assessment. The same combination of evaluation was implemented after 6 months of activity (T1). After inclusion, each participant was randomized within either the intervention group (G1) or the control group (G2) following a controlled wait-list design by use of a pregenerated randomization list. Staff and patient were blinded to this list until the initial evaluation was completed, after which the trial was conducted in an open-label fashion. Participants chose 2 mediations: one creativity-focused (art-therapy, writing workshop, theatre of life, vocal workshop) and one mind-body-focused (mindfulness meditation, Pilates, shiatsu, ayurvedic massages). G1 started their mediations immediately after inclusion, while G2 started 6 months later. Primary outcome was the change in means at 6 months in the overall DERS score compared between each group. Non-directive interviews were carried out at the inclusion and after 6 months of MBATs. A continuous inductive analysis was carried out on gathered material in G1 to explore the participants' experiences regarding their disease and their perceived changes associated to the intervention.

RESULTS

A total of 150 patients was randomized (75 per groups) at the end of the study. At T1, 133 patients filled out the final questionnaire (67 in G1 vs 66 in G2) and 112 interviews were analysed (54 in G1 vs 58 in G2). All 150 patients were analysed (intention to treat) using a multiple imputation approach. The mean DERS score at T0 was equal to 82.8 ± 21.1 and 85.0 ± 20.2 in G1 and G2 respectively. On average, at T1, the score decreased in the G1 (Δ = -4.8, SD = 21.3) and in G2 (Δ = -0.11, SD = 17.8). The difference in decrease, however, was not statistically significant (p = 0.13). Qualitative analysis underlined some MBATs benefits on emotional regulation, especially on regulation strategies. No harms related to the intervention has been observed.

CONCLUSIONS

This study only partially supports benefits on MBAT on emotional regulation skills enhancement in patients with chronic disease receiving MBATs, as measured by the DERS scale.

TRIAL REGISTRATION

The protocol was registered on Clinical Trials (NCT02911207).

Starting school with purpose: Self-regulatory strategies of first-semester university students

Purposefulness may facilitate self-regulation; however, little is known about the self-regulatory strategies that are implemented by purposeful individuals. Given the multiple regulatory challenges students face in their social and academic lives, a central aim of the current work was to consider how purposefulness and self-regulation are linked during the first semester of university. This 13-week-long study was conducted with first-semester college students (N = 256) in the United States of America to examine whether weekly fluctuations in purposefulness may be connected to the use of traditionally adaptive (problem-solving) and maladaptive (rumination and experiential avoidance) self-regulation strategies. Consistent with our hypothesis, at the within- and between-person level, higher purposefulness was associated with greater use of problem-solving, lower rumination, and lower experiential avoidance at the weekly level. The findings imply purposefulness is an important individual difference that may explain better or worse self-regulatory abilities.

A day in the life of a college student during the COVID-19 pandemic: An experience sampling approach to emotion regulation

COVID-19 has contributed to unexpected stressors in daily life, and emotion regulation is an important area of research during and post-pandemic to gain knowledge of the effect of the pandemic on emotion regulatory processes. We adopted an ecologically valid approach to collect 10 experience sampling events within the same day to examine how college students regulated their emotions on a typical weekday during the pandemic and the simultaneous hedonic association of these strategies on their affective experience. Several emotion regulation strategies (including acceptance, calming, reappraisal, problem solving, and social sharing) were associated with increased positivity or reduced negativity that may be better for psychological health. In contrast, other emotion regulation strategies (including rumination, experiential avoidance, catastrophizing, lack of clarity, self-blaming, and other-blaming) were associated with increased negativity or reduced positivity that may worsen psychological health. In these findings, self-reported stress was a crucial contextual moderator to consider while understanding the relationship between emotion regulation strategies and experienced affect. The current study documents variability in affect in response to stressors experienced by college students even within a single day and provides a real-world perspective on the emotion regulation strategies that were adaptive and maladaptive in the context of the COVID-19 pandemic.