How does mindfulness modulate self-regulation in pre-adolescent children? An integrative neurocognitive review

Mindfulness enhances cognitive functioning: a meta-analysis of 111 randomized controlled trials

BACKGROUND

Currently no comprehensive meta-analysis of MBI efficacy on global and unique cognitive subdomains exist.

METHOD

Examined the effects of MBIs on global cognition and 15 cognitive subdomains. Inclusion criteria: meditation naïve participants; randomized controlled trial; outcome included one objective or subjective cognitive functioning measure; primary focus was teaching mindfulness skills. Exclusion criteria: inadequate data; one-session ; control condition contained any MBI component. Robust variance estimation and moderator analyses controlling for presence of treatment fidelity were conducted.

RESULTS

One-hundred-and-eleven RCTs (n = 9,538) met eligibility criteria. MBIs had small-to-moderate significant effects on global cognition, executive attention, working memory accuracy, inhibition accuracy, shifting accuracy, sustained attention, and subjective cognitive functioning (vs. waitlist/no-treatment, g = 0.257-0.643; vs. active controls, g = 0.192-0.394). MBIs did not impact executive functioning (EF) latency indices, verbal fluency, processing speed, episodic memory, and cognitive error. Treatment effects were stronger for those with elevated psychiatric symptoms vs. healthy controls, and medical samples, studies with complete-case (vs. intention-to-treat) analysis, face-to-face (vs. self-guided) delivery, and non-standard (vs. standard MBI).

CONCLUSION

MBIs consistently yielded small-to-moderate yet practically meaningful effect sizes on global cognition and six cognitive subdomains that captured accuracy vs. latency-based indices of EF and sustained accuracy.

Effects of Two Online Mindfulness-Based Interventions for Early Adolescents for Attentional, Emotional, and Behavioral Self-Regulation

(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.

Daily breath-based mindfulness exercises in a randomized controlled trial improve primary school children's performance in arithmetic

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).

At-home use of app-based mindfulness for children: A randomized active-controlled trial

Objectives

School-based mindfulness interventions in children have shown benefits to child well-being. Here, we investigated the effectiveness of a remote, app-based mindfulness intervention for promoting well-being in children.

Methods

We conducted a randomized controlled trial (RCT) with two control groups to examine the effects of an 8-week mindfulness intervention in U.S. children ages 8-10. We compared pre-post effects between a mindfulness intervention using the Inner Explorer app, and two audiobook control interventions. The 279 children who participated in the interventions were assessed on self-report measures of anxiety and depression symptoms, perceived stress and trait mindfulness and we also collected parental reports.

Results

Over 80% of children completed the intervention in each condition. There was evidence for reduced self-perceived stress in children and reduced negative affect in children by parental reports using the mindfulness app, but no significant reduction for anxiety or depression symptoms. In general, between-group effect sizes were small (ds < 0.45). Regular use, defined as at least 30 days of mindfulness practice within the study period, was associated with reduced child negative affect by parental reports, as well as reduced parental stress and child self-perceived stress.

Conclusions

These findings suggest that home use of a mindfulness app in young children can have a positive impact on children's emotional well-being if the app is used regularly, specifically for at least 30 days in the 8-week study period. Strategies aimed at promoting regular use of the mindfulness app at home could lead to even better outcomes for children.

Preregistration

Preregistered on OSF at https://osf.io/23vax.

The effectiveness of a school mindfulness-based intervention on the neural correlates of inhibitory control in children at risk: A randomized control trial

Interest in the applications of mindfulness practice in education is growing in the scientific community. Recent research has shown that mindfulness practice in schools may be beneficial for executive functions (EFs) which are abilities crucial for healthy development. The study of the effects of mindfulness practices on children's neural correlates of EFs, particularly inhibitory control, may provide relevant information about the impact and mechanisms of mindfulness-based interventions (MBIs) in children. The aim of the present study was to investigate the effects of a MBI in elementary school children on the neural correlates of inhibitory control via a randomized controlled trial. Children from two 4th grade classrooms and two 5th grade classrooms located in a school identified as having low socioeconomic status in Santiago de Chile were randomly assigned to either receive a MBI or serve as active controls and receive a social skills program. Both before and after the interventions, electroencephalographic activity was recorded during a modified version of the Go/Nogo task in a subsample of children in each group. Additionally, teachers completed questionnaires of students' EFs and students completed self-report measures. Results revealed increases in EFs assessed by questionnaires together with improved P3 amplitude associated with successful response inhibition in children who received the MBI compared to active controls. These results contribute to the understanding of the ways in which mindfulness practices can promote the development of inhibitory control together with EF improvement, factors identified as critical for children's social and emotional development and positive mental health. RESEARCH HIGHLIGHTS: This study investigated the effects of a mindfulness-based intervention in children from a low socioeconomic status school on neural correlates of EFs. Children performed a Go/Nogo task while electroencephalographic activity was recorded and completed questionnaires before and after a MBI or an active control program. Improvements in EFs assessed by questionnaires together with an increased Nogo-P3 activity associated with successful inhibition in children who received the MBI were found. The results could contribute to understand how mindfulness practice can promote the development of inhibitory control in children from vulnerable populations.

Dispositional mindfulness plays a major role in adolescents' active and passive responding to bully-victim dynamics

Past research on school bullying focused on the role of the bully, suggesting that this active perpetrator is characterized by low empathy, low self-regulation, and high moral disengagement (MD). Studies recently demonstrated a relationship between dispositional mindfulness and bullying as well. However, in the last 2 decades, research has broadened this perspective, suggesting that active and passive bystanders may play a major role in school bullying by either supporting or opposing bullying. In this research, we examined whether empathy, MD, self-regulation, and mindfulness are significantly associated with probullying, defending, and bystanding behaviors. A total of 429 middle and high school adolescents from Israel (mean age = 16.81 years, SD = 1.62) completed online questionnaires. Through structural equation modeling, we found that empathy was associated with both, self-regulation and defending behaviors. MD was associated with defending and probullying behaviors. Dispositional mindfulness was associated with all three roles we examined. All these relationships were significant and in the expected direction. As mindfulness is a disposition that can be cultivated, this finding may have further implications in programs that aim at reducing school bullying.

Impact of Long-Term Shaolin Zen Meditation on Emotional Processing in Aging: A Visual ERP Study

The aging process is always accompanied by a decline in cognitive and emotional functions. Although previous studies have identified the positive effects of different meditative practices on emotional and cognitive functions, few studies have investigated the most primitive Chinese meditation-Shaolin Zen meditation. In particular, data are extremely limited regarding the brain mechanism of the effects of Shaolin Zen meditation on cognitive and emotional functions during aging. The current study aimed to explore the effects of long-term Shaolin Zen meditation practice on event-related potentials (ERPs) during facial emotion recognition in aging. ERPs were recorded from 16 monks with long-term meditation experience and 20 controls without meditation experience. The significant age-related degenerative changes in the early ERP components did not present in the meditators but only in the controls without meditation experience. Additionally, we found no group differences in the late P3 component. These findings suggest that long-term Shaolin Zen meditation practice can counteract the age-related cognitive decline in the "down-top" automatic processing of emotional stimuli.

Effects of mindfulness and fatigue on emotional processing: an event-related potentials study

Fatigue is a common experience in everyday life. People who experience fatigue will have more intense negative emotions, and at the same time, their positive emotions will decrease, impairing the individual's emotional processing ability. In previous research, mindfulness meditation reduces the intensity of negative emotional stimuli. However, if individuals continue to be affected by negative emotions when they are fatigued, it is unclear whether mindfulness can buffer the negative association between fatigue and emotions. This study examined whether mindfulness meditation affects the association between fatigue and emotions, using event-related potentials (ERPs). One hundred and forty-five participants completed the experiment. They were randomly assigned to the Mindfulness or Non-mindfulness group; and they were presented with positive, neutral, or negative pictures in an emotional processing task before and after mindfulness or rest. Late positive potential (LPP) is an important indicator of emotional stimuli perceived by individuals, and positive or negative pictures can induce an increase in LPP amplitude more than neutral pictures. Our findings suggest that fatigue significantly affected individuals' LPP amplitudes in the early, mid, and late windows in the Non-mindfulness group, specifically, the more fatigued individuals had lower LPP amplitudes, but not in the Mindfulness group. These results suggest that in a state of fatigue, mindful individuals are able to maintain responsiveness to emotional stimuli by maintaining LPP amplitude. Our study has demonstrated that mindfulness meditation, to some extent, offsets the negative association of fatigue with the neural activation of emotions.

Emotion Regulation Strategies as Risk Factors for Developmental Psychopathology: a Meta-analytic Review of Longitudinal Studies based on Cross-lagged Correlations and Panel Models

Cross-sectional relationships between emotion regulation strategies (ERSs) and several psychopathological conditions among children and adolescents have been well-demonstrated. However, the longitudinal associations of ERSs on psychopathological manifestations during development remain unclear, especially considering their reciprocal influences over time. This meta-analytic review was based on a set of ERSs referring to a comprehensive evidence-based model of ER processes. Three hundred thirty-five studies were screened. The meta-analytic procedures were based on 60 studies (N = 20, 191; age: M [SD] = 10.27 [4.36]; years of follow-up: M [SD] = 2.23 [2.76]), which primarily assessed prospective associations between ER_t1 and internalizing/externalizing psychopathology (PSY)_t2. The cross-lagged correlations among these variables were also considered. Results showed: i) a small prospective association between ER_t1 and PSY _t2, which was independent of age and length of follow-up period. Adaptive and maladaptive domains of ER were significant moderators. Deficits in adaptive ER seemed more associated to externalizing PSY, whereas maladaptive ER was more associated to internalizing PSY; ii) cross-lagged correlations were comparable with ER_t1 - PSY _t2 associations. Nevertheless, the detrimental effects of PSY _t1 on levels of adaptive ER_t2 were larger than the protective effects of adaptive ER_t1 on PSY_t2. iii) When the other cross-lagged correlations were controlled for, the meta-analytic cross-lagged panel model demonstrated that maladaptive ER_t1 was a significant predictor of PSY_t2. ER processes should be considered transdiagnostic risk factors for psychopathology during development. Homotypic and heterotypic continuity of psychopathological conditions might reflect the stability or dynamic organization of adaptive and maladaptive ERSs over time.

Development and validation of children's mind wandering scales

Introduction

Mind wandering is generally considered an endogenous mental state that arises spontaneously, which is one of the most common experiences of consciousness and typically occurs at a significant cost to mental health and behavioral performance. Previous studies have shown that mind wandering appears to be a stable trait and can be assessed reliably in adults. Surprisingly little, however, is known about how to measure the frequency of mind wandering in children, given that children can accurately introspect their experiences. The present studies aimed to develop the Frequency of Children's Mind Wandering Scale (CMWS-F) and the Context of Children's Mind Wandering Scale (CMWS-C) to assess the frequency of mind wandering and contexts in which mind wandering occurs for children aged 8 to 11 years.

Methods

The exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were used to develop the CMWS-F and CMWS-C. To further assess the validity of the scales, we compared the scores in CMWS-F/CMWS-C and the frequencies of probe-caught mind wandering in the typical tasks.

Results

In study 1a, the EFA (n = 292) and CFA (n = 346) showed that attentional failure and spontaneous thinking were the two main dimensions of CMWS-F. In study 1b, contexts about mind wandering in children could be divided into high-demand and low-demand contexts using EFA (n = 258) and CFA (n = 347). Study 2 showed moderate positive correlations between the frequencies of probe-caught mind wandering in the tasks and the scores in the scales.

Discussion

The results showed that scores on the two scales could predict the performance on the experimental tasks and further demonstrated empirical validity of the CMWS-F and CMWS-C scales. Taken together, the results of the current studies provided preliminary evidence for the validity and reliability of CMWS-F and CMWS-C in children, which can be used as a reference to balance its downsides and productive aspects of mind wandering.

Impact of a mindfulness-based school curriculum on emotion processing in Vietnamese pre-adolescents: An event-related potentials study

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.

The impact of mindfulness meditation on social and moral behavior: Does mindfulness enhance other-oriented motivation or decrease monetary reward salience?

This perspective article provides an overview of the impact of mindfulness meditation (MM) on social and moral behavior. In mindfulness research, prosocial behavior has been operationalized as helping behavior, altruistic redistribution of funds, reparative behavior, or monetary donation. Studies concerning moral behavior are still scarce. Despite inconsistent evidence, several studies found a beneficial effect of mindfulness on prosocial outcomes (i.e., a higher propensity to spend or give away money for the sake of other individuals). However, since the employed tasks were reward-based, participants’ decisions also directly affected their own payoff by reducing it. Crucially, MM also affects self-control circuitry and reduces reward-seeking behaviors and reward salience by making rewards less tempting. We have discussed evidence suggesting how challenging it may be to dissociate the specific weight of enhanced other-oriented motivation from one of the decreased monetary reward salience in explaining meditators’ behavior. Future higher-quality studies are needed to address this open issue.

Systematic Review of Mindfulness-Based Interventions in Child-Adolescent Population: A Developmental Perspective

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.

Neural indicator of positive reappraisal: A TMS-EEG study over the left VLPFC

BACKGROUND

Positive reappraisal aims to reinterpret negative situations in a more positive light. Single-pulse transcranial magnetic stimulation (TMS) over the left ventrolateral prefrontal cortex (VLPFC) during positive reappraisal was suggested to improve emotion regulation capacity. However, it remains unclear whether the improvement of the capacity of emotion regulation was caused by the alterations of neural activity with TMS perturbation over the left VLPFC during positive reappraisal.

METHODS

Single-pulse TMS was delivered among fifteen participants who engaged in positive reappraisal experiments with concurrent electroencephalogram (EEG) recordings. Participants repeated positive reappraisal experiments at three different stimulation settings: no stimulation, TMS pulses over the left VLPFC at 300 ms post-stimulus as the targeted stimulation and over the vertex as the control stimulation.

RESULTS

TMS pulses over the left VLPFC at 300 ms post-stimuli increased late positive potential (LPP) amplitudes (300-800 ms) within the central-parietal and right prefrontal regions in response to the reappraisal stimuli compared with the negative stimuli. Moreover, changes in neural activity within the frontoparietal network contributed to the modulated LPP amplitudes of the reappraisal stimuli with the targeted stimulation. Importantly, the central-parietal LPP amplitudes of the reappraisal stimuli with the targeted stimulation was not only correlated with but also could predict the valence ratings using positive reappraisal.

CONCLUSION

Our study demonstrated a causal role of the left VLPFC in positive reappraisal, and provided a neural indicator to indicate the degree to which single-pulse TMS modulated the emotional experience using positive reappraisal. It shows promise to apply in future closed-loop neuromodulation.

Kindergarten-Based Progressive Muscle Relaxation Training Enhances Attention and Executive Functioning in 5-6-year-old Children: A Randomized Controlled Trial

In the present study we assessed the impact of kindergarten-based progressive muscle relaxation (PMR) on attention and executive functioning of 5-6-year-old children. In this randomized-controlled trial, 52 children (26 female; 26 male; M age = 5.4, SD = 0.2 years) from two private Tunisian kindergartens were randomly assigned to experimental and control groups. Over 12 weeks, 18 children performed PMR in two 30-minute sessions/week, another 17 children performed generic physical education (PE) for two 30-minute sessions/week, and 17 children in a control group (CG) had no systematically guided physical activity and engaged in usual self-chosen activities like free play or artisanal activities during Kindergarten hours. Prior to (T0) and after (T1) the 12-week PMR intervention, all participants completed the Visuomotor Precision and Statue subtests of the Neuropsychological Evaluation Battery (NEPSY-2), the Teddy Bear Cancellation Test, and the Rey Simple Figure Test. While there were no significant group differences at T0, repeated measures analysis of variance revealed higher scores for the PMR group relative to both the PE and CG groups on measures of attention, visuomotor precision, memory, and motor inhibition. PMR provided an effective relaxation technique and enhanced attention and executive functioning of these 5-6-year-old children, with important implications for assisting learning and academic achievement among young children.

Protocol of a randomized controlled trial to investigate the efficacy and neural correlates of mindfulness-based habit reversal training in children with Tourette syndrome

BACKGROUND

Tourette syndrome (TS) is a developmental neuropsychiatric disorder. Behavior therapy, especially habit reversal training (HRT), has gradually become regarded as one of the core therapies for TS. Mindfulness approaches can improve psychological adjustment and reduce stress and anxiety, suggesting potential benefits when incorporated into behavior therapy. To improve the efficacy of HRT, we combined it with mindfulness, an approach named mindfulness-based habitual reversal training (MHRT). The aim of this protocol is to investigate the efficacy and neural mechanisms of MHRT for TS.

METHODS/DESIGN

We will perform a randomized control trial (RCT) to evaluate the efficacy and neural mechanisms of MHRT. The sample will include 160 participants (including 120 patients with TS and 40 healthy controls). The patient sample will be randomly divided into three groups exposed to three different types of training: MHRT, HRT, and psychoeducation and supportive therapy (PST). Participants will be assessed and undergo resting-state fMRI scans at baseline and at the end of the 12-week training. The Yale Global Tic Severity Scale (YGTSS) and Premonitory Urge for Tic Scale (PUTS) will be used to assess the severity of tic symptoms and premonitory urges. The primary outcomes are change scores on the YGTSS and other assessments from baseline and the end of the training. The secondary outcomes are the neural correlates of these trainings among these groups based on graph theory, which is used to characterize brain functional connectivity networks. The default mode network (DMN) and the salience network (SN) will be assessed (which have been associated with mindfulness as well as the generation of tic symptoms) by network parameters, including clustering coefficients and shortest path lengths. Changes in these network parameters will be regarded as the neural correlates of the behavioral training.

DISCUSSION

MHRT was newly developed for the treatment of TS. MHRT may lead to greater reductions in tic severity than traditional HRT. Changes in the network parameters of the DMN and SN may show associations with the efficacy of MHRT.

CLINICAL TRIAL REGISTRATION

http://www.chictr.org.cn, ChiCTR2100053077, China.

Co-development of mindful awareness and Chinese youth's mental health problem: Based on parallel-process latent growth curve model

BACKGROUND

This study investigated the natural development pattern of mindful awareness and its relation with mental health in a sample of Chinese youth.

METHODS

1,483 students (57.11% boys) from fourth to ninth grade (M_age = 11.18 ± 1.78, Wave 1) participated in the study. Students participated in up to 3 waves of assessment, each spaced approximately 6 months. The data were collected by the Chinese version of the Mindful Attention Awareness Scale-Children (MAAS-C), the Chinese Version of 10-item CES-D Depression Scale (CESD-10), and the Academic Pressure subscale of Inventory of Influencing Factors of Trait Anxiety for Secondary School Students (IIFTAS).

RESULTS

Cross-sectionally, higher graders scored lower mindful awareness than lower graders. Results of latent growth curve analysis showed a slight decrease, but not at a significant level, of mindful awareness in the longitudinal measurement. Results from the parallel-process model indicated that decreases in mindful awareness significantly predicted children and adolescents' depressive emotions and academic pressure.

LIMITATIONS

As a longitudinal study, the time points were insufficient and all variables were assessed by self-report measures.

CONCLUSION

Mindful awareness might be a significant protector for youth when co-developing with mental health problems.

The Mindfulness Map: A Practical Classification Framework of Mindfulness Practices, Associated Intentions, and Experiential Understandings

When considering the numerous mindfulness-based and mindfulness-informed programs that have flourished in the past decades it is not always clear that they all refer to the same “mindfulness. ” To facilitate more clarity and precision in describing, researching and teaching mindfulness in the secular settings, we propose a classification framework of mindfulness practices, intentions behind them and the experiential understandings the practices may aim to develop. Accordingly, the proposed framework, called the Mindfulness Map, has two axes. The first axis outlines mindfulness practices (and associated instructions) classified into four groups (MGs), e.g. the MG1 focuses on cultivating attention to the present moment somatic and sensory experience while the MG4 focuses on cultivating the ability to recognize and deconstruct perceptual, cognitive and emotional experiences and biases. The second axis outlines possible intentions (INTs) to cultivate particular experiential understanding (EU) via teaching and practicing the MGs, e.g., the INT1 designates the intention to gain EU of how our relationship to experience contributes to wellbeing, the INT2 refers to the intention to gain EU of the changing nature of body, mind and external phenomenon. We suggest that the same MG can lead to different EUs outcomes based on the specific INTs applied in their teaching or practice. The range of INTs and EUs included here is not exhaustive, there are further types the Map could be expanded toward. Aside from encouraging more fine-grained distinctions of mindfulness practices, the proposed Map aims to open discussions about interactions between MGs, INTs, EUs and practice outcomes. The Map may facilitate more nuanced and precise approaches to researching the range of outcomes cultivated by mindfulness practices, help bridge contradictory findings, and catalyze further debate and research into ethical aspects of mindfulness. The Map also highlights the need for further teaching development and research on longer-term trajectories of mindfulness practice. While the proposed Mindfulness Map organises the mindfulness practice territory along two axes, it is aimed as a starting point for further discussion and can be further revised and/or expanded by other axes.

Improving executive, behavioural and socio-emotional competences in very preterm young adolescents through a mindfulness-based intervention: Study protocol and feasibility

BACKGROUND

Very preterm (VPT) children and adolescents show executive, behavioural and socio-emotional difficulties that persist into adulthood. Despite the promising role of mindfulness-based intervention (MBI) in improving theses competences in children and adolescents, the effectiveness of an MBI has not been assessed in a VPT population so far.

AIMS

To describe the protocol and to evaluate the feasibility and acceptability of a clinical trial on an 8-week MBI program to enhance executive and socio-emotional competences in a cohort of VPT young adolescents.

STUDY DESIGN

A randomised controlled trial (RCT) and a pre-post intervention designs.

PARTICIPANTS

164 VPT young adolescents from 10 to 14 years old, born before 32 gestational weeks, without major intellectual, sensory or physical impairments, and attending mainstream school, were invited to participate in an 8-week MBI program.

OUTCOME MEASURES

Completion rate of the study was recorded. Acceptability, satisfaction and attendance measures of the MBI were collected using self-reported questionnaires and registration of attendance.

RESULTS

Of the 63 participants who were enrolled in the study (38.2% of families invited to participate), 52 (82.5%) completed all assessments. Acceptability was high as shown by the high attendance rate in the sessions and the feedback evaluation questionnaire.

CONCLUSIONS

Our findings suggest that an MBI is feasible to implement and show a high acceptability among participants. The use of an RCT design in our study constitutes the gold standard for testing the efficacy of such intervention in VPT young adolescents. If effective, the MBI program could potentially be a valuable tool for improving executive and socio-emotional competences in the vulnerable VPT population.

TRIAL REGISTRATION

ClinicalTrials, NCT04638101. Registered 19 November 2020 - retrospectively registered, https://clinicaltrials.gov/show/NCT04638101.

Effects of Mindfulness Training on Psychological Capital, Depression, and Procrastination of the Youth Demographic

Background:

The incidence rate of depression in youth demographic increases year by year. High-level psychological capital is conducive to relieving depression, and mindfulness training is an effective psychotherapy. We aimed to investigate the influences of mindfulness training on psychological capital, depression, and procrastination, thereby providing a direction for psychotherapy in the youth demographic.

Method:

A questionnaire survey on the youths in four resident communities in the cities of Wuhan and Tai’an in China was carried out in 2020 by sending a self-rating depression scale (SDS). A total of 240 youth with SDS standard scores >53 were filtered out, as the research objects to be assessed by using SDS, positive psychological capital questionnaire (PPQ), five-facet mindfulness questionnaire (FFMQ), and pure procrastination scale (PPS).

Results:

Two groups showed no statistically significant differences in SDS, PPQ, FFMQ, and PPS scores before intervention. Self-efficacy, toughness, hope, optimism, and PPQ scores of the experimental group were improved significantly after intervention compared with those before the intervention, and they were significantly higher than those of the control group (P<0.05). SDS, PPQ, FFMQ, and PPS scores showed statistically significant differences before and after intervention. SDS and PPS scores of the experimental group after intervention were far lower than those of the control group, while FFMQ score was significantly higher than that of the control group (P<0.05).

Conclusion:

Mindfulness training can improve psychological capital of the youth demographic effectively and relieve their depression, thereby improving their procrastination.

Adverse Childhood Experiences and Psychological Well-Being in Chinese College Students: Mediation Effect of Mindfulness

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.

Differences in frontal EEG asymmetry during emotion regulation between high and low mindfulness adolescents

The present study examined the differences in frontal EEG asymmetry during emotion regulation between participants who had different levels of trait mindfulness. EEG recordings were taken from 23 high mindfulness adolescents (M_age = 12.34) and 22 low mindfulness adolescents (M_age = 12.53) during the Reactivity and Regulation-Image Task. The results showed that (1) high mindfulness adolescents had greater left (relative to right) asymmetry than low mindfulness adolescents in down-regulation and up-regulation conditions; however, there was no significant difference in the non-regulation condition; (2) In the up-regulating condition, adolescents showed greater right (relative to left) asymmetry for negative stimuli compared to neutral stimuli; however, there was no significant difference in down-regulation and non-regulation conditions. The results provide neurological evidence that trait mindfulness was highly related to the regulation of emotions and affects how emotions are processed.

Mindfulness Training Enhances Endurance Performance and Executive Functions in Athletes: An Event-Related Potential Study

Mindfulness interventions have been linked to improved sport performance and executive functions; however, few studies have explored the effects of mindfulness on sport performance and executive functions simultaneously. This study sought to examine whether a mindfulness training program would affect both the endurance performance and executive functions of athletes. In addition, event-related potentials (ERPs) associated with the Stroop task were assessed to investigate the potential electrophysiological activation associated with the mindfulness training. Applying a quasiexperimental design, forty-six university athletes were recruited and assigned into a five-week mindfulness training program or a waiting list control group. For each participant, the mindfulness level, endurance performance assessed by a graded exercise test, executive functions assessed via Stroop task, and N2 component of ERPs were measured prior to and following the 5-week intervention. After adjusting for the preintervention scores as a covariate, it was found that the postintervention mindfulness level, exhaustion time, and Stroop task accuracy scores, regardless of task condition, of the mindfulness group were higher than those of the control group. The mindfulness group also exhibited a smaller N2 amplitude than the control group. These results suggest that the five-week mindfulness program can enhance the mindfulness level, endurance performance, and multiple cognitive functions, including executive functions, of university athletes. Mindfulness training may also reduce conflict monitoring in neural processes.

Effects of Mindfulness-Based Interventions on Biomarkers and Low-Grade Inflammation in Patients with Psychiatric Disorders: A Meta-Analytic Review

Mindfulness-Based Interventions (MBIs) present positive effects on mental health in diverse populations. However, the detailed associations between MBIs and biomarkers in patients with psychiatric disorders remain poorly understood. The aim of this study was to examine the effects of MBIs on biomarkers in psychiatric illness used to summarise the effects of low-grade inflammation. A systematic review of PubMed, EMBASE, PsycINFO, and the Cochrane Library was conducted. Effect sizes (ESs) were determined by Hedges' g and the number needed to treat (NNT). Heterogeneity was evaluated. A total of 10 trials with 998 participants were included. MBIs showed significant improvements in the event-related potential amplitudes in attention-deficit hyperactivity disorder, the methylation of serotonin transporter genes in post-traumatic stress disorder, the salivary levels of interleukin 6 (IL-6) and tumour necrosis factor alpha (TNF-α) in depression, and the blood levels of adrenocorticotropic hormone (ACTH), IL-6, and TNF-α in generalised anxiety disorder. MBIs showed low but significant effects on health status related to biomarkers of low-grade inflammation (g = -0.21; 95% confidence interval (CI) -0.41 to -0.01; NNT = 8.47), with no heterogeneity (I² = 0; 95% CI 0 to 79). More trials are needed to establish the impact of MBIs on biomarkers in psychiatric illness.

Toward Determinants and Effects of Long-Term Mindfulness Training in Pre-Adolescence: A Cross-Sectional Study Using Event-Related Potentials

The present study presents the first attempt at investigating long-term mindfulness training in pre-adolescence, adopting an integrative neurodevelopmental approach. Pupils with an established mindfulness practice (n = 33) were compared with mindfulness-inexperienced pupils (n = 20) on dispositional mindfulness, executive functioning (EF), emotion regulation, and well-being. We also investigated whether increased well-being in mindfulness-experienced pre-adolescents would be mediated by EF and emotion regulation. Moderating influences of the amount and enjoyment of mindfulness training were considered as well. Self-report questionnaires measured dispositional mindfulness and well-being. Parents assessed their child's emotion-regulation using the Emotion Regulation Checklist (ERC). Performance in a Continuous Performance Task and simultaneously recorded event-related potentials (ERPs)—Cue-P3, CNV, Nogo-N2, Nogo-P3—indexed EF. Interestingly, the two groups of pupils did not differ in their dispositional mindfulness. ERP findings revealed that the mindfulness-experienced group demonstrated superior EF in terms of response inhibition, but inferior EF in terms of cue processing. Although the ERC negativity/lability subscale revealed an advantage for the mindfulness-experienced group, no group differences were observed for the ERC emotion regulation subscale or well-being. Mediation analysis results did not support the assumption that mindfulness training leads to increased well-being via improvements in EF and emotion regulation. While outcomes were not moderated by amount of mindfulness practice, enjoying mindfulness was negatively associated with indicators of well-being and EF.

Psychophysics with children: Evaluating the use of maximum likelihood estimators in children aged 4-15 years (QUEST+)

Maximum Likelihood (ML) estimators such as QUEST+ allow complex psychophysical measurements to be made more quickly and precisely than traditional staircase techniques. They could therefore be useful for quantifying sensory function in populations with limited attention spans, such as children. To test this, the present study empirically evaluated the performance of an ML estimator (QUEST+) versus a traditional Up-Down Weighted Staircase in children and adults. Seventy-one children (4.7-14.7 years) and 43 adults (18.1-29.6 years) completed a typical psychophysical procedure: Contrast Sensitivity Function (CSF) determination. Some participants were tested twice with the same method (QUEST+ or Staircase), allowing test-retest repeatability to be quantified. Others were tested once each with either method (QUEST+ and Staircase), allowing accuracy to be quantified. The results showed that QUEST+ was more efficient: In both children and adults, approximately half the number of ML trials were required to attain comparable levels of accuracy and reliability as a traditional Staircase paradigm, and plausible CSF estimates could be made in even the youngest children. The ML procedure was also as robust as the Staircase to lapses in concentration, and its performance did not depend on prespecifying correct model priors. The results show that ML estimators could greatly improve our ability to study sensory processes and detect impairments in children, although important practical considerations for-and-against their use are discussed.

Does a mindfulness-augmented version of the German Strengthening Families Program reduce substance use in adolescents? Study protocol for a randomized controlled trial

BACKGROUND

Mindfulness training (MT) for parents of adolescents has been shown to improve mental health and stress-related outcomes in individuals and their families. Studies of MT among young people are mainly delivered in educational or clinical settings, and there is a need for controlled studies on both parent-directed and adolescent-directed approaches. It is unclear whether MT has preventive effects for substance use outcomes. The primary objective of this trial is to evaluate the effectiveness of family-based MT targeting both adolescents and their parents to prevent adolescent substance use and enhance neurobehavioral self-regulation skills that play a major role in addiction development and mental health.

METHODS/DESIGN

The trial design is a superiority, two-arm, randomized controlled trial in which families will participate either in the full curriculum of the evidence-based Strengthening Families Program 10-14 (SFP 10-14, German adaptation) or in a mindfulness-enhanced version of this program (SFP-Mind). Both seven-session interventions are highly structured and will each be delivered over a period of approximately 7 weeks. The experimental intervention SFP-Mind is a modified version of the SFP 10-14 in which some elements were eliminated or changed to enable the inclusion of additional parent-directed and adolescent-directed mindfulness components. The primary outcome is adolescent self-reported alcohol use based on an alcohol initiation index at 18-month follow-up. Dispositional mindfulness, impulsivity, and emotion regulation will be included as secondary outcomes and potential mechanisms of action. The study will recruit and randomize 216 adolescents, aged 10-14 years, and their parents who will be followed up for 18 months.

DISCUSSION

This trial aims to evaluate the effectiveness of SFP-Mind for family-based prevention of substance use and promoting mental health in adolescence.

TRIAL REGISTRATION

German Register of Clinical Studies, DRKS00015678. Registered on 25 February 2019.

12 Weeks of Kindergarten-Based Yoga Practice Increases Visual Attention, Visual-Motor Precision and Decreases Behavior of Inattention and Hyperactivity in 5-Year-Old Children

The present study assesses the impact of Kindergarten-based yoga on cognitive performance, visual-motor coordination, and behavior of inattention and hyperactivity in 5-year-old children. In this randomized controlled trial, 45 children (28 female; 17 male; 5.2 ± 0.4 years) participated. Over 12 weeks, 15 children performed Hatha-yoga twice a week for 30 min, another 15 children performed generic physical education (PE) twice a week for 30 min, and 15 children performed no kind of physical activities, serving as control group (CG). Prior to (T₀) and after 12 weeks (T₁), all participants completed Visual Attention and Visuomotor Precision subtests of Neuropsychological Evaluation Battery and teachers evaluated children’s behavior of inattention and hyperactivity with the Attention-Deficit/Hyperactivity Disorder (ADHD) Rating Scale-IV. At T₀, no significant differences between groups appeared. Repeated measures analysis of variance revealed that following Bonferroni–Holm corrections yoga, in comparison to PE and CG, had a significant positive impact on the development on behavior of inattention and hyperactivity. Further, yoga has a significant positive impact on completion times in two visumotor precision tasks in comparison to PE. Finally, results indicate a significant positive effect of yoga on visual attention scores in comparison to CG. 12 weeks of Kindergarten-based yoga improves selected visual attention and visual-motor precision parameters and decreases behavior of inattention and hyperactivity in 5-year-old children. Consequently, yoga represents a sufficient and cost-benefit effective exercise which could enhance cognitive and behavioral factors relevant for learning and academic achievement among young children.

Sit still and pay attention: Using the Wii Balance-Board to detect lapses in concentration in children during psychophysical testing

During psychophysical testing, a loss of concentration can cause observers to answer incorrectly, even when the stimulus is clearly perceptible. Such lapses limit the accuracy and speed of many psychophysical measurements. This study evaluates an automated technique for detecting lapses based on body movement (postural instability). Thirty-five children (8-11 years of age) and 34 adults performed a typical psychophysical task (orientation discrimination) while seated on a Wii Fit Balance Board: a gaming device that measures center of pressure (CoP). Incorrect responses on suprathreshold catch trials provided the "reference standard" measure of when lapses in concentration occurred. Children exhibited significantly greater variability in CoP on lapse trials, indicating that postural instability provides a feasible, real-time index of concentration. Limitations and potential applications of this method are discussed.

Effects of mindfulness training on regulatory and academic abilities in preadolescents: Results from a pilot study

Regulatory abilities such as self-regulation and stress regulation are key predictors of essential developmental outcomes, including intellectual and socioemotional milestones as well as academic achievement. Preadolescence has been proposed as a period that is crucial for training these abilities. The present pilot study investigated the effects of mindfulness training on preadolescents‘ regulatory abilities and school-related outcomes. A group of 34 fifth graders received either mindfulness training (experimental group), Marburg Concentration Training (alternative treatment group), or no treatment (passive control group) and were monitored over a four-month intervention period. Regulatory abilities were assessed first, with two self-report questionnaires that operationalized impulsivity and coping with stress, respectively. Second, physical stress regulation was examined on the basis of diurnal cortisol as well as salivary α-amylase (sAA) profiles. Finally, school-related outcomes were measured with a paperpencil based performance test of verbal memory. Results show that impulsivity increased in all groups over time, whereas there were no significant training effects on self-reported coping with stress. Both training groups showed more adaptive physiological stress regulation in terms of steeper diurnal cortisol slopes and marginally less pronounced sAA awakening responses, however, with respect to physiological measures, no data of the passive control group are available. With respect to school-related outcomes, the results indicate a slight superiority regarding verbal memory for the mindfulness training group compared to the Marburg Concentration Training group.

The Role of Attention in Therapy for Children and Adolescents Who Stutter: Cognitive Behavioral Therapy and Mindfulness-Based Interventions

METHOD

This clinical discussion paper will explore two aspects of attention in relation to young people who stutter and their parents: (a) what we attend to as human beings and (b) how we attend. It will draw on research and clinical practice informed by CBT and MBIs. Specifically, information-processing theory in CBT explains psychological well-being partly in terms of what individuals focus their attention on, whereas MBIs focus on the relationship between how individuals attend to their internal experiences and their psychological well-being.

CONCLUSIONS

Although a nascent field, MBIs may be useful as a part of therapy for children and adolescents who stutter. The concepts highlighted by MBIs may also help to resolve some clinical issues.

Mindfulness Plus Reflection Training: Effects on Executive Function in Early Childhood

Executive function (EF) skills are essential for academic achievement, and poverty-related stress interferes with their development. This pre-test, post-test, follow-up randomized-control trial assessed the impact of an intervention targeting reflection and stress reduction on children's EF skills. Preschool children (N = 218) from schools serving low-income families in two U.S. cities were randomly assigned to one of three options delivered in 30 small-group sessions over 6 weeks: Mindfulness + Reflection training; Literacy training; or Business as Usual (BAU). Sessions were conducted by local teachers trained in a literacy curriculum or Mindfulness + Reflection intervention, which involved calming activities and games that provided opportunities to practice reflection in the context of goal-directed problem solving. EF improved in all groups, but planned contrasts indicated that the Mindfulness + Reflection group significantly outperformed the BAU group at Follow-up (4 weeks post-test). No differences in EF were observed between the BAU and Literacy training groups. Results suggest that a brief, small-group, school-based intervention teaching mindfulness and reflection did not improve EF skills more than literacy training but is promising compared to BAU for improving EF in low-income preschool children several weeks following the intervention.

Neural Temporal Dynamics of Social Exclusion Elicited by Averted Gaze: An Event-Related Potentials Study

Eye gaze plays a fundamental role in social communication. The averted eye gaze during social interaction, as the most common form of silent treatment, conveys a signal of social exclusion. In the present study, we examined the time course of brain response to social exclusion by using a modified version of Eye-gaze paradigm. The event-related potentials (ERPs) data and the subjective rating data showed that the frontocentral P200 was positively correlated with negative mood of excluded events, whereas, the centroparietal late positive potential (LPP) was positively correlated with the perceived ostracism intensity. Both the P200 and LPP were more positive-going for excluded events than for included events. These findings suggest that brain responses sensitive to social exclusion can be divided into the early affective processing stage, linking to the early pre-cognitive warning system; and the late higher-order processes stage, demanding attentional resources for elaborate stimuli evaluation and categorization generally not under specific situation.

Academic Stress and Self-Regulation among University Students in Malaysia: Mediator Role of Mindfulness

Academic stress is the most common emotional or mental state that students experience during their studies. Stress is a result of a wide range of issues, including test and exam burden, a demanding course, a different educational system, and thinking about future plans upon graduation. A sizeable body of literature in stress management research has found that self-regulation and being mindful will help students to cope up with the stress and dodge long-term negative consequences, such as substance abuse. The present study aims to investigate the influence of academic stress, self-regulation, and mindfulness among undergraduate students in Klang Valley, Malaysia, and to identify mindfulness as the mediator between academic stress and self-regulation. For this study, a total of 384 undergraduate students in Klang Valley, Malaysia were recruited. Using Correlational analysis, results revealed that there was a significant relationship between academic stress, self-regulation, and mindfulness. However, using SPSS mediational analysis, mindfulness did not prove the mediator role in the study.

Mind-Body Therapy for Children with Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is pervasive among the pediatric population and new treatments with minimal adverse effects are necessary to be studied. The purpose of this article is to review current research studying mind–body therapies for treatment of children diagnosed with ADHD. Literature was reviewed pertaining to the effectiveness of movement-based therapies and mindfulness/meditation-based therapies for ADHD. Many positive effects of yoga, Tai Chi, physical activity, and meditation may significantly improve symptoms of ADHD among children.