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Kevin R, Todd L, Rebecca S, Hélène H. Differential effects of digital mindfulness-based interventions on creative potential and responsibility among middle school students. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2024; 94:919-946. [PMID: 38825666 DOI: 10.1111/bjep.12694] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2023] [Revised: 05/13/2024] [Accepted: 05/16/2024] [Indexed: 06/04/2024]
Abstract
BACKGROUND Creativity and responsibility are enhanced by meditation among adults, but such effects have not been studied in adolescents. Moreover, the determinants of the ethical effect (such as responsibility) of meditation are unclear. AIMS To address this gap by investigating the impact of digital in-class meditation programmes in middle school, focusing on intentions (self-centred vs. responsibility-centred), on adolescents' creative potential and sense of responsibility. These intentions are operationalized by different purpose-based meditations. METHODS We conducted a cluster randomized controlled trial involving 107 year 7 adolescents from six classes, assigning them to two experimental groups and an active control group. Pre- and post-intervention assessments were conducted over an 11-week period, including a creativity (EPoC) test comprising four exercises (graphic and verbal, divergent and convergent thinking), a responsibility and a mindfulness scale. RESULTS Our findings revealed no discernible effects on divergent thinking or self-reported mindfulness. However, we observed significant differences in graphic and verbal convergent creative thinking, as well as impacting responsibility scores, between a responsibility-centred meditation group and a self-centred meditation group. Moreover, distinctions were noted between control and self-centred meditation groups and between some classes. Effect sizes indicated that the interventions had a moderate but significant impact on the variables measured. CONCLUSION Our study reveals the effectiveness of digital meditation interventions in enhancing convergent creative thinking and responsibility among middle-school students. Notably, it shed new light on the importance of meditation intentions, which may be as significant as the form of meditation itself.
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Affiliation(s)
- Rebecchi Kevin
- Department of Psychology of Development, Education and Vulnerabilities, Laboratoire DIPHE (Développement, Individu, Processus, Handicap, Education), University Lumière Lyon 2, Lyon, France
| | - Lubart Todd
- Université Paris Cité & Univ Gustave Eiffel, LaPEA, Boulogne-Billancourt, France
| | - Shankland Rebecca
- Department of Psychology of Development, Education and Vulnerabilities, Laboratoire DIPHE (Développement, Individu, Processus, Handicap, Education), University Lumière Lyon 2, Lyon, France
- Institut Universitaire de France, Paris, France
| | - Hagège Hélène
- Unité de Recherche CeReS, UR 14922, University of Limoges, Limoges, France
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Marshall T, Farrar A, Wilson M, Taylor J, George P, Ghose SS, Cosgrove J, Patel NA. Mindfulness-Based Interventions in Schools: Assessing the Evidence Base. Psychiatr Serv 2024:appips20240027. [PMID: 39188147 DOI: 10.1176/appi.ps.20240027] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 08/28/2024]
Abstract
OBJECTIVE Mindfulness-based interventions are increasingly being used in schools to improve students' mental, emotional, and behavioral development. Although many mindfulness programs exist, the types of programs that are effective for specific age groups remain unclear. In this systematic review, the authors used established rating criteria to describe the level of evidence for school-based mindfulness interventions. METHODS A search of major databases, gray literature, and evidence base registries was conducted to identify studies published between 2008 and 2022 that focused on mindfulness interventions within school settings. The authors rated mindfulness interventions as having high, moderate, or low levels of evidence based on the number and rigor of studies with positive outcomes. RESULTS Of the 24 interventions identified across 41 studies, three interventions-Learning to BREATHE, Mindfulness in School Project, and mindfulness-based stress reduction (MBSR)-received a rating of high level of evidence. Three interventions-Gaia Program, MindUP, and a blended version of MBSR and mindfulness-based cognitive therapy-received a rating of moderate level of evidence. The interventions rated as having a high level of evidence were conducted with middle or high school students, and interventions with moderate evidence were also conducted with elementary students, demonstrating effectiveness of mindfulness across a range of age groups. Few studies examined outcomes for underserved populations. CONCLUSIONS With greater use and more research, mindfulness interventions have the potential to promote student well-being and prevent mental health conditions.
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Affiliation(s)
- Tina Marshall
- Westat (Marshall, Farrar, Wilson, Taylor, George, Ghose, Cosgrove) and Substance Abuse and Mental Health Services Administration (SAMHSA) (Patel), Rockville, Maryland
| | - Alden Farrar
- Westat (Marshall, Farrar, Wilson, Taylor, George, Ghose, Cosgrove) and Substance Abuse and Mental Health Services Administration (SAMHSA) (Patel), Rockville, Maryland
| | - Melissa Wilson
- Westat (Marshall, Farrar, Wilson, Taylor, George, Ghose, Cosgrove) and Substance Abuse and Mental Health Services Administration (SAMHSA) (Patel), Rockville, Maryland
| | - Jeffrey Taylor
- Westat (Marshall, Farrar, Wilson, Taylor, George, Ghose, Cosgrove) and Substance Abuse and Mental Health Services Administration (SAMHSA) (Patel), Rockville, Maryland
| | - Preethy George
- Westat (Marshall, Farrar, Wilson, Taylor, George, Ghose, Cosgrove) and Substance Abuse and Mental Health Services Administration (SAMHSA) (Patel), Rockville, Maryland
| | - Sushmita Shoma Ghose
- Westat (Marshall, Farrar, Wilson, Taylor, George, Ghose, Cosgrove) and Substance Abuse and Mental Health Services Administration (SAMHSA) (Patel), Rockville, Maryland
| | - John Cosgrove
- Westat (Marshall, Farrar, Wilson, Taylor, George, Ghose, Cosgrove) and Substance Abuse and Mental Health Services Administration (SAMHSA) (Patel), Rockville, Maryland
| | - Nikhil A Patel
- Westat (Marshall, Farrar, Wilson, Taylor, George, Ghose, Cosgrove) and Substance Abuse and Mental Health Services Administration (SAMHSA) (Patel), Rockville, Maryland
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Logemann-Molnár Z, Veres-Székely A, Demetrovics Z, Logemann HNA. Mindfulness and mechanisms of attention in a neutral and palatable food context. Front Psychol 2024; 15:1346839. [PMID: 39156818 PMCID: PMC11327819 DOI: 10.3389/fpsyg.2024.1346839] [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: 11/30/2023] [Accepted: 07/24/2024] [Indexed: 08/20/2024] Open
Abstract
Introduction Mindfulness has been associated with benefits on cognitive processes, including attention. However, the exact relationship between mindfulness, components of attention, and the role of reward context has not yet been fully elucidated, which is relevant, especially in the context of addiction. In the current study, we specifically evaluated the relationship between dispositional mindfulness and the balance between voluntary (top-down), and stimulus-driven (bottom-up) attention. In addition, we explored whether the relationship was mediated by asymmetry of frontal brain activity, an index of approach tendencies, and varies as a function of reward context. Methods In total, 95 participants (30 male, 65 female) with a mean age of 25.87 (SD = 7.38) participated. Resting-state electrophysiological activity was recorded using EEG, and participants were assessed on dispositional mindfulness, and performed the visuospatial cueing (VSC) task, which indexed voluntary- and stimulus-driven attention in a neutral and palatable food (reward) context. In the endogenous VSC task, a central cue signals the likely location of a subsequent target. The validity effect represents the benefit of valid cueing relative to the costs of invalid cueing in terms of response time. Results and discussion Dispositional mindfulness was associated with a reduced validity effect, plausibly reflecting a combination of reduced voluntary attention and increased stimulus-driven attention, irrespective of condition. The relationship between dispositional mindfulness and visuospatial attention could not be explained by asymmetry of frontal brain activity.
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Affiliation(s)
- Zsófia Logemann-Molnár
- Doctoral School of Psychology, ELTE, Eötvös Loránd University, Budapest, Hungary
- Institute of Psychology, ELTE, Eötvös Loránd University, Budapest, Hungary
| | - Anna Veres-Székely
- Institute of Psychology, ELTE, Eötvös Loránd University, Budapest, Hungary
- MTA-ELTE Lendület Adaptation Research Group, Institute of Psychology, ELTE, Eötvös Loránd University, Budapest, Hungary
| | - Zsolt Demetrovics
- Institute of Psychology, ELTE, Eötvös Loránd University, Budapest, Hungary
- Centre of Excellence in Responsible Gaming, University of Gibraltar, Gibraltar, Gibraltar
- College of Education, Psychology and Social Work, Flinders University, Adelaide, SA, Australia
| | - H. N. Alexander Logemann
- Institute of Psychology, ELTE, Eötvös Loránd University, Budapest, Hungary
- Department of Clinical, Neuro and Developmental Psychology, Vrije Universiteit Amsterdam, Amsterdam, Netherlands
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Mettler J, Zito S, Bastien L, Bloom E, Heath NL. How we teach mindfulness matters: Adolescent development and the importance of informal mindfulness. J Sch Psychol 2024; 105:101323. [PMID: 38876551 DOI: 10.1016/j.jsp.2024.101323] [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: 06/04/2023] [Revised: 11/14/2023] [Accepted: 05/09/2024] [Indexed: 06/16/2024]
Abstract
Given high levels of adolescent stress and educational institutions' key role in supporting students' mental health, mindfulness instruction is increasingly being implemented in schools. However, there is growing evidence adolescents find traditionally taught formal mindfulness (e.g., structured regular practice like meditation) challenging. Indeed, school-based studies report high levels of student non-compliance and lack of engagement with formal mindfulness strategies. Thus, informal mindfulness practices (e.g., unstructured brief moments integrated within daily routine) may be more accessible and developmentally appropriate for adolescents. Using a randomized experimental school-based design, this study sought to parse out the acceptability and effectiveness of formal and informal mindfulness for adolescents over time. Adolescents (n = 142; 73.9% female) were randomly assigned to a 4-week formal mindfulness, informal mindfulness, or comparison group and assessed on mental health, well-being, and educational outcomes. The informal mindfulness group (a) was more likely to report intending to frequently use the strategies (p = .025, Cramer's V = .262) and (b) reported increased dispositional mindfulness (i.e., general tendency to be mindful) from baseline to follow-up (p = .049, ηp2 = .034) which in turn mediated benefits on depression (indirect effect = -.15, 95% CI [-.31, -.03]), anxiety (indirect effect = -.21, 95% CI [-.36, -.06]), general stress (indirect effect = -.16, 95% CI [-.32, -.04]), school-related stress (indirect effect = -.15, 95% CI [-.28, -.05]), negative affect (indirect effect = -.17, 95% CI [-.35, -.04]), and attentional control (indirect effect = .07, 95% CI [.01, .13]). Thus, brief informal mindfulness strategies may be easier for students to use on a regular basis than formal mindfulness. Overall, these findings highlight the importance of going beyond a one-size-fits-all approach by offering accessible and engaging school-based mindfulness instruction to students. Recommendations for school psychologists seeking to teach mindfulness to adolescents are discussed, including the need to directly teach how to integrate informal mindfulness strategies in students' lives.
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Affiliation(s)
- Jessica Mettler
- McGill University, Faculty of Education, Department of Educational and Counselling Psychology, 3700 McTavish, Montreal, Quebec H3A 1Y7, Canada.
| | - Stephanie Zito
- McGill University, Faculty of Education, Department of Educational and Counselling Psychology, 3700 McTavish, Montreal, Quebec H3A 1Y7, Canada.
| | - Laurianne Bastien
- McGill University, Faculty of Education, Department of Educational and Counselling Psychology, 3700 McTavish, Montreal, Quebec H3A 1Y7, Canada.
| | - Elana Bloom
- Concordia University, Campus Wellness and Support Services, 1550 De Maisonneuve W, Montreal, Quebec H3G 1M8, Canada.
| | - Nancy L Heath
- McGill University, Faculty of Education, Department of Educational and Counselling Psychology, 3700 McTavish, Montreal, Quebec H3A 1Y7, Canada.
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Malboeuf-Hurtubise C, Taylor G, Lambert D, Paradis PO, Léger-Goodes T, Mageau GA, Labbé G, Smith J, Joussemet M. Impact of a mindfulness-based intervention on well-being and mental health of elementary school children: results from a randomized cluster trial. Sci Rep 2024; 14:15894. [PMID: 38987618 PMCID: PMC11237146 DOI: 10.1038/s41598-024-66915-z] [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: 03/08/2024] [Accepted: 07/05/2024] [Indexed: 07/12/2024] Open
Abstract
Prevention programs, such as mindfulness-based interventions (MBIs), are often implemented in schools to prevent psychological disorders from emerging in children and to support their mental health. This study used a randomized cluster design to evaluate the impact of a MBI, called Mission Méditation, on the well-being and the mental health of elementary school children's. 13 classrooms of an elementary school were randomly allocated to the experimental condition (7 classrooms, n = 127 students) or the waitlist control condition (6 classrooms, n = 104 students). Participants in the experimental condition received a 10-week MBI. Regression analyses revealed significant differences between conditions for inattention. Participants in the MBI condition reported no change in pre- to post-intervention, whereas participants in the control condition reported pre- to post-intervention increases. Results also showed significant differences in perceived competence. Participants in the MBI condition reported a non-significant decrease in perceive competence, whereas participants in the control condition reported significantly higher perceive competence scores from pre- to post-intervention. Results do not indicate that the MBI had a significant impact on participant's well-being and mental health. This suggests that MBIs may not have an added value when compared to other preventive interventions geared towards well-being and mental health promotion in school settings.
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Affiliation(s)
- Catherine Malboeuf-Hurtubise
- Psychology Department, Bishop's University, Sherbrooke, Canada.
- Psychology Department, CHUS Research Center, Sherbrooke, Canada.
| | - Geneviève Taylor
- Department of Education and Pedagogy, Université du Québec À Montréal, Montreal, Canada
| | - Danika Lambert
- Psychology Department, Bishop's University, Sherbrooke, Canada
| | | | - Terra Léger-Goodes
- Psychology Department, Université du Québec À Montréal, Montreal, Canada
| | | | - Gabrielle Labbé
- Department of Social Work, Université de Sherbrooke, Sherbrooke, Canada
| | - Jonathan Smith
- Department of Preschool and Primary Education, Université de Sherbrooke, Sherbrooke, Canada
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Braun SS, Greenberg MT, Roeser RW, Taylor LJ, Montero-Marin J, Crane C, Williams JMG, Sonley A, Lord L, Ford T, Kuyken W. Teachers' stress and training in a school-based mindfulness program: Implementation results from a cluster randomized controlled trial. J Sch Psychol 2024; 104:101288. [PMID: 38871412 DOI: 10.1016/j.jsp.2024.101288] [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: 01/07/2022] [Revised: 07/21/2023] [Accepted: 01/23/2024] [Indexed: 06/15/2024]
Abstract
School-based mindfulness trainings (SBMT) are a contemporary approach for intervening to promote students' social and emotional skills and well-being. Despite evidence from the larger field of evidence-based social and emotional learning programs demonstrating the importance of high-quality implementation, few studies have investigated factors impacting the implementation of SBMTs, particularly teacher-level influences. The present study addressed this issue by investigating whether teachers' stress, trust in their fellow teachers and principal, and expectations about the program at baseline predicted the quality of their implementation of a SBMT for students. In addition, we examined whether teachers' stress at baseline moderated the effect of training condition on implementation quality. Implementation quality was assessed via observations and teacher self-reports. Results from a sample of British secondary (middle-high) school educators (N = 81) indicated that teachers who felt more supported by their principals at baseline were later observed to implement the SBMT with greater quality, whereas teachers who had more positive expectations about the program felt more confident teaching the course in the future. Teachers' baseline stress moderated the effect of training condition on all measures of implementation quality; among teachers experiencing high stress at baseline, more intensive training led to higher quality implementation. Implications for practitioners and prevention researchers are discussed.
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Affiliation(s)
- Summer S Braun
- Department of Psychology and Center for Youth Development and Intervention, The University of Alabama, McMillan Building, P.O. Box 870348, Tuscaloosa, Alabama, 35487, USA
| | - Mark T Greenberg
- Department of Human Development and Family Studies, The Pennsylvania State University, 119 Health and Human Development Building, University Park, Pennsylvania, 16802, USA
| | - Robert W Roeser
- Department of Human Development and Family Studies, The Pennsylvania State University, 119 Health and Human Development Building, University Park, Pennsylvania, 16802, USA
| | - Laura J Taylor
- Department of Psychiatry, Oxford University, Warneford Hospital, Oxford, OX3 7JX, United Kingdom
| | - Jesus Montero-Marin
- Department of Psychiatry, Oxford University, Warneford Hospital, Oxford, OX3 7JX, United Kingdom; Parc Sanitari Sant Joan de Déu, C/ del Dr. Antoni Pujadas, 42, 08830 Sant Boi de Llobregat, Barcelona, Spain
| | - Catherine Crane
- Department of Psychiatry, Oxford University, Warneford Hospital, Oxford, OX3 7JX, United Kingdom
| | - J Mark G Williams
- Department of Psychiatry, Oxford University, Warneford Hospital, Oxford, OX3 7JX, United Kingdom
| | - Anna Sonley
- Department of Psychiatry, Oxford University, Warneford Hospital, Oxford, OX3 7JX, United Kingdom
| | - Liz Lord
- Department of Psychiatry, Oxford University, Warneford Hospital, Oxford, OX3 7JX, United Kingdom
| | - Tamsin Ford
- Department of Psychiatry, University of Cambridge, Douglas House 18b, Trumpington Road, Cambridge, CB2 8AH, United Kingdom
| | - Willem Kuyken
- Department of Psychiatry, Oxford University, Warneford Hospital, Oxford, OX3 7JX, United Kingdom.
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Fan XF, Peng JY, Zhang L, Hu YL, Li Y, Shi Y, Zhang TM. The impact of mindfulness therapy combined with mentalization-based family therapy on suicidal ideation in adolescents with depressive disorder: randomized intervention study. Ann Gen Psychiatry 2024; 23:16. [PMID: 38720347 PMCID: PMC11080205 DOI: 10.1186/s12991-024-00503-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/27/2023] [Accepted: 05/01/2024] [Indexed: 05/12/2024] Open
Abstract
BACKGROUND Adolescents with depression who engage in non-suicidal self harming behaviors are more likely to adopt negative coping strategies when faced with negative events. Therefore, these patients should be introduced to positive coping strategies. Evidences have showed that mindfulness-based interventions can positively impact the psychology of patients with mental disorders. This study was to explore the impact of a combination of mindfulness therapy and mentalization-based family therapy (MBFT) on suicidal ideation in adolescents with depressive disorder. METHODS Eighty adolescent patients with depression and suicidal ideation admitted to our hospital from September 2021 to February 2022 were selected as subjects. They were divided into a control group and a study group using the random number table method, with each group comprising 40 subjects. The control group received MBFT, whereas the study group received both mindfulness therapy and MBFT. The psychological status and suicidal ideations of the two groups were compared before and after the intervention. RESULTS The psychological health scores of both groups of patients were lower after the intervention, with the scores of the study group being lower than those of the control group (P < 0.05). The scores on the suicidal ideation scales for both groups were lower after intervention, and the study group scored lower than the control group (P < 0.05). The absolute values of the differences in psychological health scale scores and suicidal ideation scale scores before and after the intervention were higher in the study group than in the control group (P < 0.05). CONCLUSION The combination of mindfulness therapy and MBFT can improve the psychological condition of adolescents with depression, reduce their suicidal ideations, and help them develop a healthy and positive outlook toward life, making this method worthy of clinical recommendation.
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Affiliation(s)
- Xiao-Fen Fan
- Department of Mental Health, Shanxi Bethune Hospital, Shanxi Academy of Medical Sciences, Third Hospital of Shanxi Medical University, Tongji Shanxi Hospital, Taiyuan, 030032, China
| | - Ju-Yi Peng
- Department of Mental Health, Shanxi Bethune Hospital, Shanxi Academy of Medical Sciences, Third Hospital of Shanxi Medical University, Tongji Shanxi Hospital, Taiyuan, 030032, China.
| | - Li Zhang
- Department of Mental Health, Shanxi Bethune Hospital, Shanxi Academy of Medical Sciences, Third Hospital of Shanxi Medical University, Tongji Shanxi Hospital, Taiyuan, 030032, China
| | - Ya-Li Hu
- Department of Mental Health, Shanxi Bethune Hospital, Shanxi Academy of Medical Sciences, Third Hospital of Shanxi Medical University, Tongji Shanxi Hospital, Taiyuan, 030032, China
| | - Yan Li
- Department of Mental Health, Shanxi Bethune Hospital, Shanxi Academy of Medical Sciences, Third Hospital of Shanxi Medical University, Tongji Shanxi Hospital, Taiyuan, 030032, China
| | - Yue Shi
- Department of Mental Health, Shanxi Bethune Hospital, Shanxi Academy of Medical Sciences, Third Hospital of Shanxi Medical University, Tongji Shanxi Hospital, Taiyuan, 030032, China
| | - Tian-Mei Zhang
- Department of Mental Health, Shanxi Bethune Hospital, Shanxi Academy of Medical Sciences, Third Hospital of Shanxi Medical University, Tongji Shanxi Hospital, Taiyuan, 030032, China
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Matiz A, Fabbro F, Crescentini C. Mindfulness Through Storytelling for Mental Health of Primary School Children: Impact on Acceptability and Its Associations with Personality. Psychol Res Behav Manag 2024; 17:1757-1774. [PMID: 38686324 PMCID: PMC11057635 DOI: 10.2147/prbm.s441494] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2023] [Accepted: 02/21/2024] [Indexed: 05/02/2024] Open
Abstract
Purpose Acceptability of mindfulness-based programs (MBPs) in primary school settings seems to represent a critical factor influencing the intervention effects on children's mental health. This study aims at assessing the acceptability of an MBP delivered through the technique of storytelling, as well as identifying which participants' personality characteristics can influence it. Participants and Methods Italian children in grades 3-to-5 (n = 147, 47.6% girls) participated in a 24-session MBP, which included 225 minutes of formal mindfulness practices and was delivered by the pupils' school teachers. Children's personality traits were assessed with the junior Temperament and Character Inventory (jTCI), while their subjective experiences and acceptability of the program were investigated using a survey containing open-ended and closed-ended questions. Results Program acceptability was 2.9 ± 0.7 on a 0-4 scale. Higher jTCI scores of persistence, cooperativeness, and self-transcendence were related to higher ratings in liking the program, finding it useful and engaging themselves in it. Moreover, 57.8% of the children generalized the mindfulness practices in daily life and 93.9% of them declared they would recommend the program to their friends/parents. Five main themes emerged from children's answers on what they learned: "help for difficulties (emotional, mental, and physical)", "calm, relax, tranquility", "resilience, positiveness, personal growth", "self-exploration, interoception", and "attention, concentration, and here-and-now". Conclusion Program acceptability was generally higher than in similar programs in the literature, and children reported personal gains in various areas related to psychological well-being. The study also suggests which children's personality traits should be considered when proposing an MBP in order to improve its acceptability and utility.
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Affiliation(s)
- Alessio Matiz
- Department of Languages and Literatures, Communication, Education and Society, University of Udine, Udine, Italy
- Department of Psychology, Sapienza University of Rome, Rome, Italy
| | - Franco Fabbro
- Institute of Mechanical Intelligence, School of Advanced Studies Sant’Anna, Pisa, Italy
| | - Cristiano Crescentini
- Department of Languages and Literatures, Communication, Education and Society, University of Udine, Udine, Italy
- Institute of Mechanical Intelligence, School of Advanced Studies Sant’Anna, Pisa, Italy
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Porter B, Oyanadel C, Betancourt I, Worrell FC, Peñate W. Effects of Two Online Mindfulness-Based Interventions for Early Adolescents for Attentional, Emotional, and Behavioral Self-Regulation. Pediatr Rep 2024; 16:254-270. [PMID: 38651461 PMCID: PMC11036234 DOI: 10.3390/pediatric16020022] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/20/2024] [Revised: 03/26/2024] [Accepted: 03/27/2024] [Indexed: 04/25/2024] Open
Abstract
(1) Background: Mindfulness-based interventions (MBIs) have shown interesting preliminary effects on self-regulation processes in early adolescence. However, programs have typically combined different types of interventions with no understanding of the specific effect of each intervention type on attentional, emotional, and behavioral regulation. The objective of this research was to evaluate the effect of two MBIs-one focused on classic attentional practices and another focused on the recognition and expression of emotions-on attentional, emotional, and behavioral self-regulation in early adolescents. (2) Method: An experimental paradigm was used. A sample of 74 children aged between 8 and 12 years old were randomly assigned to three experimental conditions: (1) an MBI with a focus on attentional practices, (2) an MBI with a focus on recognition and expression of emotions, and (3) a control group. The interventions lasted 8 weeks, with a weekly, 1 h online synchronous session plus home practices. Children were evaluated before starting the intervention and at the end of the 8-week period. The assessed outcomes were (1) mindfulness; (2) emotional regulation; (3) attentional regulation, and (4) behavioral regulation. (3) Results: Children who participated in both intervention programs increased their mindfulness and emotional and behavioral regulation scores. Only children who participated in the MBI with a focus on attention showed significant changes in their ability to self-regulate attention. (4) Conclusions: The use of online MBIs, with attention to external and internal stimuli practices, can be a good strategy to strengthen self-regulation skills for attention, emotions, and behavior in early adolescence.
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Affiliation(s)
- Bárbara Porter
- Department of Psychology, Faculty of Social Sciences, Universidad de Concepción, Concepción 4030000, Chile; (C.O.); (I.B.)
| | - Cristian Oyanadel
- Department of Psychology, Faculty of Social Sciences, Universidad de Concepción, Concepción 4030000, Chile; (C.O.); (I.B.)
- Berkeley School of Education, University of California, Berkeley, CA 94720-1670, USA;
| | - Ignacio Betancourt
- Department of Psychology, Faculty of Social Sciences, Universidad de Concepción, Concepción 4030000, Chile; (C.O.); (I.B.)
| | - Frank C. Worrell
- Berkeley School of Education, University of California, Berkeley, CA 94720-1670, USA;
| | - Wenceslao Peñate
- Clinical Psychology, Psychobiology and Methodology School, Psychology Faculty, Guajara Campus, La Laguna University, 38200 Santa Cruz de Tenerife, Spain;
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10
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Kander TN, Lawrence D, Fox A, Houghton S, Becerra R. Mindfulness-based interventions for preadolescent children: A comprehensive meta-analysis. J Sch Psychol 2024; 102:101261. [PMID: 38143094 DOI: 10.1016/j.jsp.2023.101261] [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: 02/04/2021] [Revised: 04/14/2023] [Accepted: 10/27/2023] [Indexed: 12/26/2023]
Abstract
Among the many social and emotional learning (SEL) interventions available, mindfulness-based interventions (MBIs) have become increasingly popular, particularly for preadolescent children who were once thought to not possess the metacognitive abilities or cognitive resources to benefit from such training. Although previous research syntheses indicate that MBIs show promise in promoting positive outcomes across a range of domains, the effectiveness of MBIs for preadolescent children may be masked by the effects of older children who have comprised the majority of samples in past meta-analyses. Hence, to better understand the impact of mindfulness-based training on preadolescent children (ages 6-12 years), the present study reviewed treatment effect estimates across a range of outcomes, including mindfulness, attention, metacognition and cognitive flexibility, emotional and behavioral regulation, academic achievement and school functioning, positive emotion and self-appraisal, negative emotion and subjective distress, externalizing problems, internalizing problems, social competence and prosocial behavior, and physical health. Thirty-two studies (nparticipants = 3640) were identified and included in a random-effects meta-analyses. The results from multiple meta-analytical analyses conducted in the present study suggest that preadolescents have experienced significant benefits across attention, emotional and behavioral regulation, positive emotion and self-appraisal, and social competence and prosocial behavior (g = 0.19 to 0.39). However, the overall effect was deemed small (g = 0.34). Due to the lack of comparison studies with SEL interventions, it remains unclear whether MBIs are as effective as traditional approaches in promoting healthy development and academic achievement for preadolescent children. Additionally, results from the present meta-analysis suggest various recommendations for future studies to ensure a continued growth in understanding how MBIs can be used with children.
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Affiliation(s)
- Tharen N Kander
- School of Psychological Science, The University of Western Australia, 35 Stirling Highway, Crawley, WA 6009, Australia.
| | - David Lawrence
- Graduate School of Education, The University of Western Australia, 35 Stirling Highway, Crawley, WA 6009, Australia.
| | - Allison Fox
- School of Psychological Science, The University of Western Australia, 35 Stirling Highway, Crawley, WA 6009, Australia.
| | - Stephen Houghton
- Graduate School of Education, The University of Western Australia, 35 Stirling Highway, Crawley, WA 6009, Australia.
| | - Rodrigo Becerra
- School of Psychological Science, The University of Western Australia, 35 Stirling Highway, Crawley, WA 6009, Australia.
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11
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Voltmer K, Hondrich F, von Salisch M. Daily breath-based mindfulness exercises in a randomized controlled trial improve primary school children's performance in arithmetic. Sci Rep 2023; 13:22169. [PMID: 38092836 PMCID: PMC10719295 DOI: 10.1038/s41598-023-49354-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2023] [Accepted: 12/07/2023] [Indexed: 12/17/2023] Open
Abstract
Mindfulness-based interventions (MBIs) have been shown to improve children's academic achievements. Because MBIs include different exercises (possibly with differential effects), the teacher-led Breathing Break Intervention (BBI) was developed which focuses exclusively on breathing exercises and body awareness. The short daily breathing practices of BBI were evaluated in terms of their effects on children's performance in mathematics. In a randomized controlled trial, N = 140 third and fourth graders (49% female) either received BBI (IG, n = 81) or participated in an active control group (ACG, n = 59). Students took a standardized arithmetic test and teachers rated their mathematics performance before (T1) and after (T2) the nine weeks of BBI, and in a follow-up five months later (T3). A mixed multilevel model with a quadratic term of time indicated a significant interaction effect between group and time on the arithmetic test after controlling for working memory updating and parental educational attainment. IG children did not show a steeper linear increase but differed significantly from ACG children in their trajectory of arithmetic performance. At T3, IG children outperformed ACG children. A multilevel ordinal logistic regression of teachers' ratings of students' mathematics performance revealed no significant differences between IG and ACG. Results suggest that daily breathing exercises in primary school classrooms contribute to enhancing children's performance in arithmetic.Preregistration: The study was preregistered at aspredicted.org (#44925).
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Affiliation(s)
- Katharina Voltmer
- Institute for Sustainability Education and Psychology, Leuphana University Luneburg, Universitätsallee 1, 21335, Lueneburg, Germany
| | - Finja Hondrich
- Institute for Sustainability Education and Psychology, Leuphana University Luneburg, Universitätsallee 1, 21335, Lueneburg, Germany
| | - Maria von Salisch
- Institute for Sustainability Education and Psychology, Leuphana University Luneburg, Universitätsallee 1, 21335, Lueneburg, Germany.
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12
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Harvey LJ, White FA, Hunt C, Abbott M. Investigating the efficacy of a Dialectical behaviour therapy-based universal intervention on adolescent social and emotional well-being outcomes. Behav Res Ther 2023; 169:104408. [PMID: 37804543 DOI: 10.1016/j.brat.2023.104408] [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: 10/08/2022] [Revised: 09/09/2023] [Accepted: 09/25/2023] [Indexed: 10/09/2023]
Abstract
There is increasing research interest as to whether Dialectical Behaviour Therapy (DBT), specifically the group skills training component, is an effective early intervention approach when delivered universally in schools. The current study aimed to provide the first large-scale examination of a universal DBT-based intervention and to also determine the extent to which home practice of DBT skills predicted changes in social and emotional outcomes over time. A non-randomised controlled trial design was employed whereby 1071 participants (51.30% Male; M age = 13.48 years) completed either an adapted eight-session DBT skills-training intervention ('WISE Teens) (n = 563) or class-as-per-usual (n = 508). On average, the 'WISE Teens' intervention did not improve outcomes with significant deteriorations or null effects observed across outcomes relative to class-as-per-usual immediately post-intervention. The largest deteriorations were observed for depressive (d = -0.22; 95% CI = -0.35, -0.08) and anxiety symptoms (d = -0.28; 95%CI - = -0.41, -0.14). Applying Bonferroni corrections, most group differences in outcomes had dissipated at follow-up, however, 'WISE Teens' participants continued to report significantly poorer quality of parent-child relationships relative to control (d = .16 for mother (95% CI = 0.01, 0.31); d = 0.17 for father (95% CI = 0.02, 0.33). While home practice was modest on average, further exploratory analyses nevertheless revealed that greater home practice was generally associated with more positive outcomes both immediately post-intervention and at follow-up. Based on these findings, the DBT-based 'WISE Teens' intervention is not recommended in its current format for universal dissemination amongst early adolescents in schools. Further research is needed to determine how to improve engagement and feasibility of delivery of DBT-based interventions universally in this context.
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Affiliation(s)
- Lauren J Harvey
- School of Psychology, University of Sydney, Camperdown, NSW, 2050, Australia.
| | - Fiona A White
- School of Psychology, University of Sydney, Camperdown, NSW, 2050, Australia
| | - Caroline Hunt
- School of Psychology, University of Sydney, Camperdown, NSW, 2050, Australia
| | - Maree Abbott
- School of Psychology, University of Sydney, Camperdown, NSW, 2050, Australia
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García-Rubio C, Herrero M, Luna-Jarillo T, Albert J, Rodríguez-Carvajal R. Effectiveness and mechanisms of change of a mindfulness-based intervention on elementary school children: A cluster-randomized control trial. J Sch Psychol 2023; 99:101211. [PMID: 37507179 DOI: 10.1016/j.jsp.2023.04.001] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/14/2021] [Revised: 10/03/2022] [Accepted: 04/10/2023] [Indexed: 07/30/2023]
Abstract
Mindfulness-based interventions (MBIs) in the school context are increasingly widespread worldwide. The present study evaluates the effectiveness of a school-MBI (GrowingUp Breathing program) on children's socio-emotional and academic development. Three hundred thirteen elementary students from 7 to 12 years old from two schools in Madrid (Spain) participated. A cluster-randomized control trial was designed, assigning eight classrooms to the MBI-group (N = 155) and eight classrooms to the waiting-list control group (N = 158). Measures were evaluated at pre- and post-intervention in both groups and a 3-month follow-up was collected in the MBI-group. Children self-reported their mindfulness skills (i.e., dispositional mindfulness and psychological inflexibility) and well-being (i.e., anxiety and life satisfaction) and teachers evaluated children's social-emotional competence (i.e., emotion regulation, peer-relationship problems, and prosociality), well-being (i.e., emotional symptoms), and academic competence (i.e., student engagement and academic achievement). Mindfulness skills and emotional regulation were examined as potential mediators. Results revealed that children who received the MBI, compared to children in the WLC-group, improved their mindfulness skills, emotion regulation, prosociality, and emotional and behavioral engagement and decreased anxiety and peer-relationship problems. Positive changes in dispositional mindfulness led to reductions in children's anxiety and psychological inflexibility. Positive changes in emotional regulation led to improvements in prosociality and student engagement and decreased peer-relationships problems and emotional symptoms. Therefore, the results showed that a brief-MBI integrated in the Spanish regular school curriculum enhanced children's socio-emotional and academic development. Dispositional mindfulness and emotion regulation work as processes of change that underlie the intervention's impact.
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Affiliation(s)
- Carlos García-Rubio
- Faculty of Psychology, Universidad Autónoma de Madrid, Calle Iván Pavlov, 6, 28049, Madrid, Spain; Nirakara Lab, Mindfulness and Cognitive Science Chair, Complutense University of Madrid, Madrid, Spain.
| | - Marta Herrero
- Department of Social and Developmental Psychology, University of Deusto, Unibertsitate Etorb, 24, Bilbao 48007, Spain
| | | | - Jacobo Albert
- Faculty of Psychology, Universidad Autónoma de Madrid, Calle Iván Pavlov, 6, 28049, Madrid, Spain
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14
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Kuhlthau KA, Traeger L, Luberto CM, Perez GK, Goshe BM, Fell L, Iannuzzi D, Park ER. Resiliency Intervention for Siblings of Children With Autism Spectrum Disorder: A Randomized Pilot Trial. Acad Pediatr 2023; 23:1187-1195. [PMID: 36460184 DOI: 10.1016/j.acap.2022.11.011] [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: 08/24/2022] [Revised: 10/31/2022] [Accepted: 11/03/2022] [Indexed: 12/03/2022]
Abstract
BACKGROUND /OBJECTIVES Neurotypical siblings (NT siblings) of children with autism spectrum disorder (ASD) are at elevated risk for emotional distress and adjustment problems. Resiliency is the ability to cope and adapt with ongoing stressors. We conducted a randomized waitlist-controlled pilot trial to examine the feasibility, acceptability, and preliminary efficacy of an adapted virtual mind-body resiliency group intervention for teen NT siblings of children with ASD. METHODS We modified the Stress Management and Resiliency Training-Relaxation Response Resiliency Program for NT siblings of children with ASD (SibChat). We randomly assigned teens (aged 14-17) to immediate intervention (IG) versus waitlist control (WLC). The intervention included eight 60-minute weekly video conference group sessions. We assessed feasibility (enrollment, attendance, and retention) and acceptability (post treatment survey and weekly relaxation response practice). We explored group differences in pre-post change scores for 1) stress coping (Measure of Current Status-A) and 2) resiliency (Current Experiences Scale) using independent samples t tests and effect size calculations. RESULTS We enrolled 83% of screened eligible teens. A total of 90% IG and 75% WLC participants attended at least 6/8 sessions. Among IG participants who completed the post treatment survey, 79% reported practicing relaxation response exercises at least "a few times a week". Comparing change in baseline to time 1, the IG showed better relative changes than the WLC group in stress coping (d = 0.60) and resiliency (d = 0.24). CONCLUSIONS Our pilot trial showed promising feasibility, acceptability, and preliminary efficacy of SibChat on at least one of the 2 primary outcomes supporting further testing of the SibChat intervention. CLINICAL TRIAL REGISTRATION US National Library of Medicine. REGISTRATION NUMBER NCT04369417. https://clinicaltrials.gov/ct2/show/NCT04369417.
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Affiliation(s)
- Karen A Kuhlthau
- Division of General Academic Pediatrics (KA Kuhlthau, L Fell, and D Iannuzzi), Department of Pediatrics, Massachusetts General Hospital for Children, Boston, Mass; Department of Pediatrics (KA Kuhlthau), Harvard Medical School, Boston, Mass.
| | - Lara Traeger
- Department of Psychiatry (L Traeger, CM Luberto, GK Perez, BM Goshe, and ER Park), Massachusetts General Hospital/Harvard Medical School, Boston, Mass; Health Promotion and Resiliency Intervention Research Program (L Traeger, CM Luberto, GK Perez, and ER Park), Massachusetts General Hospital, Departments of Psychiatry & Medicine, Boston, Mass
| | - Christina M Luberto
- Department of Psychiatry (L Traeger, CM Luberto, GK Perez, BM Goshe, and ER Park), Massachusetts General Hospital/Harvard Medical School, Boston, Mass; Health Promotion and Resiliency Intervention Research Program (L Traeger, CM Luberto, GK Perez, and ER Park), Massachusetts General Hospital, Departments of Psychiatry & Medicine, Boston, Mass; MGH Benson-Henry Institute for Mind-Body Medicine (CM Luberto, GK Perez, BM Goshe, and ER Park), Boston, Mass
| | - Giselle K Perez
- Department of Psychiatry (L Traeger, CM Luberto, GK Perez, BM Goshe, and ER Park), Massachusetts General Hospital/Harvard Medical School, Boston, Mass; MGH Benson-Henry Institute for Mind-Body Medicine (CM Luberto, GK Perez, BM Goshe, and ER Park), Boston, Mass; Health Promotion and Resiliency Intervention Research Program (L Traeger, CM Luberto, GK Perez, and ER Park), Massachusetts General Hospital, Departments of Psychiatry & Medicine, Boston, Mass
| | - Brett M Goshe
- Department of Psychiatry (L Traeger, CM Luberto, GK Perez, BM Goshe, and ER Park), Massachusetts General Hospital/Harvard Medical School, Boston, Mass; MGH Benson-Henry Institute for Mind-Body Medicine (CM Luberto, GK Perez, BM Goshe, and ER Park), Boston, Mass
| | - Lucy Fell
- Division of General Academic Pediatrics (KA Kuhlthau, L Fell, and D Iannuzzi), Department of Pediatrics, Massachusetts General Hospital for Children, Boston, Mass
| | - Dorothea Iannuzzi
- Division of General Academic Pediatrics (KA Kuhlthau, L Fell, and D Iannuzzi), Department of Pediatrics, Massachusetts General Hospital for Children, Boston, Mass
| | - Elyse R Park
- Department of Psychiatry (L Traeger, CM Luberto, GK Perez, BM Goshe, and ER Park), Massachusetts General Hospital/Harvard Medical School, Boston, Mass; Health Promotion and Resiliency Intervention Research Program (L Traeger, CM Luberto, GK Perez, and ER Park), Massachusetts General Hospital, Departments of Psychiatry & Medicine, Boston, Mass; MGH Benson-Henry Institute for Mind-Body Medicine (CM Luberto, GK Perez, BM Goshe, and ER Park), Boston, Mass
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15
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von Salisch M, Voltmer K. A Daily Breathing Practice Bolsters Girls' Prosocial Behavior and Third and Fourth Graders' Supportive Peer Relationships: A Randomized Controlled Trial. Mindfulness (N Y) 2023; 14:1-14. [PMID: 37362187 PMCID: PMC10267544 DOI: 10.1007/s12671-023-02158-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 05/26/2023] [Indexed: 06/28/2023]
Abstract
Objectives In order to promote mindfulness in primary school, the Breathing Break Intervention was developed. This collection of short daily breath-based mindfulness practices was introduced to 15 teachers who delivered them up to 3 times a day to their students. Method In a randomized controlled trial, 146 third and fourth graders (49% female) either received the intervention (n = 81) or participated in the active wait list control group (n = 65). Students were asked to nominate prosocial peers and to report on supportive peer relationships in their classrooms before (pretest) and after (posttest) the 9 weeks of the Breathing Break Intervention, and in a follow-up 5 months later. Results Mixed multilevel models indicated a group × sex × posttest interaction (t(211) = 2.64, p < 0.01) suggesting that girls in the intervention group were rated to be more prosocial by their peers at posttest than at pretest and than girls in the active control group when children's age and parents' education were accounted for. Supportive peer relationships in the active control group deteriorated between pretest and posttest, which occurred immediately before the second school lockdown due to the COVID-19 pandemic, whereas they remained the same in the intervention group (t(223) = 2.56, p < 0.05). Both effects were not maintained at follow-up, probably due to children's irregular school attendance during the lockdown. Conclusions Introducing a short daily breathing practice in primary school classrooms seems to be effective in maintaining supportive peer relationships and in stimulating girls' prosocial behavior. Preregistration The study was preregistered at aspredicted.org (#44925). Supplementary Information The online version contains supplementary material available at 10.1007/s12671-023-02158-9.
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Affiliation(s)
- Maria von Salisch
- Institute for Sustainability Education and Psychology, Leuphana University Lüneburg, Universitätsallee 1, D-21335 Lüneburg, Germany
| | - Katharina Voltmer
- Institute for Sustainability Education and Psychology, Leuphana University Lüneburg, Universitätsallee 1, D-21335 Lüneburg, Germany
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16
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Ubeda Tikkanen A, Vova J, Holman L, Chrisman M, Clarkson K, Santiago R, Schonberger L, White K, Badaly D, Gauthier N, Pham TDN, Britt JJ, Crouter SE, Giangregorio M, Nathan M, Akamagwuna UO. Core components of a rehabilitation program in pediatric cardiac disease. Front Pediatr 2023; 11:1104794. [PMID: 37334215 PMCID: PMC10275574 DOI: 10.3389/fped.2023.1104794] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/22/2022] [Accepted: 04/17/2023] [Indexed: 06/20/2023] Open
Abstract
There is increasing effort in both the inpatient and outpatient setting to improve care, function, and quality of life for children with congenital heart disease, and to decrease complications. As the mortality rates of surgical procedures for congenital heart disease decrease, improvement in perioperative morbidity and quality of life have become key metrics of quality of care. Quality of life and function in patients with congenital heart disease can be affected by multiple factors: the underlying heart condition, cardiac surgery, complications, and medical treatment. Some of the functional areas affected are motor abilities, exercise capacity, feeding, speech, cognition, and psychosocial adjustment. Rehabilitation interventions aim to enhance and restore functional ability and quality of life for those with physical impairments or disabilities. Interventions such as exercise training have been extensively evaluated in adults with acquired heart disease, and rehabilitation interventions for pediatric patients with congenital heart disease have similar potential to improve perioperative morbidity and quality of life. However, literature regarding the pediatric population is limited. We have gathered a multidisciplinary team of experts from major institutions to create evidence- and practice-based guidelines for pediatric cardiac rehabilitation programs in both inpatient and outpatient settings. To improve the quality of life of pediatric patients with congenital heart disease, we propose the use of individualized multidisciplinary rehabilitation programs that include: medical management; neuropsychology; nursing care; rehabilitation equipment; physical, occupational, speech, and feeding therapies; and exercise training.
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Affiliation(s)
- Ana Ubeda Tikkanen
- Department of Pediatric Rehabilitation, Spaulding Rehabilitation Hospital, Boston, MA, United States
- Department of Cardiac Surgery, Boston Children’s Hospital, Boston, MA, United States
- Department of Orthopedic Surgery, Boston Children’s Hospital, Boston, MA, United States
- Department of Physical Medicine and Rehabilitation, Harvard Medical School, Boston, MA, United States
| | - Joshua Vova
- Department of Physiatry, Children’s Healthcare of Atlanta, Atlanta, GA, United States
| | - Lainie Holman
- Department Pediatric Physical Medicine and Rehabilitation, Cleveland Clinic, Cleveland, OH, United States
| | - Maddie Chrisman
- Wolff Center, University of Pittsburgh Medical Center, Pittsburgh, PA, United States
| | - Kristin Clarkson
- Department of Pediatric Physical Medicine and Rehabilitation, UPMC Children's Hospital of Pittsburgh, Pittsburgh, PA, United States
| | - Rachel Santiago
- Department of Otolaryngology and Communication Enhancement, Boston Children’s Hospital, Boston, MA, United States
| | - Lisa Schonberger
- Department of Otolaryngology and Communication Enhancement, Boston Children’s Hospital, Boston, MA, United States
| | - Kelsey White
- Department of Otolaryngology and Communication Enhancement, Boston Children’s Hospital, Boston, MA, United States
| | - Daryaneh Badaly
- Learning and Development Center, Child Mind Institute, New York, NY, United States
| | - Naomi Gauthier
- Department of Cardiology, Boston Children’s Hospital, Boston, MA, United States
| | - Tam Dan N. Pham
- Department of Pediatric Cardiology, Baylor College of Medicine and Texas Children's Hospital, Houston, TX, United States
| | - Jolie J. Britt
- Department of Pediatric Cardiology, Baylor College of Medicine and Texas Children's Hospital, Houston, TX, United States
| | - Scott E. Crouter
- Department of Kinesiology, Recreation, and Sport Studies, The University of Tennessee Knoxville, Knoxville, IL, United States
| | - Maeve Giangregorio
- Department of Cardiology, Boston Children’s Hospital, Boston, MA, United States
| | - Meena Nathan
- Department of Cardiac Surgery, Boston Children’s Hospital, Boston, MA, United States
| | - Unoma O. Akamagwuna
- Department Pediatric Physical Medicine and Rehabilitation, Texas Children's Hospital, Houston, TX, United States
- Department of Physical Medicine and Rehabilitation, Baylor College of Medicine, TX, United States
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17
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Lucas-Thompson RG, Moran MJ. Advancing the Study of Mindfulness-Based Interventions in Relation to Psychological Health. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:ijerph20085473. [PMID: 37107755 PMCID: PMC10138894 DOI: 10.3390/ijerph20085473] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/12/2023] [Accepted: 03/15/2023] [Indexed: 05/11/2023]
Abstract
Since 2006, there has been exponential growth in the number of publications on mindfulness [...].
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18
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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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19
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Ash TL, Helminen EC, Yamashita S, Felver JC. Teachers' anti-black biases in disciplinary decisions: The role of mindfulness. J Sch Psychol 2023; 96:75-87. [PMID: 36641226 DOI: 10.1016/j.jsp.2022.11.003] [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: 04/20/2022] [Revised: 07/13/2022] [Accepted: 11/15/2022] [Indexed: 12/24/2022]
Abstract
Research suggests that disparities in exclusionary discipline can be explained, in part, by teachers' anti-Black biases in disciplinary decision-making. An emerging body of literature also speaks to the benefits of cultivating mindfulness for bias reduction. The present study adds to the literature by assessing whether mindfulness is associated with differences in teachers' responses to student disciplinary infractions as a function of student signaled race, which was manipulated as a between-subjects factor. We predicted that teachers with lower levels of mindfulness, as measured via self-report, would demonstrate greater anti-Black bias in response to students' disciplinary files than teachers with higher levels of mindfulness. Teachers (N = 179) completed the study via an online research participant platform. Consistent with hypothesis, we found that participants' self-reported mindfulness in teaching moderated their responses to a disciplinary file as a function of student signaled race, b = -1.05, F(1, 175) = 4.50, p = 0.035, ηp2 = 0.03, 95% CI [-2.03, -0.07]. Specifically, participants with lower levels of mindfulness rated the disciplinary infraction as more severe if it was enacted by a Black boy compared to a White boy. At higher levels of mindfulness, however, the opposite pattern emerged; participants demonstrated more leniency if the infraction was perpetrated by a Black boy, relative to a White boy. Our research adds to the literature and suggests that improving teachers' ability to remain present in the classroom may improve their ability to make more equitable decisions in managing students' misbehavior.
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Affiliation(s)
- Tory L Ash
- Department of Psychology, Syracuse University, United States of America; Department of Educational Psychology, University of Wisconsin-Madison, United States of America.
| | - Emily C Helminen
- Department of Psychology, Syracuse University, United States of America
| | - Shiharu Yamashita
- Department of Psychology, Syracuse University, United States of America
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20
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Dumontheil I, Lyons KE, Russell TA, Zelazo PD. A preliminary neuroimaging investigation of the effects of mindfulness training on attention reorienting and amygdala reactivity to emotional faces in adolescent and adult females. J Adolesc 2023; 95:181-189. [PMID: 36281743 DOI: 10.1002/jad.12107] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2022] [Revised: 09/24/2022] [Accepted: 10/07/2022] [Indexed: 01/12/2023]
Abstract
INTRODUCTION Adolescence is a time of increased emotional reactivity and improving cognitive control. Mindfulness meditation training may foster adolescents' cognitive control and emotional regulation skills; however little is known about the impact of mindfulness training in adolescents compared to adults. We examined the effect of mindfulness meditation versus a closely matched active control condition (relaxation training) on behavioral and neural measures of cognitive control and emotional reactivity in a small group of adolescents and adults. METHODS Structural and functional magnetic resonance imaging data were collected before and after 8 weeks of training in 26 adolescent (12-14 years) and 17 adult (23-33 years) female participants in the United Kingdom while they completed an n-back task with emotional face distractors and an attentional control task. Participants of each group chose a class date/time and the classes were then randomly allocated to mindfulness or relaxation conditions. RESULTS Compared to relaxation training, mindfulness training led to an increase in the speed of reorienting attention across age groups. In addition, there was preliminary evidence for reduced amygdala response to emotional face distractors in adolescents after mindfulness training. CONCLUSIONS An 8-week mindfulness program showed similar facilitative effects in adolescent and adult females on the reorienting of attention, a skill that is repeatedly practiced during mindfulness meditation. Mindfulness also reduced left amygdala reactivity to emotional face distractors in adolescents only. Mindfulness meditation practice can therefore have a facilitative effect on female adolescents' attentional control, and possibly attenuate their emotional reactivity.
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Affiliation(s)
- Iroise Dumontheil
- Centre for Brain and Cognitive Development, Department of Psychological Sciences, Birkbeck, University of London, London, UK.,Centre for Educational Neuroscience, University of London, London, UK
| | - Kristen E Lyons
- Department of Psychological Sciences, Metropolitan State University of Denver, Denver, Colorado, USA
| | - Tamara A Russell
- Department of Neuroimaging, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK
| | - Philip David Zelazo
- Institute of Child Development, University of Minnesota, Minneapolis, Minnesota, USA
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21
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Palacios AM, Bender SL, Berry DJ. Characteristics of Mindfulness-Based Interventions in Schools: a Systematic Review in School Psychology Journals. CONTEMPORARY SCHOOL PSYCHOLOGY 2023; 27:182-197. [PMID: 36274976 PMCID: PMC9575630 DOI: 10.1007/s40688-022-00432-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Accepted: 09/27/2022] [Indexed: 11/06/2022]
Abstract
Mindfulness-based interventions (MBIs) have been evaluated in terms of efficacy; however, little is known about implementation factors of MBIs in schools. The purpose of the current study was to systematically review MBI studies published in school psychology journals. This systematic review examined peer-reviewed MBI literature in nine school psychology journals from 2006 to 2020 to examine prevalence of MBI intervention studies, specific techniques taught in MBIs, if and how fidelity of MBI implementation was evaluated, and how mindfulness skills were measured for youth participating in MBIs. A total of 46 articles (out of 4415) were related to mindfulness and 23 articles (0.52%) focused on the implementation of MBIs in schools. Nine different mindfulness techniques were implemented as part of MBIs in studies with some of the most common including awareness, breathing, and meditation. This study also found scarce evidence of implementation fidelity, and limited use of mindfulness measures within MBI studies. Future research and limitations are also discussed.
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Affiliation(s)
| | - Stacy L. Bender
- University of Massachusetts Boston, 100 Morrissey Blvd, Boston, MA 02125 USA
| | - Danielle J. Berry
- University of Massachusetts Boston, 100 Morrissey Blvd, Boston, MA 02125 USA
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Moyes E, Nutman G, Mirman JH. The Efficacy of Targeted Mindfulness-Based Interventions for Improving Mental Health and Cognition Among Youth and Adults with ACE Histories: A Systematic Mixed Studies Review. JOURNAL OF CHILD & ADOLESCENT TRAUMA 2022; 15:1165-1177. [PMID: 36439656 PMCID: PMC9684378 DOI: 10.1007/s40653-022-00454-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 04/04/2022] [Indexed: 06/16/2023]
Abstract
UNLABELLED Mindfulness-based interventions (MBIs) are associated with increased psychological wellbeing. The literature suggests that individuals exposed to adverse childhood experiences (ACEs) may benefit greatly from MBIs. However, research has tended to focus on universal MBIs for this population with less attention on the effectiveness of targeted approaches. Moreover, there is growing concern regarding the methodological rigor of MBI research. This systematic mixed studies review (SMRS) reports the effectiveness of MBIs for improving mental health and cognition among individuals with ACE histories. Additionally, the review reports the quality and rigor of the included research. Systematic searches of PsycInfo, EMBASE, MEDLINE, ProQuest Dissertations and Theses, ProQuest Social Science database and the Child Development and Adolescent Studies database were conducted. Results were screened and data were extracted then synthesized using a data-based convergent synthesis design. Thirteen studies were included in the final review. Six prominent themes emerged. Themes indicated that MBIs were effective for improving mental health and cognition for individuals with ACEs. For example, improvements in mood and anxieties, as well as a better ability to manage emotions. Shortcomings in the quality of MBI research included lack of reporting of methodological details (e.g., randomization procedures) and not systematically reporting adverse event evaluations. Recommendations are made for future research to strengthen the evidence base for MBIs for individuals with ACEs. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40653-022-00454-5.
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Affiliation(s)
- Ellie Moyes
- Department of Clinical and Health Psychology, School of Health in Social Science, University of Edinburgh, Edinburgh, Scotland
| | - George Nutman
- Department of Clinical and Health Psychology, School of Health in Social Science, University of Edinburgh, Edinburgh, Scotland
| | - Jessica Hafetz Mirman
- Department of Clinical and Health Psychology, School of Health in Social Science, University of Edinburgh, Edinburgh, Scotland
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Nguyen TU, Dorjee D. Impact of a mindfulness-based school curriculum on emotion processing in Vietnamese pre-adolescents: An event-related potentials study. Dev Sci 2022; 25:e13255. [PMID: 35261113 DOI: 10.1111/desc.13255] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2021] [Revised: 02/20/2022] [Accepted: 02/23/2022] [Indexed: 01/13/2023]
Abstract
The neurocognitive mechanisms associated with mindfulness training in children are not well understood. This randomised controlled study with active and passive control groups examined the impact of an 18-week mindfulness curriculum delivered by schoolteachers on emotion processing in Vietnamese 7- to 11-year-olds. Event-related potential markers indexed emotion processing while children were completing emotional Go/No-Go tasks before and after mindfulness training, and at 6-month follow-up. In an oddball Go/No-Go task with Caucasian faces no changes in P3b and LPP components were detected, but in a Go/No-Go task with Caucasian and Japanese faces changes were observed in P3b latencies and LPP mean amplitudes. Specifically, the P3b in response to angry non-targets for Japanese faces peaked later in the mindfulness training group (TG) at 6-months follow-up in comparison to the non-intervention control group (NCG). The LPP mean amplitudes for averaged Caucasian and Japanese angry non-targets were also attenuated in the TG at 6-month follow-up. In contrast, no changes in the LPP mean amplitudes were observed for the NCG over time. Together, these findings may indicate that mindfulness training in pre-adolescents enhances emotional non-reactivity to negative distractors. A fluctuating pattern of LPP mean amplitude modulations for angry targets was observed in the active control group (ACG) receiving social-emotional learning (SEL) training. Overall, findings from this study suggest that mindfulness training in pre-adolescents enhances emotional non-reactivity to negative distractors and some of the effects are culturally sensitive.
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Affiliation(s)
- Thy U Nguyen
- Applied Psychology Department, School of Sport and Health Sciences, Cardiff Metropolitan University, Cardiff, Wales, UK
| | - Dusana Dorjee
- Psychology in Education Research Centre, Department of Education, University of York, York, England, YO10 5DD, UK
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Systematic Review of Mindfulness-Based Interventions in Child-Adolescent Population: A Developmental Perspective. Eur J Investig Health Psychol Educ 2022; 12:1220-1243. [PMID: 36005234 PMCID: PMC9407079 DOI: 10.3390/ejihpe12080085] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/18/2022] [Revised: 07/14/2022] [Accepted: 07/19/2022] [Indexed: 11/17/2022] Open
Abstract
Human development implies deep changes in cognitive, attentional, emotional, and behavioral skills. Therefore, Mindfulness-Based Interventions (MBIs) should be adapted in terms of dose, frequency, kind of exercises, assessment methods, and expected effects regarding the abilities and limitations of each developmental period. The present review seeks to describe and compare MBIs characteristics, assessment methods, and effects in youth between 3 and 18 years old considering four developmental periods. A systematic review was carried out including experimental primary studies published during the last five years. Results show that the frequency of the sessions and program duration varies widely. Differences were observed in instructors’ training and in assessment strategies. Discrepancies were observed regarding the effects of MBIs both within and between periods in cognitive, socio-emotional, symptoms, and mindfulness variables. Consistency was observed in prosocial behaviors for preschoolers, and in emotional and behavioral problems and hyperactivity in ages between preschool and early adolescence. Nevertheless, it was impossible to compare most results and determine consistency or discrepancy due to the lack of studies. Regarding mindfulness, it is defined and assessed in different ways in each period. Orientations are suggested to move from a compartmentalized view of isolated MBIs, towards an integrative perspective that allows tracing developmental trajectories for mindfulness and other key cognitive and socioemotional skills for children and adolescents.
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Kato K, Matsumoto Y, Hirano Y. Effectiveness of school-based brief cognitive behavioral therapy with mindfulness in improving the mental health of adolescents in a Japanese school setting: A preliminary study. Front Psychol 2022; 13:895086. [PMID: 35992404 PMCID: PMC9385179 DOI: 10.3389/fpsyg.2022.895086] [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: 03/12/2022] [Accepted: 06/28/2022] [Indexed: 11/13/2022] Open
Abstract
Background Emotional regulation is important for adolescents’ adaptive development. Preventive interventions for anxiety and depression are necessary for reducing the development of disorders later in life, and emotional regulation is a potentially relevant factor. Objective We investigated the effects of a mindfulness-based psychological education and prevention program [the Mindfulness and Awareness Program (MAP)] on the mental health of junior high school students in Japan. Methods Our MAP primarily focused on mindfulness meditation to improve emotional regulation, thereby reducing depression and anxiety. The MAP comprised eight sessions (20 min each) administered by a school counselor in a school setting. All participants (N = 349) were 12–13-year-old adolescents from nine classes in two Japanese schools. The program was provided to the intervention group, wherein students were educated on emotional expression, emotional cognition, and emotional regulation. The control group received regular school counseling services. Results Compared with the control group, the intervention group showed significant improvement in emotional regulation and a decrease in depression and generalized anxiety. The effect was greater at the follow-up assessment than at the immediate post-intervention assessment, and greater in female students. Conclusion Our mental health prevention program exhibited efficacy in reducing depression and anxiety and enhancing emotional regulation in early adolescence. Further, it appeared to be more effective for female adolescents.
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Affiliation(s)
- Kiun Kato
- Research Center for Child Mental Development, Chiba University, Chiba, Japan
- United Graduate School of Child Development, Osaka University, Kanazawa University, Hamamatsu University School of Medicine, Chiba University and University of Fukui, Suita, Japan
- Health Support Center, Waseda University, Tokyo, Japan
- *Correspondence: Kiun Kato,
| | - Yuki Matsumoto
- United Graduate School of Child Development, Osaka University, Kanazawa University, Hamamatsu University School of Medicine, Chiba University and University of Fukui, Suita, Japan
- School of Human Life Sciences, Tokushima Bunri University, Tokushima, Japan
| | - Yoshiyuki Hirano
- Research Center for Child Mental Development, Chiba University, Chiba, Japan
- United Graduate School of Child Development, Osaka University, Kanazawa University, Hamamatsu University School of Medicine, Chiba University and University of Fukui, Suita, Japan
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Voss A, Bogdanski M, Walther M, Langohr B, Albrecht R, Seifert G, Sandbothe M. Mindfulness-Based Student Training Improves Vascular Variability Associated With Sustained Reductions in Physiological Stress Response. Front Public Health 2022; 10:863671. [PMID: 35923955 PMCID: PMC9340219 DOI: 10.3389/fpubh.2022.863671] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2022] [Accepted: 06/17/2022] [Indexed: 11/13/2022] Open
Abstract
In today's fast-paced society, chronic stress has become an increasing problem, as it can lead to psycho-physiological health problems. University students are also faced with stress due to the demands of many courses and exams. The positive effects of mindfulness-based stress reduction (MBSR) on stress management and self-regulation have already been studied. We have developed a new mindfulness intervention tailored for students—the Mindfulness-Based Student Training (MBST). In this study, we present longitudinal results of the MBST evaluation. Biosignal analysis methods, including pulse wave variability (PWV), heart rate variability, and respiratory activity, were used to assess participants' state of autonomic regulation during the 12-week intervention and at follow-up. The progress of the intervention group (IGR, N = 31) up to 3 months after the end of MBST was compared with that of a control group (CON, N = 34). In addition, the long-term effect for IGR up to 1 year after intervention was examined. The analysis showed significant positive changes in PWV exclusively for IGR. This positive effect, particularly on vascular function, persists 1 year after the end of MBST. These results suggest a physiologically reduced stress level in MBST participants and a beneficial preventive health care program for University students.
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Affiliation(s)
- Andreas Voss
- Institute of Innovative Health Technologies (IGHT), Ernst-Abbe-Hochschule Jena, Jena, Germany
- Institute of Biomedical Engineering and Informatics (BMTI), Technische Universität Ilmenau, Ilmenau, Germany
- Department of Pediatric Oncology and Hematology, Charité—Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Berlin, Germany
- *Correspondence: Andreas Voss
| | - Martin Bogdanski
- Institute of Innovative Health Technologies (IGHT), Ernst-Abbe-Hochschule Jena, Jena, Germany
- Department of Pediatric Oncology and Hematology, Charité—Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Berlin, Germany
| | - Mario Walther
- Department of Basic Sciences, Ernst-Abbe-Hochschule Jena, Jena, Germany
| | | | - Reyk Albrecht
- Department of Social and Behavioral Sciences and Department of Medicine, Friedrich-Schiller-University Jena, Jena, Germany
| | - Georg Seifert
- Department of Pediatric Oncology and Hematology, Charité—Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Berlin, Germany
- Departamento de Pediatria, Faculdade de Medicina, Instituto de Tratamento Do Câncer Infatil (ITACI) Universidade de São Paulo, São Paulo, Brazil
| | - Mike Sandbothe
- Institute of Innovative Health Technologies (IGHT), Ernst-Abbe-Hochschule Jena, Jena, Germany
- Department of Social Work, Ernst-Abbe-Hochschule Jena, Jena, Germany
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Jagodics B, Nagy K, Szénási S, Varga R, Szabó É. School Demands and Resources as Predictors of Student Burnout Among High School Students. SCHOOL MENTAL HEALTH 2022. [DOI: 10.1007/s12310-022-09534-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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28
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Cheung SP, Tu B, Huang C. Adverse Childhood Experiences, Mindfulness, and Grit in College Students in China. Front Psychol 2022; 13:891532. [PMID: 35712201 PMCID: PMC9195832 DOI: 10.3389/fpsyg.2022.891532] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2022] [Accepted: 04/25/2022] [Indexed: 11/18/2022] Open
Abstract
This study investigated the effect of ACEs and COVID-19 on grit and whether this effect is mediated by mindfulness. Although current scholarship has found that adverse childhood experiences (ACEs) have harmful consequences to individuals across the life span, less is known about the relationship between ACEs and grit. Grit is predictive of educational success and subjective wellbeing. A cross-sectional online survey administered to junior and senior students from 12 universities spread across China was conducted from September 20, 2020 to October 5, 2020. The universities were selected from geographically diverse regions of China to ensure a diverse sample. We received 1,871 completed responses from 2,229 invited students. The survey response rate was 83.9%. The results indicated that ACEs had significantly negative effects on grit, while mindfulness had significantly positive effects on grit. Once controlling for level of mindfulness, the effects of ACEs on grit largely reduced and became insignificant. The findings of this research indicate that mindfulness has a significant mediational effect on the relation between ACEs and grit and call for mindfulness-based interventions for enhancing grit for the population at risks.
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Affiliation(s)
- Shannon P Cheung
- School of Social Work, Rutgers, The State University of New Jersey, New Brunswick, NJ, United States
| | - Bin Tu
- Guangdong Research Center for NPO, Guangdong University of Foreign Studies, Guangzhou, China
| | - Chienchung Huang
- School of Social Work, Rutgers, The State University of New Jersey, New Brunswick, NJ, United States
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Harrison L, Sharma N, Irfan O, Zaman M, Vaivada T, Bhutta ZA. Mental Health and Positive Development Prevention Interventions: Overview of Systematic Reviews. Pediatrics 2022; 149:186940. [PMID: 35503329 DOI: 10.1542/peds.2021-053852g] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/03/2023] Open
Abstract
CONTEXT Previous reviews of mental health interventions have focused on adolescents (10-19 years), with a paucity of comprehensive evidence syntheses on preventive interventions for school-aged children (5-10 years). OBJECTIVE To summarize and synthesize the available evidence from systematic reviews of mental health and positive development interventions for children aged 5-14.9 years in both high-income (HIC) and low- and middle-income countries (LMIC), with a focus on preventive and promotive strategies. DATA SOURCES This overview includes all relevant reviews from OVID Medline, The Cochrane Library, and Campbell Systematic Reviews through December 2020. STUDY SELECTION We included systematic reviews that synthesized empirical studies using experimental or quasi-experimental designs to evaluate the effectiveness of interventions in children aged 5-14.9 years. DATA EXTRACTION Data extraction and quality assessment were completed independently and in duplicate by two review authors. The AMSTAR2 tool was used to assess methodological quality. RESULTS We included 162 reviews. The greatest evidence was found in support of school-based universal and anti-bullying interventions in predominantly HIC. Moderate evidence was found for the use of substance abuse prevention, and early learning and positive development interventions in mixed settings. In LMIC-only contexts, the most promising evidence was found for positive youth development programs. LIMITATIONS The review was primarily limited by paucity of high-quality research due to methodological issues and high heterogeneity. CONCLUSIONS This overview of reviews highlights the need for further research to consolidate findings and understand the specific criteria involved in creating positive mental health and development outcomes from the various interventions considered.
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Affiliation(s)
- Leila Harrison
- Centre for Global Child Health, The Hospital for Sick Children (SickKids), Toronto, Ontario, Canada
| | - Naeha Sharma
- Centre for Global Child Health, The Hospital for Sick Children (SickKids), Toronto, Ontario, Canada
| | - Omar Irfan
- Centre for Global Child Health, The Hospital for Sick Children (SickKids), Toronto, Ontario, Canada
| | - Michele Zaman
- Centre for Global Child Health, The Hospital for Sick Children (SickKids), Toronto, Ontario, Canada
| | - Tyler Vaivada
- Centre for Global Child Health, The Hospital for Sick Children (SickKids), Toronto, Ontario, Canada
| | - Zulfiqar A Bhutta
- Centre for Global Child Health, The Hospital for Sick Children (SickKids), Toronto, Ontario, Canada.,Department of Nutritional Sciences, University of Toronto, Toronto, Ontario, Canada.,Center of Excellence in Women and Child Health, Institute for Global Health & Development, Aga Khan University Hospital, Karachi, Pakistan
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30
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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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Zhang C, Cheung SP, Huang C. Job Demands and Resources, Mindfulness, and Burnout Among Delivery Drivers in China. Front Psychol 2022; 13:792254. [PMID: 35369187 PMCID: PMC8971555 DOI: 10.3389/fpsyg.2022.792254] [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: 10/10/2021] [Accepted: 02/21/2022] [Indexed: 11/27/2022] Open
Abstract
The food and package delivery workforce in China has grown substantially in the past decade. However, delivery drivers face volatile and stressful work conditions, which can give rise to high turnover and burnout. Past research has indicated that job demands and resources (JD-R) significantly predict burnout. Scholars have also found evidence that mindfulness may be a protective factor against negative outcomes like burnout. Using data collected from 240 food and package delivery drivers in Beijing, China, we examined the effects of JD-R on burnout and whether these relations were moderated by mindfulness. Estimates produced by regression analyses indicated that job demands (JD) have significantly positive effects on burnout (β = 0.33), while job resources (JR) have a significant negative effect on burnout (β = −0.32). Mindfulness significantly moderated the effects of JD and JR on burnout (β = −1.64 and − 1.30, respectively). Results suggest that mindfulness is a protective factor for delivery drivers. Practice and policy implications are discussed.
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Affiliation(s)
- Congcong Zhang
- Department of Youth Movement History, China Youth University of Political Studies, Beijing, China
- *Correspondence: Congcong Zhang,
| | - Shannon P. Cheung
- School of Social Work, Rutgers, The State University of New Jersey, New Brunswick, NJ, United States
| | - Chienchung Huang
- School of Social Work, Rutgers, The State University of New Jersey, New Brunswick, NJ, United States
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32
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Tu B, Huang C, Sitar S, Yang M. Mindfulness Practice and Burnout: Evidence From Chinese Social Workers. Front Psychol 2022; 13:821899. [PMID: 35282243 PMCID: PMC8907924 DOI: 10.3389/fpsyg.2022.821899] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2021] [Accepted: 02/04/2022] [Indexed: 11/13/2022] Open
Abstract
Over the span of nearly 10 years, the social work labor force grew from 0.2 million to approximately 1.2 million in China. Despite these increases, studies have shown social workers in China are also experiencing equally high burnout rates. For this analysis, we collected data from 537 social workers based in Guangzhou, China. We used the job demands and resources (JD-R) theory, to examine the relations between JD-R and burnout and whether mindfulness practice (MP) could reduce any such burnout. Our results suggest JD-R affects social workers' burnout through both health and motivation impairment. High job demands (JD) were linked to high burnout while high job resources (JR) were linked to a reduction in burnout. Formal (Beta = -0.08) and informal (Beta = -0.19) MP were associated with low burnout amongst social workers. The significant interaction between JD and MP also suggests that MP can reduce burnout for social workers with high JD. The findings call for using MP to be used to shield social workers from the effects of increasing JD and to prevent an increase of burnout amongst Chinese social workers.
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Affiliation(s)
- Bin Tu
- School of Public Administration, Guangdong University of Foreign Studies, Guangzhou, China
| | - Chienchung Huang
- School of Social Work, Rutgers, The State University of New Jersey, New Brunswick, NJ, United States
| | - Sophie Sitar
- Rutgers Law School, Rutgers, The State University of New Jersey, Newark, NJ, United States
| | - Meifen Yang
- School of Public Administration, Guangdong University of Foreign Studies, Guangzhou, China
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Kennedy DP, Haley A, Evans R. Design of a mindfulness-based intervention to support teachers’ emotional regulation behaviors. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-02696-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
AbstractAddressing teachers’ ability to better navigate stress and emotional responses has the potential to improve classroom behaviors, student learning as well as teachers’ wellbeing. While there is growing interest in mindfulness-based interventions (MBIs), there is need for greater attention to design aligned with relevant theories and transparent reporting to improve the rigor and translation of research. While utilized widely in health and behavior fields, behavior change theory has not been applied extensively in education or MBI research. This descriptive methodological paper articulates the intervention mapping and design process of an MBI to improve teachers’ stress and emotional regulation. To improve reporting, we use a post hoc application of a well-established behavioral model. Application of the Behavior Change Wheel (BCW) as part of an intervention mapping approach for an MBI to align teacher’s needs with intervention elements most likely to achieve desired behavioral outcomes. The paper illustrates an approach which includes defining the problem in behavioral terms, identification of target behaviors and behavioral change techniques, and selection of strategies and modes of intervention delivery. A systematic intervention mapping approach applying the BCW can yield a holistic MBI for the desired behavior change, enhanced emotion and stress regulation in teachers. This example of applying the BCW to the design of an MBI demonstrates how intervention designers and researchers can make decisions about which techniques and delivery components to include in their interventions, and how to systematically describe them. Such approaches have the potential to improve the reporting and methodological rigor of future MBI research and the successful application of interventions in practice.
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Stallard P. Evidence-based practice in cognitive-behavioural therapy. Arch Dis Child 2022; 107:109-113. [PMID: 34266878 DOI: 10.1136/archdischild-2020-321249] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/17/2021] [Revised: 04/20/2021] [Accepted: 04/24/2021] [Indexed: 11/03/2022]
Abstract
Cognitive-behavioural therapy (CBT) is a practical, goal-focused approach that helps children understand the relationship between their thoughts, feelings and behaviours. The aim is to identify the dysfunctional and distorted cognitions associated with their psychological problems and to create more functional and balanced cognitive patterns that create less emotional distress and more helpful behaviours. CBT has strong evidence as an effective intervention for children and adolescents with emotional problems. The benefits for children with physical health and chronic conditions appear promising, although further research is required to substantiate these gains.
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Affiliation(s)
- Paul Stallard
- Department of Child and Adolescent Mental Health Services, University of Bath Faculty of Humanities and Social Sciences, Bath, Bath and North East Somer, UK
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35
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Phillips S, Mychailyszyn M. The Effect of School-Based Mindfulness Interventions on Anxious and Depressive Symptoms: A Meta-analysis. SCHOOL MENTAL HEALTH 2022. [DOI: 10.1007/s12310-021-09492-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/17/2022]
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36
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Assis GM, Lima de Souza BM, Martins G. Uroterapia y mindfulness en el tratamiento de niños con disfunción vesical e intestinal: protocolo para un ensayo clínico. J Wound Care 2022; 31:44-50. [PMID: 36789925 DOI: 10.12968/jowc.2022.31.latam_sup_5.44] [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: 02/16/2023]
Abstract
Objetivo: Presentar un protocolo para ensayo clínico controlado y aleatorizado que estudie los resultados de la asociación entre técnicas de uroterapia estándar y mindfulness en la adhesión al programa y reducción de síntomas de disfunción vesical e intestinal en escolares. Método: Presentación descriptiva del protocolo. Resultados: El grupo de control deberá recibir orientaciones de medidas comportamentales gradualmente en visitas semanales, durante cuatro semanas. Tales medidas deberán contemplar: control de la ingesta de agua, intervalo de evacuación, ingestión de potenciales irritantes de la vejiga, y entrenamiento muscular del fondo pélvico. El grupo experimental deberá ser sometido al mismo protocolo, además de las técnicas de atención plena (mindfulness), previamente al inicio de cada consulta de uroterapia. Conclusión: Se espera estimular la aplicación de este protocolo en diferentes escenarios y así evaluar la contribución de la práctica de atención plena en la adhesión al tratamiento y en la reducción de síntomas.
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Rava JA, Hotez E. Mindfulness and Wellbeing Among College Students During the COVID-19 Pandemic: A Qualitative Analysis of Emergent Themes and Concerns. Cureus 2021; 13:e20755. [PMID: 35111443 PMCID: PMC8791625 DOI: 10.7759/cureus.20755] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2021] [Accepted: 12/25/2021] [Indexed: 11/05/2022] Open
Abstract
Emerging adulthood (ages of 18-30 years) is a critical developmental period characterized by mental health challenges, particularly for college students who experience distinct mental health issues. Mindfulness-based approaches have been associated with mental health benefits. This study aimed to assess the mental health and wellbeing of college students with qualitative data obtained via their participation in a mindfulness exercise. We analyzed the sentiments and concerns of college students nearly a year into the coronavirus disease 2019 (COVID-19) pandemic. The results led to the development of four major themes: a source code of the COVID-19 pandemic, assessments of mindfulness and wellbeing, emergent concerns, and coping strategies. The findings from this paper can inform combined internal medicine and pediatrics (Med-Peds) providers’ efforts to improve the mental and physical health outcomes among emerging adults.
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Mindfulness May Buffer Psychological Distress in Adolescents during the COVID-19 Pandemic: The Differential Role of Mindfulness Facets. Psychol Belg 2021; 61:356-376. [PMID: 34900325 PMCID: PMC8622000 DOI: 10.5334/pb.1093] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2021] [Accepted: 10/19/2021] [Indexed: 12/24/2022] Open
Abstract
The COVID-19 pandemic strongly impacts adolescents’ mental health, a population particularly vulnerable to mental disorders, highlighting the need to identify protective factors against COVID-19 related psychological distress to inform policies and intervention strategies. Previous research suggests that mindfulness may be a promising factor that can lower the risk of detrimental psychological consequences related to the COVID-19 pandemic. However, it is currently unknown which aspects of mindfulness contribute most to its protective effects. Moreover, previous studies mainly focused on adult samples. The present study aimed to address this gap by investigating the impact of specific mindfulness facets on adolescents’ COVID-19 related psychological functioning. 246 Dutch-speaking adolescents were recruited via social media to complete a cross-sectional online survey between June 29 and October 11, 2020. Participants were 16–18 years of age, most of them women (71%), and the majority followed the highest level of Belgian secondary education. Logistic regression analyses were performed to test the differential effects of each mindfulness facet on psychological functioning. Our results identified decentering as the facet of mindfulness that was uniquely associated with decreased worry and stress, improved mental health and quality of life, as well as with an increase in social connectedness with others following the outbreak of the COVID-19 pandemic. Unexpectedly, decentering was negatively associated with adolescents’ helping behaviour during compared to before the pandemic. Implications for research on and application of mindfulness are discussed. Taken together, these findings suggest that the facet of decentering, among all facets of mindfulness, may represent the main protective factor against psychological distress during the COVID-19 pandemic.
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Munk K, Rosenblum R, Blackburn S, Donahue E. The Impact of Education and Implementation Tools on Pre-Service Teachers' Attitudes About Classroom-Based Mindfulness. J Sch Nurs 2021; 38:547-557. [PMID: 34792417 DOI: 10.1177/10598405211059189] [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: 11/15/2022] Open
Abstract
A growing body of research suggests that incorporating classroom-based mindfulness interventions in elementary schools can lead to improvements in student behavior, self-regulation, and measures of mental health and wellness. This quality improvement project explored the impact of an educational intervention on pre-service teachers' perceptions, attitudes, and intentions to implement mindfulness interventions in their classrooms. A brief educational intervention and website resource were provided to multidisciplinary teaching credential students. Participants completed a pre- and post-intervention survey to evaluate their intentions to implement mindfulness practices, as well as their perceptions about the acceptability, reasonableness, and effectiveness of incorporating mindfulness interventions in the classroom. Significant differences in pre- to post-intervention survey scores indicate that exposure to mindfulness concepts, practices, and resources may increase the willingness of pre-service teachers to adopt these practices in their classrooms.
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Affiliation(s)
- Kirsten Munk
- Department of Nursing, 300424California State University, Northern California Consortium, Fresno and San Jose, CA, USA.,School of Nursing, 300424California State University, Sacramento, CA, USA
| | - Ruth Rosenblum
- Department of Nursing, 300424California State University, Northern California Consortium, Fresno and San Jose, CA, USA.,The Valley Foundation School of Nursing, San Jose State University, 7161San Jose, CA, USA
| | - Samantha Blackburn
- School of Nursing, 300424California State University, Sacramento, CA, USA
| | - Eden Donahue
- School of Nursing, 300424California State University, Sacramento, CA, USA
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Filipe MG, Magalhães S, Veloso AS, Costa AF, Ribeiro L, Araújo P, Castro SL, Limpo T. Exploring the Effects of Meditation Techniques Used by Mindfulness-Based Programs on the Cognitive, Social-Emotional, and Academic Skills of Children: A Systematic Review. Front Psychol 2021; 12:660650. [PMID: 34867573 PMCID: PMC8632731 DOI: 10.3389/fpsyg.2021.660650] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2021] [Accepted: 09/30/2021] [Indexed: 11/21/2022] Open
Abstract
There is evidence for the positive impact of mindfulness in children. However, little is known about the techniques through which mindfulness practice results in differential outcomes. Therefore, this study intended to systematically review the available evidence about the efficacy of meditation techniques used by mindfulness-based programs on cognitive, socio-emotional, and academic skills of children from 6 to 12 years of age. The review was registered on the PROSPERO database, and the literature search was conducted according to PICO criteria and PRISMA guidelines. The EBSCO databases were searched, and 29 studies were eligible: nine randomized controlled trials and 20 quasi-experimental studies. All the included randomized controlled trials were rated as having a high risk of bias. Overall, the evidence for mindfulness techniques improving cognitive and socio-emotional skills was reasonably strong. Specifically, for cognitive skills, results showed that all the interventions used "body-centered meditations" and "mindful observations." Regarding socio-emotional skills, although all the studies applied "body-centered meditations" and "mindful observations," "affect-centered meditations" were also frequent. For academic skills, just one quasi-experimental trial found improvements, thus making it difficult to draw conclusions. Further research is crucial to evaluate the unique effects of different meditation techniques on the cognitive, social-emotional, and academic skills of children. Systematic Review Registration: Identifier: RD42019126767.
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Affiliation(s)
- Marisa G. Filipe
- Center of Linguistics, School of Arts and Humanities, University of Lisbon, Lisbon, Portugal
| | - Sofia Magalhães
- Center for Psychology at University of Porto, Faculty of Psychology and Education Sciences, University of Porto, Porto, Portugal
| | - Andreia S. Veloso
- Center for Psychology at University of Porto, Faculty of Psychology and Education Sciences, University of Porto, Porto, Portugal
| | - Ana Filipa Costa
- Center for Psychology at University of Porto, Faculty of Psychology and Education Sciences, University of Porto, Porto, Portugal
| | - Lúcia Ribeiro
- Center for Psychology at University of Porto, Faculty of Psychology and Education Sciences, University of Porto, Porto, Portugal
| | - Patrícia Araújo
- TRIE-Transdisciplinary Research Center for Innovation & Entrepreneur Ecosystems, Manuel Teixeira Gomes Higher Education Institute (ISMAT), Portimão, Portugal
| | - São Luís Castro
- Center for Psychology at University of Porto, Faculty of Psychology and Education Sciences, University of Porto, Porto, Portugal
| | - Teresa Limpo
- Center for Psychology at University of Porto, Faculty of Psychology and Education Sciences, University of Porto, Porto, Portugal
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Huang C, Chen Y, Cheung S, Hu H, Wang E. Adverse childhood experiences, mindfulness and happiness in Chinese college students during the COVID-19 pandemic. CHILD & FAMILY SOCIAL WORK 2021; 26:677-686. [PMID: 34220280 PMCID: PMC8239579 DOI: 10.1111/cfs.12848] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/16/2020] [Revised: 03/24/2021] [Accepted: 04/12/2021] [Indexed: 06/13/2023]
Abstract
The rise of literature on adverse childhood experiences (ACEs) has indicated a strong relationship between ACEs and negative life outcomes, leading to important implications for services to the population. However, less is known about the effects of ACEs on happiness and the role of mindfulness in this relation. This study examined the relationships between ACEs and happiness and whether mindfulness mediated the effects of ACEs on happiness in a sample of Chinese college students. The data were collected from 1871 college students from 12 colleges across China in September 2020. The findings of this study show that ACEs had significant negative effects on students' happiness and that mindfulness helped to substantially reduce the negative effects of ACEs on happiness. Students who experienced emotional neglect and abuse in childhood were affected the most. By contrast, this group is not the primary focus of mindfulness-based interventions in existing literature; thus, this study calls for specific mindfulness-based interventions for this vulnerable population.
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Affiliation(s)
| | - Yafan Chen
- School of Social WorkRutgers UniversityNew BrunswickNew JerseyUSA
| | - Shannon Cheung
- School of Social WorkRutgers UniversityNew BrunswickNew JerseyUSA
| | - Hongwei Hu
- School of Public Administration and PolicyRenmin University of ChinaBeijingChina
| | - Enjian Wang
- School of Humanities and Social SciencesNorth China Electric Power UniversityBaodingChina
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Huang C, Xie X, Cheung SP, Zhou Y, Ying G. Job Demands, Resources, and Burnout in Social Workers in China: Mediation Effect of Mindfulness. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph181910526. [PMID: 34639826 PMCID: PMC8507647 DOI: 10.3390/ijerph181910526] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/24/2021] [Revised: 09/27/2021] [Accepted: 09/28/2021] [Indexed: 01/12/2023]
Abstract
Internationally, human service professionals, including social workers, experience high burnout and turnover rates. Despite the recent and rapid development of contemporary social work in China, Chinese social workers similarly experience significant rates of burnout. Therefore, there is a need to investigate the factors that contribute to social work burnout. This study applied the job demands and resources (JD-R) model to examine the effects of JD-R on burnout in social workers (n = 897) from Chengdu, China, and whether these relations are mediated by state mindfulness. Structural equation modeling results supported the previously hypothesized dual process by which JD-R affect burnout, specifically in a sample of social workers in China. Job demands (JD) were positively associated with burnout, while job resources (JR) were negatively associated with burnout. These relations were partially mediated by state mindfulness. JR had a strong, positive direct effect on mindfulness (β = 0.38), and its total effect on burnout was high (β = −0.56). Meanwhile, JD had a slight negative direct effect on mindfulness (β = −0.09), and its total effect on burnout was 0.42. The results suggest that the implementation of mindfulness-based interventions for social workers can potentially mitigate the effect of JD on burnout, as well as increase the effect of JR on burnout.
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Affiliation(s)
- Chienchung Huang
- School of Social Work, Rutgers University, New Brunswick, NJ 08901, USA; (C.H.); (S.P.C.)
| | - Xiaoxia Xie
- Research Institute of Social Development, Southwestern University of Finance & Economics, Chengdu 611130, China; (Y.Z.); (G.Y.)
- Correspondence:
| | - Shannon P. Cheung
- School of Social Work, Rutgers University, New Brunswick, NJ 08901, USA; (C.H.); (S.P.C.)
| | - Yuqing Zhou
- Research Institute of Social Development, Southwestern University of Finance & Economics, Chengdu 611130, China; (Y.Z.); (G.Y.)
| | - Ganghui Ying
- Research Institute of Social Development, Southwestern University of Finance & Economics, Chengdu 611130, China; (Y.Z.); (G.Y.)
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Investigating mindfulness influences on cognitive function: On the promise and potential of converging research strategies. Psychon Bull Rev 2021; 29:1198-1222. [PMID: 34608602 DOI: 10.3758/s13423-021-02008-6] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/04/2021] [Indexed: 01/21/2023]
Abstract
Research investigating the effects and underlying mechanisms of mindfulness on cognitive functioning has accelerated exponentially over the past two decades. Despite the rapid growth of the literature and its influential role in garnering public interest in mindfulness, inconsistent methods in defining and measuring mindfulness have yielded variable findings, which contribute to the overall dearth of clear generalizable conclusions. The focus of this article is to address the lack of cohesion in the collective methodologies used in this domain by providing a new perspective grounded in classic cognitive and experimental psychology principles. We leverage the concept of converging operations to demonstrate how seemingly disparate research strategies can be integrated towards a more unified and systematic approach. An organizing taxonomic framework is described to provide useful structure in how mindfulness can be operationalized, measured, and investigated. We illustrate the rationale and core organizing principles of the framework through a selective review of studies on mindfulness and cognitive control. We then demonstrate the utility of the approach by showing how it can be applied to synthesize extant methodologies and guide the development of future research. Specific suggestions and examples pertaining to experimental design and statistical analysis are provided.
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The Limited Effect of Mindfulness-Based Interventions on Anxiety in Children and Adolescents: A Meta-Analysis. Clin Child Fam Psychol Rev 2021; 23:407-426. [PMID: 32583200 DOI: 10.1007/s10567-020-00319-z] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/07/2023]
Abstract
Anxiety disorders are common mental health problems amongst youth with harmful impacts often extending into adulthood. Mindfulness-based interventions (MBIs) have become increasingly popular for addressing mental health issues, particularly in schools; however, it remains unclear how effective they are for reducing youth anxiety. This meta-analysis aimed to evaluate the efficacy and effect moderators of MBIs on anxiety outcomes in children and adolescents. Eligible studies were published randomised controlled trials (RCTs) of MBIs conducted with participants aged 18 years or younger, investigating anxiety outcomes using a well-validated anxiety scale. A systematic search of RCTs published through to February 2019 identified 20 studies for inclusion (n = 1582). A random effects model was used to synthesise MBI effects. Stratified meta-analyses as well as individual, random effects meta-regressions were performed to examine how effects varied by age group, intervention setting, control type, research location, and intervention dosage. Although, across all studies, there was a small beneficial effect of MBIs on anxiety post treatment (d = 0.26), this was significantly moderated by research location, with RCTs conducted in Iran producing large effects (d = 1.25), and RCTs conducted in Western countries demonstrating no significant beneficial effect compared to controls (very small, d = 0.05). Effects were non-significant at follow-up assessment points. Post-treatment effects were significant for MBIs conducted with children (d = 0.41) and for MBIs when compared to passive controls (d = 0.33), but non-significant for adolescents (d = 0.21), for MBIs conducted in schools (d = 0.30) and in clinics (d = 0.13), and when MBIs were compared to active controls (d = 0.12). Results suggest that MBIs are likely to have a small to medium, yet temporary effect in reducing anxiety symptoms in children (not adolescents), but amongst Western youth populations the most likely outcome, from RCTs to date, is that MBIs produce no beneficial effect in anxiety reduction. Results revealed a lack of evidence to support investment in school-based MBIs to address youth anxiety.
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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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Zhang D, Lee EKP, Mak ECW, Ho CY, Wong SYS. Mindfulness-based interventions: an overall review. Br Med Bull 2021; 138:41-57. [PMID: 33884400 PMCID: PMC8083197 DOI: 10.1093/bmb/ldab005] [Citation(s) in RCA: 113] [Impact Index Per Article: 37.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/16/2020] [Revised: 12/27/2020] [Accepted: 02/02/2021] [Indexed: 12/17/2022]
Abstract
INTRODUCTION This is an overall review on mindfulness-based interventions (MBIs). SOURCES OF DATA We identified studies in PubMed, EMBASE, CINAHL, PsycINFO, AMED, Web of Science and Google Scholar using keywords including 'mindfulness', 'meditation', and 'review', 'meta-analysis' or their variations. AREAS OF AGREEMENT MBIs are effective for improving many biopsychosocial conditions, including depression, anxiety, stress, insomnia, addiction, psychosis, pain, hypertension, weight control, cancer-related symptoms and prosocial behaviours. It is found to be beneficial in the healthcare settings, in schools and workplace but further research is warranted to look into its efficacy on different problems. MBIs are relatively safe, but ethical aspects should be considered. Mechanisms are suggested in both empirical and neurophysiological findings. Cost-effectiveness is found in treating some health conditions. AREAS OF CONTROVERSY Inconclusive or only preliminary evidence on the effects of MBIs on PTSD, ADHD, ASD, eating disorders, loneliness and physical symptoms of cardiovascular diseases, diabetes, and respiratory conditions. Furthermore, some beneficial effects are not confirmed in subgroup populations. Cost-effectiveness is yet to confirm for many health conditions and populations. GROWING POINTS Many mindfulness systematic reviews and meta-analyses indicate low quality of included studies, hence high-quality studies with adequate sample size and longer follow-up period are needed. AREAS TIMELY FOR DEVELOPING RESEARCH More research is needed on online mindfulness trainings and interventions to improve biopsychosocial health during the COVID-19 pandemic; Deeper understanding of the mechanisms of MBIs integrating both empirical and neurophysiological findings; Long-term compliance and effects of MBIs; and development of mindfulness plus (mindfulness+) or personalized mindfulness programs to elevate the effectiveness for different purposes.
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Affiliation(s)
- Dexing Zhang
- JC School of Public Health and Primary Care, The Chinese University of Hong Kong, Hong Kong SAR, China.,Thomas Jing Mindfulness Centre for Research and Training, The Chinese University of Hong Kong, Hong Kong SAR, China
| | - Eric K P Lee
- JC School of Public Health and Primary Care, The Chinese University of Hong Kong, Hong Kong SAR, China.,Thomas Jing Mindfulness Centre for Research and Training, The Chinese University of Hong Kong, Hong Kong SAR, China
| | - Eva C W Mak
- JC School of Public Health and Primary Care, The Chinese University of Hong Kong, Hong Kong SAR, China.,Thomas Jing Mindfulness Centre for Research and Training, The Chinese University of Hong Kong, Hong Kong SAR, China
| | - C Y Ho
- JC School of Public Health and Primary Care, The Chinese University of Hong Kong, Hong Kong SAR, China.,Thomas Jing Mindfulness Centre for Research and Training, The Chinese University of Hong Kong, Hong Kong SAR, China
| | - Samuel Y S Wong
- JC School of Public Health and Primary Care, The Chinese University of Hong Kong, Hong Kong SAR, China.,Thomas Jing Mindfulness Centre for Research and Training, The Chinese University of Hong Kong, Hong Kong SAR, China
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Adverse Childhood Experiences and Psychological Well-Being in Chinese College Students: Mediation Effect of Mindfulness. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18041636. [PMID: 33572110 PMCID: PMC7915366 DOI: 10.3390/ijerph18041636] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/18/2020] [Revised: 02/04/2021] [Accepted: 02/05/2021] [Indexed: 12/20/2022]
Abstract
Literature on the antecedents of psychological well-being (PWB) has found that adverse childhood experiences (ACEs) and mindfulness are associated with PWB; less is known, however, about the role of mindfulness, a type of emotional and self-regulation, in the pathway between ACEs and PWB. This study used data from 1871 college students across China to examine the relation between ACEs and PWB, and whether the relation was mediated by mindfulness. The findings from structural equation modelling indicate a statistically significant negative association between ACEs and PWB, while mindfulness was strongly and positively associated with PWB. The effect of ACEs on PWB was reduced once mindfulness was controlled for in the analysis. This provides evidence that mindfulness was able to partially mediate the effects of negative life experiences on psychological well-being. This calls for mindfulness interventions targeted toward students with a history of ACEs to buffer the effects of ACEs on PWB.
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McClain MB, Callan GL, Harris B, Floyd RG, Haverkamp CR, Golson ME, Longhurst DN, Benallie KJ. Methods for addressing publication bias in school psychology journals: A descriptive review of meta-analyses from 1980 to 2019. J Sch Psychol 2021; 84:74-94. [DOI: 10.1016/j.jsp.2020.11.002] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2019] [Revised: 08/20/2020] [Accepted: 11/17/2020] [Indexed: 11/24/2022]
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Huang C, Yang M, Geng Y, Chen Y, Cheung SP, Deng G, Dong Q, Hu H, Hua K, Liao J, Tan Y, Tu B, Wang E, Yu Z, Zhang C, Zhang S, Zhuo G. Adverse Childhood Experiences and Mindfulness in Chinese College Students During the COVID-19 Pandemic. Front Psychiatry 2021; 12:619128. [PMID: 34122160 PMCID: PMC8187569 DOI: 10.3389/fpsyt.2021.619128] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/19/2020] [Accepted: 05/03/2021] [Indexed: 12/12/2022] Open
Abstract
Mindfulness has been found to have many positive effects on life outcomes, including mental health and educational achievement. However, less is known about the antecedents of mindfulness, particularly in Chinese college students. This study examines the effect of adverse childhood experiences (ACEs) on mindfulness among Chinese college students in September 2020, during the COVID-19 pandemic. We hypothesized that ACEs negatively affected students' mindfulness. The data were collected from 1,871 college students from 12 colleges across China. The results aligned with our hypothesis that ACEs was negatively associated with mindfulness. In particular, emotional abuse and neglect in childhood appear to have the most negative effects on mindfulness compared to other dimensions of ACEs such as physical abuse and household challenges.
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Affiliation(s)
- Chienchung Huang
- School of Social Work, Rutgers, The State University of New Jersey, New Brunswick, NJ, United States
| | - Meifen Yang
- School of Public Administration, Guangdong University of Foreign Studies, Guangzhou, China
| | - Yun Geng
- School of Government, Central University of Finance and Economics, Beijing, China
| | - Yafan Chen
- School of Social Work, Rutgers, The State University of New Jersey, New Brunswick, NJ, United States
| | - Shannon P Cheung
- School of Social Work, Rutgers, The State University of New Jersey, New Brunswick, NJ, United States
| | - Guosheng Deng
- School of Public Policy & Management, Tsinghua University, Beijing, China
| | - Qiang Dong
- College of Humanities and Development Studies, China Agricultural University, Beijing, China
| | - Hongwei Hu
- School of Public Administration and Policy, Renmin University of China, Beijing, China
| | - Kai Hua
- Soccer Academy, Wuhan Sports University, Wuhan, China
| | - Jinyu Liao
- School of Government, Central University of Finance and Economics, Beijing, China
| | - Yuanfa Tan
- Research Institute of Social Development, Southwestern University of Finance and Economics, Chengdu, China
| | - Bin Tu
- School of Public Administration, Guangdong University of Foreign Studies, Guangzhou, China
| | - Enjian Wang
- School of Humanities and Social Sciences, North China Electric Power University, Beijing, China
| | - Zhihong Yu
- School of Sociology, Wuhan University, Wuhan, China
| | - Congcong Zhang
- Department of Youth Work Research, China Youth University of Political Studies, Beijing, China
| | - Shuyan Zhang
- School of International and Public Affairs, Jilin University, Changchun, China
| | - Gaosheng Zhuo
- Institute of Social Development, Wenzhou University, Wenzhou, China
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Abstract
AbstractThis paper contains a narrative review of the literature in the field of school-based mind–body interventions (MBIs). The aim of the current review is to verify whether the school-based MBI programs implemented in primary and secondary schools over the past 5 years are effective in helping schoolchildren cope with stress-related, behavioral, and affective issues, as well as improve stress response and school performance. All articles were retrieved using a number of databases. Inclusion criteria comprised qualitative and quantitative, English language, and peer-reviewed studies among third graders (8–9 years old) to twelfth graders (17–18 years old), including special needs pupils. Qualitative studies were limited to pupils’ experience only. Ten studies meeting the criteria for this review were assessed. The school-based interventions included yoga-based programs and mindfulness training. Evidence was evaluated and summarized. Across the reviewed studies, we found support for MBIs as part of school curricula to reduce negative effects of stress and promote overall well-being with caveats to consider in choosing specific programs. The practical implications of the current review include considerations related to the incorporation of MBIs in school curricula, which would likely benefit schoolchildren.
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