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van der Wurff I, Kirschner M, Golsteijn R, de Jonge M, Berendsen B, Singh A, Savelberg H, de Groot R. School-based physical activity interventions: which intervention characteristics are associated with participation and retention? A meta-analysis. Prev Med 2024; 182:107925. [PMID: 38437923 DOI: 10.1016/j.ypmed.2024.107925] [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: 12/14/2023] [Revised: 02/28/2024] [Accepted: 03/01/2024] [Indexed: 03/06/2024]
Abstract
OBJECTIVE Many school-based intervention studies are conducted to increase students' physical activity (PA). Recruitment and retention problems potentially impact the robustness of RCT findings. We conducted a meta-analysis to summarize recruitment and retention rates in long-term secondary school-based PA intervention studies and examined associated participant and intervention characteristics. METHODS Web of Science, Pubmed, Medline, and PsychInfo were searched until March 20th 2023. We included studies on secondary school-based PA interventions ≥12 weeks, aimed at typically developing adolescents. We abstracted number of schools and students invited, randomized, and participating at follow-up to calculate pooled recruitment and retention rates; participant and intervention characteristics were abstracted to execute subgroup or meta-regression analyses. RESULTS Recruitment rates were 51% for invited schools and 80% for invited students, the retention for schools was almost 100% and for students 91%. Interventions with fixed and flexible components, executed in Asia and South America, and from later publication years had higher student recruitment rates. Students' retention rates were lower for interventions which had flexible components, were theory/model-based, used an accelerometer, had a longer intervention duration, and included more females. CONCLUSION Recruitment and retention rates in school-based PA interventions are high. Some participant and intervention characteristics influence these rates: flexibility of the intervention, theory/model-based intervention, accelerometer use, intervention duration, continent, and number of females. Researchers should consider these characteristics in intervention development to achieve optimal balance between intervention effectiveness, recruitment, and retention.
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Affiliation(s)
- I van der Wurff
- Health Psychology, Faculty of Psychology, Open Univerity of the Netherlands, Heerlen 6419 AT, the Netherlands.
| | - M Kirschner
- Conditions for Lifelong Learning, Faculty of Educational Sciences, Open University of the Netherlands, Heerlen 6419 AT, the Netherlands
| | - R Golsteijn
- Health Psychology, Faculty of Psychology, Open Univerity of the Netherlands, Heerlen 6419 AT, the Netherlands
| | - M de Jonge
- (Former Employee of) Mulier Institute, Herculesplein 269, Utrecht 3584 AA, the Netherlands
| | - B Berendsen
- Department of Nutritional and Movement Sciences, NUTRIM, School of Nutrition and Translational Research in Metabolism, Maastricht University, P.O. Box 616, Maastricht 6200 MD, the Netherlands
| | - A Singh
- (Former Employee of) Mulier Institute, Herculesplein 269, Utrecht 3584 AA, the Netherlands; Human Movement. School and Sport, Applied University of Windesheim, Zwolle, the Netherlands
| | - H Savelberg
- Department of Nutritional and Movement Sciences, NUTRIM, School of Nutrition and Translational Research in Metabolism, Maastricht University, P.O. Box 616, Maastricht 6200 MD, the Netherlands; SHE, School of Health Professions Education, Maastricht University, P.O. Box 616, 6200 MD Maastricht, the Netherlands
| | - R de Groot
- Conditions for Lifelong Learning, Faculty of Educational Sciences, Open University of the Netherlands, Heerlen 6419 AT, the Netherlands
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Khunti K, Boniface S, Norris E, De Oliveira CM, Nicola Shelton. The effects of yoga on mental health in school-aged children: A Systematic Review and Narrative Synthesis of Randomised Control Trials. Clin Child Psychol Psychiatry 2022:13591045221136016. [PMID: 36302735 DOI: 10.1177/13591045221136016] [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: 11/17/2022]
Abstract
It is becoming increasingly common for frontline clinicians to see children and teenagers struggle with their mental health. Since mental health issues have increased over the past ten years in the UK, they are now the leading cause of disability and cost the British economy £105 billion annually. The review discusses the evidence base underpinning the effect of yoga on children's mental health and summarises the results of 21 research papers. The Cumulative Index to Nursing and Allied Health Literature, PsycINFO, ERIC, Web of Science, PubMed, Medline and Cochrane Library were searched through Ovid from January 2008 until May 2022. The keywords 'yoga OR mindfulness - AND school AND children OR child OR youth OR adolescent' were used. The search was limited to studies in the English language. The quality of each study was rated against Version 2 of the Cochrane risk-of-bias tool for randomised control trials and a set of inclusion and exclusion criteria. The evidence for yoga therapies in children is encouraging, although studies include methodological flaws such as small sample sizes and sparse information on interventions. This review has highlighted that yoga interventions may be implemented in schools as a preventative and therapeutic measure for mental health issues.
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Affiliation(s)
- Kirti Khunti
- 154305University College London (UCL), London, UK
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Scoping Review of Yoga in Schools: Mental Health and Cognitive Outcomes in Both Neurotypical and Neurodiverse Youth Populations. CHILDREN 2022; 9:children9060849. [PMID: 35740786 PMCID: PMC9222138 DOI: 10.3390/children9060849] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/09/2022] [Revised: 06/02/2022] [Accepted: 06/04/2022] [Indexed: 11/17/2022]
Abstract
Yoga is used widely as a therapeutic tool for physical and mental well-being. The mind-body activity could be an inclusive and cost-effective intervention used within schools to help tackle the mental health crisis in youth populations. To date, research has focused on mainly neurotypical youth populations. However, greater acknowledgement of the impact for neurodiverse youth populations is warranted. Therefore, the aim of this scoping review is to understand what is known about the relationships between yoga in schools and mental health and cognition in neurotypical and neurodiverse youth populations. Methods: This review followed O’Malley and Arskey’s methodological framework. A comprehensive database search using fundamental keywords and index terms was conducted. Screening was carried out in CovidenceTM software. Results: Substantial evidence to support the use of school-based yoga programmes for the improvement of anxiety, self-concept, resilience, depression, self-esteem, subjective and psychological well-being, executive function, inhibition, working memory, attention and academic performance in neurotypical populations was found. Evidence to support school-based yoga programmes in neurodiverse populations with improvements in self-concept, subjective well-being, executive function, academic performance and attention was also found. Conclusions: The findings support the provision of yoga in schools to improve mental health and cognition whilst also creating clear pathways for future research and school-based yoga intervention development.
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Hale GE, Colquhoun L, Lancastle D, Lewis N, Tyson PJ. Review: Physical activity interventions for the mental health and well-being of adolescents - a systematic review. Child Adolesc Ment Health 2021; 26:357-368. [PMID: 34105239 DOI: 10.1111/camh.12485] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 05/14/2021] [Indexed: 12/18/2022]
Abstract
BACKGROUND Rates of physical activity decline throughout adolescence, and evidence indicates that this has an adverse impact on psychological health. This paper aims to synthesise available evidence for physical activity interventions on the mental health and well-being of young people (11-19 years) from the general population. METHOD Nine databases were searched to identify studies published between January 2005 and June 2020: Web of Science, ProQuest Psychology Journals, PsycINFO, Pub Med, ASSIA, CINHAL PLUS, SPORTDiscus, EMBASE and Wiley Online Library. Key search terms included 'physical activity intervention', 'mental health' and 'adolescen*'. Eligible studies were independently screened by two authors based on inclusion/exclusion criteria. RESULTS Twenty-eight interventions were narratively synthesised in four categories: Quality of Life (QOL), self-esteem, psychological well-being and psychological ill-being (e.g. depression, stress). A large proportion (67.9%) of interventions were multicomponent and combined physical activity with other features such as health education (e.g. nutrition). However, only a limited number (N = 5) specifically addressed mental health. Findings suggest that interventions are useful in improving psychological well-being and QOL, yet evidence for self-esteem is mixed. CONCLUSIONS Although effectiveness in improving well-being is evident, evidence for a reduction in the frequency and severity of mental health problems is less clear. A summary of the overall impact of physical activity interventions on the mental health of young people is presented.
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Affiliation(s)
- Gabrielle E Hale
- School of Psychology and Therapeutic Studies, University of South Wales, Pontypridd, UK
| | - Luke Colquhoun
- School of Psychology and Therapeutic Studies, University of South Wales, Pontypridd, UK
| | - Deborah Lancastle
- School of Psychology and Therapeutic Studies, University of South Wales, Pontypridd, UK
| | - Nicky Lewis
- School of Psychology and Therapeutic Studies, University of South Wales, Pontypridd, UK
| | - Philip J Tyson
- School of Psychology and Therapeutic Studies, University of South Wales, Pontypridd, UK
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Caldwell DM, Davies SR, Thorn JC, Palmer JC, Caro P, Hetrick SE, Gunnell D, Anwer S, López-López JA, French C, Kidger J, Dawson S, Churchill R, Thomas J, Campbell R, Welton NJ. School-based interventions to prevent anxiety, depression and conduct disorder in children and young people: a systematic review and network meta-analysis. PUBLIC HEALTH RESEARCH 2021. [DOI: 10.3310/phr09080] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/25/2022] Open
Abstract
Background
Schools in the UK increasingly have to respond to anxiety, depression and conduct disorder as key causes of morbidity in children and young people.
Objective
The objective was to assess the comparative effectiveness of educational setting-based interventions for the prevention of anxiety, depression and conduct disorder in children and young people.
Design
This study comprised a systematic review, a network meta-analysis and an economic evaluation.
Data sources
The databases MEDLINE, EMBASE™ (Elsevier, Amsterdam, the Netherlands), PsycInfo® (American Psychological Association, Washington, DC, USA) and Cochrane Central Register of Controlled Trials (CENTRAL) were searched to 4 April 2018, and the NHS Economic Evaluation Database (NHS EED) was searched on 22 May 2019 for economic evaluations. No language or date filters were applied.
Main outcomes
The main outcomes were post-intervention self-reported anxiety, depression or conduct disorder symptoms.
Review methods
Randomised/quasi-randomised trials of universal or targeted interventions for the prevention of anxiety, depression or conduct disorder in children and young people aged 4–18 years were included. Screening was conducted independently by two reviewers. Data extraction was conducted by one reviewer and checked by a second. Intervention- and component-level network meta-analyses were conducted in OpenBUGS. A review of the economic literature and a cost–consequence analysis were conducted.
Results
A total of 142 studies were included in the review, and 109 contributed to the network meta-analysis. Of the 109 studies, 57 were rated as having an unclear risk of bias for random sequence generation and allocation concealment. Heterogeneity was moderate. In universal secondary school settings, mindfulness/relaxation interventions [standardised mean difference (SMD) –0.65, 95% credible interval (CrI) –1.14 to –0.19] and cognitive–behavioural interventions (SMD –0.15, 95% CrI –0.34 to 0.04) may be effective for anxiety. Cognitive–behavioural interventions incorporating a psychoeducation component may be effective (SMD –0.30, 95% CrI –0.59 to –0.01) at preventing anxiety immediately post intervention. There was evidence that exercise was effective in preventing anxiety in targeted secondary school settings (SMD –0.47, 95% CrI –0.86 to –0.09). There was weak evidence that cognitive–behavioural interventions may prevent anxiety in universal (SMD –0.07, 95% CrI –0.23 to 0.05) and targeted (SMD –0.38, 95% CrI –0.84 to 0.07) primary school settings. There was weak evidence that cognitive–behavioural (SMD –0.04, 95% CrI –0.16 to 0.07) and cognitive–behavioural + interpersonal therapy (SMD –0.18, 95% CrI –0.46 to 0.08) may be effective in preventing depression in universal secondary school settings. Third-wave (SMD –0.35, 95% CrI –0.70 to 0.00) and cognitive–behavioural interventions (SMD –0.11, 95% CrI –0.28 to 0.05) incorporating a psychoeducation component may be effective at preventing depression immediately post intervention. There was no evidence of intervention effectiveness in targeted secondary, targeted primary or universal primary school settings post intervention. The results for university settings were unreliable because of inconsistency in the network meta-analysis. A narrative summary was reported for five conduct disorder prevention studies, all in primary school settings. None reported the primary outcome at the primary post-intervention time point. The economic evidence review reported heterogeneous findings from six studies. Taking the perspective of a single school budget and based on cognitive–behavioural therapy intervention costs in universal secondary school settings, the cost–consequence analysis estimated an intervention cost of £43 per student.
Limitations
The emphasis on disorder-specific prevention excluded broader mental health interventions and restricted the number of eligible conduct disorder prevention studies. Restricting the study to interventions delivered in the educational setting may have limited the number of eligible university-level interventions.
Conclusions
There was weak evidence of the effectiveness of school-based, disorder-specific prevention interventions, although effects were modest and the evidence not robust. Cognitive–behavioural therapy-based interventions may be more effective if they include a psychoeducation component.
Future work
Future trials for prevention of anxiety and depression should evaluate cognitive–behavioural interventions with and without a psychoeducation component, and include mindfulness/relaxation or exercise comparators, with sufficient follow-up. Cost implications must be adequately measured.
Study registration
This study is registered as PROSPERO CRD42016048184.
Funding
This project was funded by the National Institute for Health Research (NIHR) Public Health Research programme and will be published in full in Public Health Research; Vol. 9, No. 8. See the NIHR Journals Library website for further project information.
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Affiliation(s)
- Deborah M Caldwell
- Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, UK
| | - Sarah R Davies
- School for Policy Studies, University of Bristol, Bristol, UK
| | - Joanna C Thorn
- Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, UK
| | - Jennifer C Palmer
- Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, UK
| | - Paola Caro
- School for Policy Studies, University of Bristol, Bristol, UK
| | - Sarah E Hetrick
- Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand
| | - David Gunnell
- Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, UK
- National Institute for Health Research Bristol Biomedical Research Centre, Bristol, UK
| | - Sumayya Anwer
- Centre for Reviews and Dissemination, University of York, York, UK
| | - José A López-López
- Department of Basic Psychology and Methodology, Faculty of Psychology, University of Murcia, Murcia, Spain
| | - Clare French
- Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, UK
| | - Judi Kidger
- Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, UK
| | - Sarah Dawson
- Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, UK
| | - Rachel Churchill
- Centre for Reviews and Dissemination, University of York, York, UK
| | - James Thomas
- Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre), University College London, London, UK
| | - Rona Campbell
- Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, UK
| | - Nicky J Welton
- Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, UK
- National Institute for Health Research Bristol Biomedical Research Centre, Bristol, UK
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Measuring the Fidelity of a School-Based Yoga and Mindfulness Curriculum for Youth: A Transdisciplinary Feasibility Study. CHILD & YOUTH CARE FORUM 2020. [DOI: 10.1007/s10566-020-09558-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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7
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Šouláková B, Kasal A, Butzer B, Winkler P. Meta-Review on the Effectiveness of Classroom-Based Psychological Interventions Aimed at Improving Student Mental Health and Well-Being, and Preventing Mental Illness. J Prim Prev 2020; 40:255-278. [PMID: 31140100 DOI: 10.1007/s10935-019-00552-5] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022]
Abstract
This meta-review summarizes existing evidence from systematic reviews and meta-analyses on the effectiveness of school-based psychological interventions aimed at improving student mental health and well-being, and preventing mental illness. Systematic reviews and meta-analyses were identified via the electronic databases PsycINFO, Web of Knowledge, Medline, Embase, and HMIC (Health Management Information Consortium). Ten systematic reviews and meta-analysis were eligible for inclusion in the final analyses. These systematic reviews and meta-analyses evaluated the effects of five types of school-based psychological interventions: Mindfulness, Social Emotional Learning, Cognitive Behavioral Therapy, Yoga, and Body-Image. Overall effectiveness reported in the included studies was significant for the most part, and ranging from small to large with respect to the effect size. The authors of all of the studies emphasized the need for additional high-quality trials to further examine the effectiveness of school-based psychological interventions aimed at improving student mental health and well-being, and preventing mental illness.
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Affiliation(s)
- Barbora Šouláková
- Department of Social Psychiatry, National Institute of Mental Health, Topolová 748, 250 67, Klecany, Czech Republic.
| | - Alexandr Kasal
- Department of Social Psychiatry, National Institute of Mental Health, Topolová 748, 250 67, Klecany, Czech Republic.,Faculty of Social Sciences, Charles University in Prague, Prague, Czech Republic
| | - Bethany Butzer
- Department of Social Psychiatry, National Institute of Mental Health, Topolová 748, 250 67, Klecany, Czech Republic.,School of Psychology, University of New York in Prague, Prague, Czech Republic
| | - Petr Winkler
- Department of Social Psychiatry, National Institute of Mental Health, Topolová 748, 250 67, Klecany, Czech Republic.,Centre for Global Mental Health, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK
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8
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Andermo S, Hallgren M, Nguyen TTD, Jonsson S, Petersen S, Friberg M, Romqvist A, Stubbs B, Elinder LS. School-related physical activity interventions and mental health among children: a systematic review and meta-analysis. SPORTS MEDICINE-OPEN 2020; 6:25. [PMID: 32548792 PMCID: PMC7297899 DOI: 10.1186/s40798-020-00254-x] [Citation(s) in RCA: 84] [Impact Index Per Article: 21.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/20/2019] [Accepted: 05/26/2020] [Indexed: 01/13/2023]
Abstract
BACKGROUND Low levels of physical activity, sedentary behaviour and mental health problems are issues that have received considerable attention in the last decade. The aim of this systematic review and meta-analysis was to investigate effects of interventions targeting school-related physical activity or sedentary behaviour on mental health in children and adolescents and to identify the features of effective interventions. METHODS Scientific articles published between January 2009 and October 2019 fulfilling the following criteria were included: general populations of children and adolescents between age 4 and 19, all types of school-related efforts to promote physical activity or reduce sedentary behaviour. Study selection, data extraction and quality assessment were done by at least two authors independently of each other. Data were analysed with a random effects meta-analysis and by narrative moderator analyses. RESULTS The literature search resulted in 10265 unique articles. Thirty-one articles, describing 30 interventions, were finally included. Eleven relevant outcomes were identified: health-related quality of life, well-being, self-esteem and self-worth, resilience, positive effect, positive mental health, anxiety, depression, emotional problems, negative effect and internalising mental health problems. There was a significant beneficial effect of school-related physical activity interventions on resilience (Hedges' g = 0.748, 95% CI = 0.326; 1.170, p = 0.001), positive mental health (Hedges' g = 0.405, 95% CI = 0.208; 0.603, p = < 0.001), well-being (Hedges' g = 0.877, 95% CI = 0.356; 1.398, p = < 0.001) and anxiety (Hedges' g = 0.347, 95% CI = 0.072; 0.623, p = 0.013). Heterogeneity was moderate to high (I2 = 59-98%) between studies for all outcomes except positive effect, where heterogeneity was low (I2 = 2%). The narrative moderator analyses of outcomes based on 10 or more studies showed that age of the children moderated the effect of the intervention on internalising mental health problems. Interventions in younger children showed a significantly negative or no effect on internalising mental health problems while those in older children showed a significant positive or no effect. Moreover, studies with a high implementation reach showed a significant negative or no effect while those with a low level of implementation showed no or a positive effect. No signs of effect moderation were found for self-esteem, well-being or positive mental health. Risk of publication bias was evident for several outcomes, but adjustment did not change the results. CONCLUSIONS School-related physical activity interventions may reduce anxiety, increase resilience, improve well-being and increase positive mental health in children and adolescents. Considering the positive effects of physical activity on health in general, these findings may reinforce school-based initiatives to increase physical activity. However, the studies show considerable heterogeneity. The results should therefore be interpreted with caution. Future studies should report on implementation factors and more clearly describe the activities of the control group and whether the activity is added to or replacing ordinary physical education lessons in order to aid interpretation of results. TRIAL REGISTRATION PROSPERO, CRD42018086757.
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Affiliation(s)
- Susanne Andermo
- Community Nutrition and Physical Activity, Department of Global Public Health, Karolinska Institutet, Solnavaegen 1E, 104 65, Stockholm, Sweden.
| | - Mats Hallgren
- Epidemiology of Psychiatric Conditions, Substance Use and Social Environment, Department of Global Public Health, Karolinska Institutet, Solnavaegen 1E, 10465, Stockholm, Sweden
| | - Thi-Thuy-Dung Nguyen
- Epidemiology of Psychiatric Conditions, Substance Use and Social Environment, Department of Global Public Health, Karolinska Institutet, Solnavaegen 1E, 10465, Stockholm, Sweden.,Center for Epidemiology and Community Medicine, Region Stockholm, Solnavaegen 1E, 104 65, Stockholm, Sweden
| | - Sofie Jonsson
- Unit for Intervention and Implementation Research, Department of Environmental Medicine, Karolinska Institutet, Nobels vaeg 13, 17165, Solna, Sweden
| | - Solveig Petersen
- Department of Living Conditions and Lifestyle, The Public Health Agency of Sweden, Nobels väg 18, 171 82, Solna, Sweden
| | - Marita Friberg
- Department of Living Conditions and Lifestyle, The Public Health Agency of Sweden, Nobels väg 18, 171 82, Solna, Sweden
| | - Anja Romqvist
- Department of Living Conditions and Lifestyle, The Public Health Agency of Sweden, Nobels väg 18, 171 82, Solna, Sweden
| | - Brendon Stubbs
- Physiotherapy Department, South London and Maudsley NHS Foundation Trust, Denmark Hill, London, UK.,Health Service and Population Research Department, Institute of Psychiatry, Psychology and Neuroscience, King's College London, De Crespigny Park, London, UK
| | - Liselotte Schäfer Elinder
- Community Nutrition and Physical Activity, Department of Global Public Health, Karolinska Institutet, Solnavaegen 1E, 104 65, Stockholm, Sweden.,Center for Epidemiology and Community Medicine, Region Stockholm, Solnavaegen 1E, 104 65, Stockholm, Sweden
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Ferreira-Vorkapic C, Borba-Pinheiro CJ, Marchioro M, Santana D. The Impact of Yoga Nidra and Seated Meditation on the Mental Health of College Professors. Int J Yoga 2018; 11:215-223. [PMID: 30233115 PMCID: PMC6134749 DOI: 10.4103/ijoy.ijoy_57_17] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022] Open
Abstract
BACKGROUND World statistics for the prevalence of anxiety and mood disorders shows that a great number of individuals will experience some type of anxiety or mood disorder at some point in their lifetime. Mind-body interventions such as Hatha Yoga and seated meditation have been used as a form of self-help therapy and it is especially useful for challenging occupations such as teachers and professors. AIMS In this investigation, we aimed at observing the impact of Yoga Nidra and seated meditation on the anxiety and depression levels of college professors. MATERIALS AND METHODS Sixty college professors, men and women, aged between 30 and 55 years were randomly allocated in one of the three experimental groups: Yoga Nidra, seated meditation, and control group. Professors were evaluated two times throughout the 3-month study period. Psychological variables included anxiety, stress, and depression. RESULTS Data analysis showed that the relaxation group presented better intragroup results in the anxiety levels. Meditation group presented better intragroup results only in the anxiety variable (physical component). Intergroup analysis showed that, except for the depression levels, both intervention groups presented better results than the control group in all other variables. CONCLUSIONS Prepost results indicate that both interventions represent an effective therapeutic approach in reducing anxiety and stress levels. However, there was a tendency toward a greater effectiveness of the Yoga Nidra intervention regarding anxiety, which might represent an effective tool in reducing both cognitive and physiological symptoms of anxiety.
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Affiliation(s)
- Camila Ferreira-Vorkapic
- Department of Physiology, Laboratory of Neurophysiology, Federal University of Sergipe, Aracaju, Sergipe, Brasil
- Department of Physical Education, Laboratory of Biosciences of Human Kinetics, LABIMH, Tiradentes University, Aracaju, Sergipe, Brasil, Thailand
- Trika Research Center, Phu Ruea, Thailand
| | - Claudio Joaquim Borba-Pinheiro
- Department of Physical Education, Laboratory of Biosciences of Human Kinetics, LABIMH, Tiradentes University, Aracaju, Sergipe, Brasil, Thailand
- Federal Institute of Pará, Tucurui, PA, Brasil
| | - Murilo Marchioro
- Department of Physiology, Laboratory of Neurophysiology, Federal University of Sergipe, Aracaju, Sergipe, Brasil
| | - Daniel Santana
- Department of Psychology, ESTÁCIO\FASE, Aracaju, Sergipe, Brasil
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10
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Veneri D, Gannotti M, Bertucco M, Fournier Hillman SE. Using the International Classification of Functioning, Disability, and Health Model to Gain Perspective of the Benefits of Yoga in Stroke, Multiple Sclerosis, and Children to Inform Practice for Children with Cerebral Palsy: A Meta-Analysis. J Altern Complement Med 2018; 24:439-457. [DOI: 10.1089/acm.2017.0030] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/17/2022] Open
Affiliation(s)
- Diana Veneri
- Department of Physical Therapy, Sacred Heart University, Fairfield, CT
| | - Mary Gannotti
- Department of Rehabilitation Sciences, University of Hartford, West Hartford, CT
| | - Matteo Bertucco
- Department of Neuroscience, Biomedicine and Movement, University of Verona, Verona, Italy
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11
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Effects of a Kundalini Yoga Program on Elementary and Middle School Students' Stress, Affect, and Resilience. J Dev Behav Pediatr 2018; 39:210-216. [PMID: 29369073 DOI: 10.1097/dbp.0000000000000538] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
OBJECTIVE The Your Own Greatness Affirmed (YOGA) for Youth program delivers yoga to urban inner-city schools with the goal of providing practical benefits that support underserved children at high risk of behavioral and emotional problems. A 10-week YOGA for Youth program delivered 1 to 2 times per week was implemented in 3 schools in urban neighborhoods to examine the effect of the program on student stress, affect, and resilience. METHODS Thirty children were administered the Perceived Stress Scale, the Positive and Negative Affect Schedule, and the Resilience Scale before and after the yoga program. After the program, informal qualitative interviews were conducted with school teachers, yoga teachers, and students to determine the overall impact of the yoga program. RESULTS The quantitative results of this study indicated that the yoga program significantly improved students stress (p < 0.05), positive affect (p < 0.05), and resilience (p < 0.001). The qualitative results indicated that students, school teachers, and yoga teachers all found the program to be beneficial for students' well-being. CONCLUSION Taken together, these data suggest that the YOGA for Youth program may provide students in low-income urban schools with behavioral skills that will protect against risk factors associated with the development of behavioral and emotional problems.
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12
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Butzer B, LoRusso AM, Windsor R, Riley F, Frame K, Khalsa SBS, Conboy L. A Qualitative Examination of Yoga for Middle School Adolescents. ACTA ACUST UNITED AC 2017; 10:195-219. [PMID: 28757897 DOI: 10.1080/1754730x.2017.1325328] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
The present study was part of a group randomized controlled trial in which 7th grade students were assigned to a yoga intervention or physical-education-as-usual. Sixteen students were randomly selected from the yoga condition to participate in one-on-one interviews. Qualitative analyses revealed 13 themes that were organized into two categories: Usability (student perceptions of the usefulness, learnability, and convenience of the yoga intervention) and Effect (student perceptions of the direct results of the yoga intervention). Students reported both positive and negative opinions of yoga, especially when making direct comparisons between yoga and physical education. Students had particularly positive opinions regarding the beneficial effects of yoga on stress, sleep, and relaxation. Student opinions regarding the effects of yoga on self-regulation, social interaction, substance use, and academic performance were also generally positive, although somewhat mixed. Results suggest that qualitative research shows promise for providing an in-depth perspective on the impact of mind-body interventions in schools.
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Affiliation(s)
- Bethany Butzer
- University of New York in Prague, Prague, Czech Republic
| | - Amanda Marie LoRusso
- Department of Medicine, Brigham and Women's Hospital, Harvard Medical School, Boston, MA
| | - Regina Windsor
- Department of Medicine, Brigham and Women's Hospital, Harvard Medical School, Boston, MA
| | - Frankye Riley
- Department of Medicine, Brigham and Women's Hospital, Harvard Medical School, Boston, MA
| | - Kate Frame
- New England School of Acupuncture, Newton, MA
| | - Sat Bir S Khalsa
- Department of Medicine, Brigham and Women's Hospital, Harvard Medical School, Boston, MA
| | - Lisa Conboy
- New England School of Acupuncture, Newton, MA
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13
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Timlin D, Simpson EEA. A preliminary randomised control trial of the effects of Dru yoga on psychological well-being in Northern Irish first time mothers. Midwifery 2017; 46:29-36. [DOI: 10.1016/j.midw.2017.01.005] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2016] [Revised: 10/07/2016] [Accepted: 01/09/2017] [Indexed: 11/29/2022]
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14
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Butzer B, LoRusso A, Shin SH, Khalsa SBS. Evaluation of Yoga for Preventing Adolescent Substance Use Risk Factors in a Middle School Setting: A Preliminary Group-Randomized Controlled Trial. J Youth Adolesc 2017; 46:603-632. [PMID: 27246653 PMCID: PMC5133199 DOI: 10.1007/s10964-016-0513-3] [Citation(s) in RCA: 47] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2016] [Accepted: 05/23/2016] [Indexed: 10/21/2022]
Abstract
Adolescence is a key developmental period for preventing substance use initiation, however prevention programs solely providing educational information about the dangers of substance use rarely change adolescent substance use behaviors. Recent research suggests that mind-body practices such as yoga may have beneficial effects on several substance use risk factors, and that these practices may serve as promising interventions for preventing adolescent substance use. The primary aim of the present study was to test the efficacy of yoga for reducing substance use risk factors during early adolescence. Seventh-grade students in a public school were randomly assigned by classroom to receive either a 32-session yoga intervention (n = 117) in place of their regular physical education classes or to continue with physical-education-as-usual (n = 94). Participants (63.2 % female; 53.6 % White) completed pre- and post-intervention questionnaires assessing emotional self-regulation, perceived stress, mood impairment, impulsivity, substance use willingness, and actual substance use. Participants also completed questionnaires at 6-months and 1-year post-intervention. Results revealed that participants in the control condition were significantly more willing to try smoking cigarettes immediately post-intervention than participants in the yoga condition. Immediate pre- to post-intervention differences did not emerge for the remaining outcomes. However, long-term follow-up analyses revealed a pattern of delayed effects in which females in the yoga condition, and males in the control condition, demonstrated improvements in emotional self-control. The findings suggest that school-based yoga may have beneficial effects with regard to preventing males' and females' willingness to smoke cigarettes, as well as improving emotional self-control in females. However additional research is required, particularly with regard to the potential long-term effects of mind-body interventions in school settings. The present study contributes to the literature on adolescence by examining school-based yoga as a novel prevention program for substance use risk factors.
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Affiliation(s)
- Bethany Butzer
- Department of Psychology, University of New York in Prague, Londýnská 41, 120 00, Praha 2, Prague, Czech Republic.
| | - Amanda LoRusso
- Department of Medicine, Brigham and Women's Hospital, Harvard Medical School, Boston, MA, USA
| | - Sunny H Shin
- School of Social Work and Department of Psychiatry, School of Medicine, Virginia Commonwealth University, Richmond, VA, USA
| | - Sat Bir S Khalsa
- Department of Medicine, Brigham and Women's Hospital, Harvard Medical School, Boston, MA, USA
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15
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Field T. Yoga research review. Complement Ther Clin Pract 2016; 24:145-61. [PMID: 27502816 DOI: 10.1016/j.ctcp.2016.06.005] [Citation(s) in RCA: 81] [Impact Index Per Article: 10.1] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/17/2016] [Accepted: 06/15/2016] [Indexed: 12/12/2022]
Abstract
This paper is a review of empirical studies, review and meta-analysis publications on yoga from the last few years. The review includes demographics/prevalence of yoga as a practice, bibliometric analyses of the yoga publications and the use of yoga for physical fitness and cognitive function. Most of the studies reviewed here involve yoga effects on psychiatric and medical conditions. These include pregnancy, prenatal and postpartum depression; stress, PTSD, anxiety, and obesity; cardiovascular conditions including hypertension; pain syndromes including arthritis, headaches and low back pain; autoimmune conditions including asthma, type II diabetes and multiple sclerosis; immune conditions including HIV and breast cancer; and aging problems including balance, osteoporosis and Parkinson's. The methods and results of those studies are briefly summarized along with their limitations and suggestions for future research. Basically yoga has been more effective than control and waitlist control conditions, although not always more effective than treatment comparison groups such as other forms of exercise. More randomized controlled studies are needed in which yoga is compared to active exercise groups. Having established the physical and mental health benefits of yoga makes it ethically questionable to assign participants to inactive control groups. Shorter sessions should be investigated for cost-effectiveness and for daily practice. Multiple physical and physiological measures need to be added to the self-report research protocols and potential underlying mechanisms need to be further explored. In the interim, the studies reviewed here highlight the therapeutic effects of yoga, a practice that could come to be called yoga therapy.
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Affiliation(s)
- Tiffany Field
- Touch Research Institute, University of Miami, Miller School of Medicine, United States; Fielding Graduate University, United States.
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16
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Khalsa SBS, Butzer B. Yoga in school settings: a research review. Ann N Y Acad Sci 2016; 1373:45-55. [DOI: 10.1111/nyas.13025] [Citation(s) in RCA: 51] [Impact Index Per Article: 6.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2015] [Revised: 01/20/2016] [Accepted: 01/21/2016] [Indexed: 12/30/2022]
Affiliation(s)
- Sat Bir S. Khalsa
- Division of Sleep Medicine, Brigham and Women's Hospital; Harvard Medical School; Boston Massachusetts
- Kripalu Center for Yoga & Health; Stockbridge Massachusetts
| | - Bethany Butzer
- Kripalu Center for Yoga & Health; Stockbridge Massachusetts
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17
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Perceived Benefits of Yoga among Urban School Students: A Qualitative Analysis. EVIDENCE-BASED COMPLEMENTARY AND ALTERNATIVE MEDICINE 2016; 2016:8725654. [PMID: 26884797 PMCID: PMC4739474 DOI: 10.1155/2016/8725654] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 09/22/2015] [Accepted: 12/21/2015] [Indexed: 11/18/2022]
Abstract
This study reports on the findings of a qualitative evaluation of a yoga intervention program for urban middle and high school youth in New York City public and charter schools. Six focus groups were conducted with students who participated in a year-long yoga program to determine their perceptions of mental and physical benefits as well as barriers and challenges. Results show that students perceived the benefits of yoga as increased self-regulation, mindfulness, self-esteem, physical conditioning, academic performance, and stress reduction. Barriers and challenges for a yoga practice include lack of time and space. The extent to which the benefits experienced are interrelated to one another is discussed. Suggestions for future research and school-based programming are also offered.
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18
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Ferreira-Vorkapic C, Feitoza JM, Marchioro M, Simões J, Kozasa E, Telles S. Are There Benefits from Teaching Yoga at Schools? A Systematic Review of Randomized Control Trials of Yoga-Based Interventions. EVIDENCE-BASED COMPLEMENTARY AND ALTERNATIVE MEDICINE : ECAM 2015; 2015:345835. [PMID: 26491461 PMCID: PMC4600929 DOI: 10.1155/2015/345835] [Citation(s) in RCA: 35] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/01/2015] [Revised: 06/21/2015] [Accepted: 06/25/2015] [Indexed: 01/30/2023]
Abstract
Introduction. Yoga is a holistic system of varied mind-body practices that can be used to improve mental and physical health and it has been utilized in a variety of contexts and situations. Educators and schools are looking to include yoga as a cost-effective, evidence-based component of urgently needed wellness programs for their students. Objectives. The primary goal of this study was to systematically examine the available literature for yoga interventions exclusively in school settings, exploring the evidence of yoga-based interventions on academic, cognitive, and psychosocial benefits. Methods. An extensive search was conducted for studies published between 1980 and October 31, 2014 (PubMed, PsycInfo, Embase, ISI, and the Cochrane Library). Effect size analysis, through standardized mean difference and Hedges'g, allowed for the comparison between experimental conditions. Results and Conclusions. Nine randomized control trials met criteria for inclusion in this review. Effect size was found for mood indicators, tension and anxiety in the POMS scale, self-esteem, and memory when the yoga groups were compared to control. Future research requires greater standardization and suitability of yoga interventions for children.
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Affiliation(s)
- C. Ferreira-Vorkapic
- Department of Physiology, Laboratory of Neurophysiology, Federal University of Sergipe (UFS), Avenida Marechal Rondon, s/n, Jardim Rosa Elze, São Cristóvão, 49100-000 Aracaju, SE, Brazil
- Department of Psychology, FASE\UNESA, Aracaju, SE, Brazil
- Trika Research Center, Loei, Thailand
| | - J. M. Feitoza
- Department of Psychology, FASE\UNESA, Aracaju, SE, Brazil
| | - M. Marchioro
- Department of Physiology, Laboratory of Neurophysiology, Federal University of Sergipe (UFS), Avenida Marechal Rondon, s/n, Jardim Rosa Elze, São Cristóvão, 49100-000 Aracaju, SE, Brazil
| | - J. Simões
- Department of Physiology, Laboratory of Neurophysiology, Federal University of Sergipe (UFS), Avenida Marechal Rondon, s/n, Jardim Rosa Elze, São Cristóvão, 49100-000 Aracaju, SE, Brazil
| | - E. Kozasa
- Hospital Israelita Albert Einstein, São Paulo, Brazil
- Department of Psychobiology, Federal University of São Paulo, São Paulo, Brazil
| | - S. Telles
- Indian Council of Medical Research Center for Advanced Research in Yoga and Patanjali Research Foundation, Bengaluru, India
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19
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Yoga and Emotion Regulation in High School Students: A Randomized Controlled Trial. EVIDENCE-BASED COMPLEMENTARY AND ALTERNATIVE MEDICINE 2015; 2015:794928. [PMID: 26356561 PMCID: PMC4556863 DOI: 10.1155/2015/794928] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/09/2015] [Accepted: 08/02/2015] [Indexed: 01/22/2023]
Abstract
Middle adolescents (15–17 years old) are prone to increased risk taking and emotional instability. Emotion dysregulation contributes to a variety of psychosocial difficulties in this population. A discipline such as yoga offered during school may increase emotion regulation, but research in this area is lacking. This study was designed to evaluate the impact of a yoga intervention on the emotion regulation of high school students as compared to physical education (PE). In addition, the potential mediating effects of mindful attention, self-compassion, and body awareness on the relationship between yoga and emotion regulation were examined. High school students were randomized to participate in a 16-week yoga intervention (n = 19) or regular PE (n = 18). Pre-post data analyses revealed that emotion regulation increased significantly in the yoga group as compared to the PE group (F (1,32) = 7.50, p = .01, and eta2 = .19). No significant relationship was discovered between the changes in emotion regulation and the proposed mediating variables. Preliminary results suggest that yoga increases emotion regulation capacities of middle adolescents and provides benefits beyond that of PE alone.
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