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Smith KS, Kinsella EA, Moodie S, McCorquodale L, Teachman G. Mindfulness in paediatric occupational therapy practice: a phenomenological inquiry. Disabil Rehabil 2024; 46:2056-2064. [PMID: 37218111 DOI: 10.1080/09638288.2023.2214380] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2022] [Accepted: 05/11/2023] [Indexed: 05/24/2023]
Abstract
PURPOSE While research into mindfulness practices is on the rise across populations, there is evidence to suggest that clinical practice has outpaced the literature with regard to mindfulness in pediatric rehabilitation. The aim of this study was to explore the perceptions of occupational therapists who opt to incorporate mindfulness into their clinical practices with children and youth. METHODS Hermeneutic phenomenology was the methodology of the study. The theoretical framework employed a Heideggerian-informed phenomenology of practice. Eight occupational therapists practicing in Canada and the United States participated in 90-120 min semi-structured interviews that elicited first-hand accounts of mindfulness in pediatric occupational therapy practice. Interviews were transcribed verbatim and analyzed using Finlay's four-step approach. RESULTS Six salient themes were identified in the data: drawing from personal practice, enhancing participation, fostering healthy habits, adapting for children, keeping it playful, and doing with. CONCLUSION The findings of this study offer insights for therapists who are considering incorporating mindfulness into their practices with children and youth. Further, this research highlights a number of research priorities that require further inquiry.
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Affiliation(s)
- Kirsten Sarah Smith
- Graduate Program in Health and Rehabilitation Sciences, University of Western Ontario, London, Canada
| | - Elizabeth Anne Kinsella
- Graduate Program in Health and Rehabilitation Sciences, University of Western Ontario, London, Canada
- Institute of Health Sciences Education, McGill University, Montreal, Canada
| | - Sheila Moodie
- Graduate Program in Health and Rehabilitation Sciences, University of Western Ontario, London, Canada
- National Centre for Audiology, University of Western Ontario, London, Canada
| | - Lisa McCorquodale
- Graduate Program in Health and Rehabilitation Sciences, University of Western Ontario, London, Canada
- School of Occupational Therapy, University of Western Ontario, London, Canada
| | - Gail Teachman
- Graduate Program in Health and Rehabilitation Sciences, University of Western Ontario, London, Canada
- School of Occupational Therapy, University of Western Ontario, London, Canada
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Matiz A, Fabbro F, Crescentini C. Mindfulness Through Storytelling for Mental Health of Primary School Children: Impact on Acceptability and Its Associations with Personality. Psychol Res Behav Manag 2024; 17:1757-1774. [PMID: 38686324 PMCID: PMC11057635 DOI: 10.2147/prbm.s441494] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2023] [Accepted: 02/21/2024] [Indexed: 05/02/2024] Open
Abstract
Purpose Acceptability of mindfulness-based programs (MBPs) in primary school settings seems to represent a critical factor influencing the intervention effects on children's mental health. This study aims at assessing the acceptability of an MBP delivered through the technique of storytelling, as well as identifying which participants' personality characteristics can influence it. Participants and Methods Italian children in grades 3-to-5 (n = 147, 47.6% girls) participated in a 24-session MBP, which included 225 minutes of formal mindfulness practices and was delivered by the pupils' school teachers. Children's personality traits were assessed with the junior Temperament and Character Inventory (jTCI), while their subjective experiences and acceptability of the program were investigated using a survey containing open-ended and closed-ended questions. Results Program acceptability was 2.9 ± 0.7 on a 0-4 scale. Higher jTCI scores of persistence, cooperativeness, and self-transcendence were related to higher ratings in liking the program, finding it useful and engaging themselves in it. Moreover, 57.8% of the children generalized the mindfulness practices in daily life and 93.9% of them declared they would recommend the program to their friends/parents. Five main themes emerged from children's answers on what they learned: "help for difficulties (emotional, mental, and physical)", "calm, relax, tranquility", "resilience, positiveness, personal growth", "self-exploration, interoception", and "attention, concentration, and here-and-now". Conclusion Program acceptability was generally higher than in similar programs in the literature, and children reported personal gains in various areas related to psychological well-being. The study also suggests which children's personality traits should be considered when proposing an MBP in order to improve its acceptability and utility.
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Affiliation(s)
- Alessio Matiz
- Department of Languages and Literatures, Communication, Education and Society, University of Udine, Udine, Italy
- Department of Psychology, Sapienza University of Rome, Rome, Italy
| | - Franco Fabbro
- Institute of Mechanical Intelligence, School of Advanced Studies Sant’Anna, Pisa, Italy
| | - Cristiano Crescentini
- Department of Languages and Literatures, Communication, Education and Society, University of Udine, Udine, Italy
- Institute of Mechanical Intelligence, School of Advanced Studies Sant’Anna, Pisa, Italy
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Kander TN, Lawrence D, Fox A, Houghton S, Becerra R. Mindfulness-based interventions for preadolescent children: A comprehensive meta-analysis. J Sch Psychol 2024; 102:101261. [PMID: 38143094 DOI: 10.1016/j.jsp.2023.101261] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/04/2021] [Revised: 04/14/2023] [Accepted: 10/27/2023] [Indexed: 12/26/2023]
Abstract
Among the many social and emotional learning (SEL) interventions available, mindfulness-based interventions (MBIs) have become increasingly popular, particularly for preadolescent children who were once thought to not possess the metacognitive abilities or cognitive resources to benefit from such training. Although previous research syntheses indicate that MBIs show promise in promoting positive outcomes across a range of domains, the effectiveness of MBIs for preadolescent children may be masked by the effects of older children who have comprised the majority of samples in past meta-analyses. Hence, to better understand the impact of mindfulness-based training on preadolescent children (ages 6-12 years), the present study reviewed treatment effect estimates across a range of outcomes, including mindfulness, attention, metacognition and cognitive flexibility, emotional and behavioral regulation, academic achievement and school functioning, positive emotion and self-appraisal, negative emotion and subjective distress, externalizing problems, internalizing problems, social competence and prosocial behavior, and physical health. Thirty-two studies (nparticipants = 3640) were identified and included in a random-effects meta-analyses. The results from multiple meta-analytical analyses conducted in the present study suggest that preadolescents have experienced significant benefits across attention, emotional and behavioral regulation, positive emotion and self-appraisal, and social competence and prosocial behavior (g = 0.19 to 0.39). However, the overall effect was deemed small (g = 0.34). Due to the lack of comparison studies with SEL interventions, it remains unclear whether MBIs are as effective as traditional approaches in promoting healthy development and academic achievement for preadolescent children. Additionally, results from the present meta-analysis suggest various recommendations for future studies to ensure a continued growth in understanding how MBIs can be used with children.
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Affiliation(s)
- Tharen N Kander
- School of Psychological Science, The University of Western Australia, 35 Stirling Highway, Crawley, WA 6009, Australia.
| | - David Lawrence
- Graduate School of Education, The University of Western Australia, 35 Stirling Highway, Crawley, WA 6009, Australia.
| | - Allison Fox
- School of Psychological Science, The University of Western Australia, 35 Stirling Highway, Crawley, WA 6009, Australia.
| | - Stephen Houghton
- Graduate School of Education, The University of Western Australia, 35 Stirling Highway, Crawley, WA 6009, Australia.
| | - Rodrigo Becerra
- School of Psychological Science, The University of Western Australia, 35 Stirling Highway, Crawley, WA 6009, Australia.
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Keller J, Kayira J, Chawla L, Rhoades JL. Forest Bathing Increases Adolescents' Mental Well-Being: A Mixed-Methods Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 21:8. [PMID: 38276796 PMCID: PMC10815422 DOI: 10.3390/ijerph21010008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/04/2023] [Revised: 12/04/2023] [Accepted: 12/13/2023] [Indexed: 01/27/2024]
Abstract
Previous research has demonstrated that practicing forest bathing has significant positive effects on adult psychological well-being. Considering the ongoing adolescents' mental health crisis of increasing anxiety and depression, determining whether forest bathing has similar effects on adolescents is an important expansion of forest bathing research. This study investigated the possibility that forest bathing could improve adolescents' mental well-being and sought to determine participants' experiences of forest bathing. It used a convergent, parallel, mixed-methods design that was partially co-created with 24 participants aged 16-18 as part of a youth participatory action research (YPAR) project in which participants practiced forest bathing three times over 3 weeks. As measured using the Warwick-Edinburgh Mental Well-Being Survey, the mean participant mental well-being increased significantly after forest bathing, with moderate to large effect sizes. Participants described reduced stress and increased feelings of relaxation, peace, and happiness. These findings correlate with previous forest bathing research involving adult participants. It is recommended that educators and others who work with adolescents consider forest bathing as a simple, low-cost way to improve adolescents' mental well-being.
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Affiliation(s)
- Jennifer Keller
- Department of Environmental Studies, Antioch University, New England, Keene, NH 03431, USA;
| | - Jean Kayira
- Department of Environmental Studies, State University of New York College of Environmental Science and Forestry, Suracuse, NY 13201, USA;
| | - Louise Chawla
- Program in Environmental Design, University of Colorado Boulder, Boulder, CO 80309, USA;
| | - Jason L. Rhoades
- Department of Environmental Studies, Antioch University, New England, Keene, NH 03431, USA;
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Folger A, Nekkanti A, Williamson G, Guidinger C, Kelly NR. Rural sixth-grade teachers' and students' perceptions of a mindfulness-based mental health curriculum. Front Psychol 2023; 14:1277614. [PMID: 38106395 PMCID: PMC10722802 DOI: 10.3389/fpsyg.2023.1277614] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/14/2023] [Accepted: 10/27/2023] [Indexed: 12/19/2023] Open
Abstract
Introduction Mindfulness-based interventions (MBIs) have the potential to improve students' mood, behavior and cognitive functioning; yet, little is known about the feasibility and acceptability of adapting such programs for rural middle schools. Methods An exploratory qualitative evaluation was conducted to examine the feasibility and acceptability of an initial trial delivery of AttuneEd®, a trauma-informed, mindfulness-based mental health curriculum. In this single-group design study, 10 weekly lessons were taught in a middle school located in a rural town in the pacific northwest during 6th grade students' P.E. classes. Three P.E. teachers, 26 6th grade teachers, and one school counselor attended trainings before and mid-curriculum implementation, where they provided qualitative feedback. A total of 160 students completed acceptability surveys before and after curriculum delivery. Results Three themes were identified from qualitative data: cultural considerations, teacher self-efficacy, and barriers and facilitators to student acceptability. Student acceptability ratings were high. Students reported, on average, that the classes helped them better understand themselves and others. Conclusion Some identified needs for future MBIs include (1) the need for culturally sensitive, trauma-informed delivery strategies; (2) teachers' desire for more support in content delivery; and (3) students' desire to have their own teachers deliver the curriculum. Findings elucidate the nuances associated with implementing an MBI in a rural middle school and have notable implications for development, scalability, and sustainability.
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Affiliation(s)
- Austin Folger
- Counseling Psychology and Human Services, University of Oregon, Eugene, OR, United States
| | - Akhila Nekkanti
- Choice Filled Lives Network, Inc., Berkeley, CA, United States
| | - Gina Williamson
- Counseling Psychology and Human Services, University of Oregon, Eugene, OR, United States
| | - Claire Guidinger
- Counseling Psychology and Human Services, University of Oregon, Eugene, OR, United States
| | - Nichole R. Kelly
- Counseling Psychology and Human Services, University of Oregon, Eugene, OR, United States
- Prevention Science Institute, University of Oregon, Eugene, OR, United States
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Yüksel Doğan R, Demir E, Öz S, Demircioğlu H. A Reliability Generalization Meta-Analysis of the Child and Adolescent Mindfulness Measure (CAMM). Psychol Rep 2023:332941231212844. [PMID: 37988752 DOI: 10.1177/00332941231212844] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2023]
Abstract
We carried out the present meta-analysis study to secure the reliability generalization of the Child and Adolescent Mindfulness Scale (CAMM) based on its reliability findings in different studies. The study only considered full-text papers in English that were indexed in Web of Science, PubMed, ProQuest, and Scopus and presented a Cronbach's alpha value of the measurements with the CAMM (209 alpha values out of 155 papers). Using the random effects model and the Bonnet transformation, the relevant analyses yielded the transformed Cronbach's alpha value of the CAMM to be 0.80 (CI = 0.79-0.81). The present meta-analysis study concluded that the CAMM is rather reliable to be utilized in child and adolescent populations. Besides, moderator analyses to scrutinize the alpha values yielded significant differences in favor of the origin continent of the research and the CAMM-short version (25-item/10-item). Yet, it was not the case with the publication type and the adaptation status of the scale. In a nutshell, future research may confidently employ the 10-item short form of the CAMM to assess mindfulness among children and adolescents.
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Affiliation(s)
- Raziye Yüksel Doğan
- Department of Child Development, Faculty of Health Sciences, Hacettepe University, Ankara, Turkey
| | - Emin Demir
- Department of Child Development, Faculty of Health Sciences, Tarsus University, Tarsus, Turkey
| | - Sena Öz
- Department of Child Development, Faculty of Health Sciences, Ankara University, Ankara, Turkey
| | - Haktan Demircioğlu
- Department of Child Development, Faculty of Health Sciences, Hacettepe University, Ankara, Turkey
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Treves IN, Olson HA, Ozernov-Palchik O, Li CE, Wang KL, Arechiga XM, Goldberg SB, Gabrieli JDE. At-home use of app-based mindfulness for children: A randomized active-controlled trial. Mindfulness (N Y) 2023; 14:2728-2744. [PMID: 38654938 PMCID: PMC11034918 DOI: 10.1007/s12671-023-02231-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 09/17/2023] [Indexed: 04/26/2024]
Abstract
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.
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Affiliation(s)
- Isaac N Treves
- Department of Brain and Cognitive Sciences and McGovern Institute for Brain Research, Massachusetts Institute of Technology, 43 Vassar Street, Cambridge, MA 02139, USA
- Hock E. Tan and K. Lisa Yang Center for Autism Research at Massachusetts Institute of Technology, Cambridge, MA
| | - Halie A Olson
- Department of Brain and Cognitive Sciences and McGovern Institute for Brain Research, Massachusetts Institute of Technology, 43 Vassar Street, Cambridge, MA 02139, USA
| | - Ola Ozernov-Palchik
- Department of Brain and Cognitive Sciences and McGovern Institute for Brain Research, Massachusetts Institute of Technology, 43 Vassar Street, Cambridge, MA 02139, USA
| | - Cindy E Li
- Hock E. Tan and K. Lisa Yang Center for Autism Research at Massachusetts Institute of Technology, Cambridge, MA
| | - Kimberly L Wang
- Department of Brain and Cognitive Sciences and McGovern Institute for Brain Research, Massachusetts Institute of Technology, 43 Vassar Street, Cambridge, MA 02139, USA
| | - Xochitl M Arechiga
- Department of Brain and Cognitive Sciences and McGovern Institute for Brain Research, Massachusetts Institute of Technology, 43 Vassar Street, Cambridge, MA 02139, USA
| | - Simon B Goldberg
- Department of Counseling Psychology, University of Wisconsin-Madison, Madison, WI, USA
- Center for Healthy Minds, University of Wisconsin-Madison, Madison, WI, USA
| | - John D E Gabrieli
- Department of Brain and Cognitive Sciences and McGovern Institute for Brain Research, Massachusetts Institute of Technology, 43 Vassar Street, Cambridge, MA 02139, USA
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Simard MN, Lepage C, Gaudet I, Paquette N, Doussau A, Poirier NC, Beauchamp MH, Côté SM, Pinchefsky E, Brossard-Racine M, Mâsse B, Gallagher A. A Parent-child yoga intervention for reducing attention deficits in children with congenital heart disease: the Yoga for Little Hearts Feasibility Study Protocol. BMJ Open 2023; 13:e079407. [PMID: 37848299 PMCID: PMC10582886 DOI: 10.1136/bmjopen-2023-079407] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/31/2023] [Accepted: 09/26/2023] [Indexed: 10/19/2023] Open
Abstract
INTRODUCTION Preschoolers and school-aged children with congenital heart disease (CHD) are at higher risk of attention deficit hyperactivity disorder (ADHD) compared with the general population. To this day, no randomised controlled trial (RCT) aiming to improve attention has been conducted in young children with CHD. There is emerging evidence indicating that parent-child yoga interventions improve attention and reduce ADHD symptoms in both typically developing and clinical populations. METHODS AND ANALYSIS This is a single-blind, two-centre, two-arm trial during which 24 children with CHD and their parents will be randomly assigned to (1) a parent-child yoga intervention in addition to standard clinical care or (2) standard clinical care alone. All participants will undergo standardised assessments: (1) at baseline, (2) immediately post-treatment and (3) 6 months post-treatment. Descriptive statistics will be used to estimate the feasibility and neurodevelopmental outcomes. This feasibility study will evaluate: (1) recruitment capacity; (2) retention, drop-out and withdrawal rates during the yoga programme and at the 6-month follow-up; (3) adherence to the intervention; (4) acceptability of the randomisation process by families; (5) heterogeneity in the delivery of the intervention between instructors and use of home-based exercises between participants; (6) proportion of missing data in the neurodevelopmental assessments and (7) SD of primary outcomes of the full RCT in order to determine the future appropriate sample size. ETHICS AND DISSEMINATION Ethical approval has been obtained by the Research Ethics Board of the Sainte-Justine University Hospital. The findings will be disseminated in peer-reviewed journals and conferences and presented to the Canadian paediatric grand round meetings. TRIAL REGISTRATION NUMBER NCT05997680.
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Affiliation(s)
- Marie-Noëlle Simard
- Centre de recherche, CHU Sainte-Justine, Montréal, Québec, Canada
- School of Rehabilitation, Université de Montréal, Montréal, Québec, Canada
| | - Charles Lepage
- Centre de recherche, CHU Sainte-Justine, Montréal, Québec, Canada
- Department of Psychology, Université de Montréal, Montréal, Québec, Canada
| | - Isabelle Gaudet
- Centre de recherche, CHU Sainte-Justine, Montréal, Québec, Canada
- Department of Health Sciences, Universite du Québec à Chicoutimi, Chicoutimi, Québec, Canada
| | - Natacha Paquette
- Centre de recherche, CHU Sainte-Justine, Montréal, Québec, Canada
- Department of Psychology, Université de Montréal, Montréal, Québec, Canada
| | - Amélie Doussau
- Clinique d'investigation neurocardiaque, CHU Sainte-Justine, Montréal, Québec, Canada
| | - Nancy C Poirier
- Clinique d'investigation neurocardiaque, CHU Sainte-Justine, Montréal, Québec, Canada
- Department of Surgery, Division of Cardiac Surgery, Université de Montréal, Montréal, Québec, Canada
| | - Miriam H Beauchamp
- Centre de recherche, CHU Sainte-Justine, Montréal, Québec, Canada
- Department of Psychology, Université de Montréal, Montréal, Québec, Canada
| | - Sylvana M Côté
- Centre de recherche, CHU Sainte-Justine, Montréal, Québec, Canada
- Department of Social and Preventive Medicine, Université de Montréal, Montréal, Québec, Canada
| | - Elana Pinchefsky
- Clinique d'investigation neurocardiaque, CHU Sainte-Justine, Montréal, Québec, Canada
- Department of Pediatrics, Université de Montréal, Montréal, Québec, Canada
| | - Marie Brossard-Racine
- School of Physical and Occupational Therapy, Centre universitaire de santé McGill, Montréal, Québec, Canada
- Institut de recherche, Centre universitaire de santé McGill, Montréal, Québec, Canada
| | - Benoît Mâsse
- Department of Social and Preventive Medicine, Université de Montréal, Montréal, Québec, Canada
- Institut de recherche clinique et appliquée, CHU Sainte-Justine, Montréal, Québec, Canada
| | - Anne Gallagher
- Centre de recherche, CHU Sainte-Justine, Montréal, Québec, Canada
- Department of Psychology, Université de Montréal, Montréal, Québec, Canada
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Busch AM, Modica CA, Sheridan ER. The Effect of Yoga on Anxiety, Attention and Social-Emotional Symptoms in Preschool Children: A Pilot Quasi-Experimental Study. Child Psychiatry Hum Dev 2023:10.1007/s10578-023-01588-9. [PMID: 37594565 DOI: 10.1007/s10578-023-01588-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 08/09/2023] [Indexed: 08/19/2023]
Abstract
This study evaluated the effectiveness of a short yoga session on behavioral and cognitive outcomes in preschool children. 72 children ages 4-6 from a local preschool were divided into an intervention group (n = 32), and a control group (n = 40) that completed a 15 min, age-appropriate yoga video consisting of interactive poses including: sun salutation, cat, cow, downward dog, upward dog, warrior, gorilla, etc. Three teacher-rated questionnaires and a cancellation task (Cx) were administered pre-intervention and post-intervention. Significant improvement was demonstrated in the yoga group on the teacher-rated questionnaire scores, but not the control group. Correct cancellations increased more in the yoga group compared to the control group, with remaining cancellation metrics demonstrating interaction effects. Findings indicated that a short yoga session improves measures of anxiety, social-emotional behavior, and attention in preschool children. This study suggests that a short 15-minute yoga session may improve behavior and attention in preschool children.
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Affiliation(s)
- Andrew M Busch
- Department of Health and Human Kinetics, Ohio Wesleyan University, 107C Edwards Gymnasium, 61 S. Sandusky St, Delaware, OH, 43015, USA.
| | | | - Emily R Sheridan
- Department of Health and Human Kinetics, Ohio Wesleyan University, 107C Edwards Gymnasium, 61 S. Sandusky St, Delaware, OH, 43015, USA
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Lim CW, Othman A, Hashim HA. The Effect of Online-Delivered Guided Imagery Relaxation on Stress and Well-Being of Primary School Children. Malays J Med Sci 2023; 30:102-115. [PMID: 37655146 PMCID: PMC10467597 DOI: 10.21315/mjms2023.30.4.10] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/04/2022] [Accepted: 10/20/2022] [Indexed: 09/02/2023] Open
Abstract
Background In the context of the coronavirus (COVID-19) pandemic, effectively coping with daily stressors is crucial for children who experience restrictions on physical movement and social activities. We examined the effects of the online-delivered guided imagery relaxation (GIR) technique on the stress and well-being of primary school children. Methods Thirty-four (N = 34) 11-year-old students were randomly assigned to either intervention (n = 17) or waitlist-control (n = 17) groups. The participants from the intervention group were required to attend a 4-week online GIR session and practice the techniques daily for 5 min-10 min. The Stress in Children (SiC) questionnaire, the Strengths and Difficulties Questionnaire-Parent Reported (SDQ-PR) and tracking form were administered pre- and post-intervention. Results Eleven (64.7%) participants attended all sessions and eight (47.0%) completed daily practices. Mixed-model ANOVA indicated no significant difference between participants from intervention and waitlist-control groups across pre- and post-intervention time points, with P-values greater than 0.05 for stress and well-being. Conclusion Issues regarding online intervention, including managing children's activities from a distance, Internet connectivity, and time limitations might have affected their adherence and the research outcome. Nonetheless, the online-delivered GIR technique is a promising intervention modality. However, its implementation should be improvised to be more impactful.
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Affiliation(s)
- Chean Wei Lim
- Department of Neurosciences, School of Medical Sciences, Universiti Sains Malaysia, Kelantan, Malaysia
| | - Azizah Othman
- Department of Pediatrics, School of Medical Sciences, Universiti Sains Malaysia, Kelantan, Malaysia
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Mettler J, Khoury B, Zito S, Sadowski I, Heath NL. Mindfulness-based programs and school adjustment: A systematic review and meta-analysis. J Sch Psychol 2023; 97:43-62. [PMID: 36914366 DOI: 10.1016/j.jsp.2022.10.007] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2021] [Revised: 03/21/2022] [Accepted: 10/25/2022] [Indexed: 01/26/2023]
Abstract
Mindfulness-based programs (MBPs) are increasingly used in educational institutions to enhance students' mental health and resilience. However, reviews of the literature suggest this use may have outpaced the evidence base and further research is needed to better understand the mechanisms underlying these programs' effectiveness and which outcomes are being affected. The purpose of this meta-analysis was to investigate the strength of MBPs' effects on school adjustment and mindfulness outcomes while also considering the potential influence of study and program characteristics, including the role of comparison groups, students' educational level, the type of program being used, and the facilitator's training and previous mindfulness experience. Following a systematic review of five databases, 46 studies using a randomized controlled design with students from preschool to undergraduate levels were selected. At post-program, the effect of MBPs compared to control groups was (a) small for overall school adjustment outcomes, academic performance, and impulsivity; (b) small to moderate for attention; and (c) moderate for mindfulness. No differences emerged for interpersonal skills, school functioning, or student behaviour. The effects of MBPs on overall school adjustment and mindfulness differed based on students' educational level and the type of program being delivered. Moreover, only MBPs delivered by outside facilitators with previous experience of mindfulness had significant effects on either school adjustment or mindfulness. This meta-analysis provides promising evidence of the effectiveness of MBPs in educational contexts to improve students' school adjustment outcomes beyond typically assessed psychological benefits, even when using randomized controlled designs.
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Affiliation(s)
- Jessica Mettler
- McGill University, 845 Sherbrooke West, Montreal, Quebec H3A 0G4, Canada.
| | - Bassam Khoury
- McGill University, 845 Sherbrooke West, Montreal, Quebec H3A 0G4, Canada.
| | - Stephanie Zito
- McGill University, 845 Sherbrooke West, Montreal, Quebec H3A 0G4, Canada.
| | - Isabel Sadowski
- McGill University, 845 Sherbrooke West, Montreal, Quebec H3A 0G4, Canada.
| | - Nancy L Heath
- McGill University, 845 Sherbrooke West, Montreal, Quebec H3A 0G4, Canada.
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Bartos LJ, Posadas MP, Wrapson W, Krägeloh C. Increased Effect Sizes in a Mindfulness- and Yoga-Based Intervention After Adjusting for Response Shift with Then-Test. Mindfulness (N Y) 2023; 14:953-969. [PMID: 37090850 PMCID: PMC10019420 DOI: 10.1007/s12671-023-02102-x] [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] [Accepted: 02/28/2023] [Indexed: 03/18/2023]
Abstract
Objectives
Response shift refers to variations in self-reported evaluations at different times from changes in one’s internal standards, values, and meanings. The current study explored the utility of the then-test to detect a potential mindfulness-based response shift occurrence during a mindfulness- and yoga-based intervention for student musicians, and to ascertain to what extent effect sizes could differ when adjusting for it. Method Participants (n = 31) completed the Five Facet Mindfulness Questionnaire (FFMQ) halfway through the intervention (Time 1-FFMQ), post-intervention (Time 2-FFMQ), and immediately after Time 2-FFMQ with a then-test approach that asked participants to rate the FFMQ based on retrospective reflections on their mindfulness at Time 1 (then-test-FFMQ). Paired t-tests and Hedges’ g effect sizes were computed to estimate three potential effects: response shift (Time 1-FFMQ minus then-test-FFMQ), the conventional intervention effect (Time 2-FFMQ minus Time 1-FFMQ), and the effect after adjusting for response shift (i.e., actual intervention effect = Time 2-FFMQ minus then-test-FFMQ). Results Response shift was significant for the FFMQ Observe subscale (g = 0.41) and total scale (g = 0.37). The adjusted scores in all subscales (Observe, g = 0.47; Describe, g = 0.25; Act Aware, g = 0.40; Non-judge, g = 0.28; Non-react, g = 0.57) and total scale (g = 0.60) achieved significance and yielded larger effect sizes than the conventional results, for which only Act Aware (g = 0.28), Non-react (g = 0.36), and total scale (g = 0.28) were significant. Conclusions Notwithstanding some methodological limitations, this study lends support to the utility of the then-test to quantify response shift. When adjusting for it, effect sizes from a mindfulness- and yoga-based intervention were generally amplified. Preregistration This study was not preregistered.
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Affiliation(s)
- L. Javier Bartos
- Department of Psychology and Neuroscience, Auckland University of Technology, 90 Akoranga Drive, Auckland, 1142 New Zealand
| | - M. Pilar Posadas
- Department of Pedagogy and Singing, Royal Conservatory of Music Victoria Eugenia, 46 San Jerónimo Street, 18001 Granada, Spain ,Faculty of Education, Camilo Jose Cela University, 11 Marqués del Riscal Street, 28010 Madrid, Spain
| | - Wendy Wrapson
- School of Clinical Sciences, Auckland University of Technology, 90 Akoranga Drive, Auckland, 1142 New Zealand
| | - Chris Krägeloh
- Department of Psychology and Neuroscience, Auckland University of Technology, 90 Akoranga Drive, Auckland, 1142 New Zealand
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Amitay G, Ronel N. The Practice of Spiritual Criminology: A Non-Doing Companionship for Crime Desistance. INTERNATIONAL JOURNAL OF OFFENDER THERAPY AND COMPARATIVE CRIMINOLOGY 2023; 67:420-441. [PMID: 34994230 DOI: 10.1177/0306624x211066828] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
Spiritual criminology (SC) is an umbrella term for various criminological theories, models and practices that share reference to the spiritual dimension of human existence. Informed by a growing body of research that applies spiritual approaches to various aspects of criminology, SC attempts to provide a common thread shared by most approaches to spirituality: a voluntary self-journey that begins with an elevated level of self-centeredness and is aimed at self-transformation. Based on an extensive review of the literature, this paper proposes three general principles for spiritual accompaniment of people who offended: mindful non-doing, being and acting; love and compassion; and compassionate inclusion. These principles can be applied by combining several practices: renouncing control over knowledge, process and outcomes; creating a moral atmosphere that includes forgiveness and nonjudgment; and self-modeling. SC is shown to contribute to the rehabilitation of people who offended and also to crime prevention.
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Wu Z, Brown L, Kim HY, Yoshikawa H, Aber JL. Measuring the dosage of brief and skill-targeted social-emotional learning (SEL) activities in humanitarian settings. Front Psychol 2023; 13:973184. [PMID: 36760908 PMCID: PMC9905149 DOI: 10.3389/fpsyg.2022.973184] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2022] [Accepted: 12/20/2022] [Indexed: 01/26/2023] Open
Abstract
Introduction In humanitarian settings, social-emotional learning (SEL) programs for children are often delivered using a field-feasible approach where the programs are more easily deployable and adaptable in the field, require minimal training, and depend less on the strict sequence and structure of the program components to elicit the intended treatment effect. However, evidence is lacking on what aspects of this implementation approach enable the SEL programming to be more beneficial to children's SEL development. Method In this study, we propose and evaluate measures for three dimensions of dosage (quantity, duration, and temporal pattern) of two sets of brief and skill-targeted SEL activities (Mindfulness and Brain Games) implemented in 20 primary schools in two low-income chiefdoms of Sierra Leone. Results We find preliminary evidence of predictive validity that these dosage measures could predict children's attendance and classroom adaptive behavior. Discussion This study is the first to develop procedures to measure the dimensions of dosage of brief SEL activities in humanitarian settings. Our findings illuminate the need for future research on optimizing the dosage and implementation design of SEL programming using brief SEL activities.
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15
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Bockmann JO, Yu SY. Using Mindfulness-Based Interventions to Support Self-regulation in Young Children: A Review of the Literature. EARLY CHILDHOOD EDUCATION JOURNAL 2023; 51:693-703. [PMID: 35340825 PMCID: PMC8936381 DOI: 10.1007/s10643-022-01333-2] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/02/2022] [Indexed: 05/13/2023]
Abstract
The COVID-19 pandemic has caused a rise in stress, mental health concerns, and externalizing behaviors in children and their caregivers across the globe and illuminated the need to reduce stress levels and support self-regulation skills in even the youngest of children. The goal of this literature review is to describe what research has shown about the use of mindfulness-based interventions (MBIs) to support young children's self-regulation in early childhood settings. A total of 18 research studies conducted between 2010 and 2021 were identified. The main purposes of the studies reviewed were to examine the effects of MBIs on the development of emotional, behavioral, and cognitive self-regulation. Results showed that teachers generally found mindfulness practices feasible, acceptable, and effective in their classrooms. Although MBIs were found to have mixed effects on self-regulation in young children, positive effects on self-regulation were significantly greater for children in need of additional support, including those with difficulties or delays in developing self-regulation skills. The current review found a wide variety of MBIs used in early childhood settings globally. The results of this review suggest that teaching mindfulness practices to young children and their caregivers can both support the development of self-regulation of young children and foster socially and emotionally healthy environments in which this development can occur.
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Affiliation(s)
- Jill O. Bockmann
- Department of Teacher Education and Curriculum Studies, College of Education, University of Massachusetts Amherst, 813 North Pleasant Street, Amherst, MA 01002 USA
| | - Seon Yeong Yu
- Department of Teacher Education and Curriculum Studies, College of Education, University of Massachusetts Amherst, 813 North Pleasant Street, Amherst, MA 01002 USA
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16
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Dumontheil I, Lyons KE, Russell TA, Zelazo PD. A preliminary neuroimaging investigation of the effects of mindfulness training on attention reorienting and amygdala reactivity to emotional faces in adolescent and adult females. J Adolesc 2023; 95:181-189. [PMID: 36281743 DOI: 10.1002/jad.12107] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2022] [Revised: 09/24/2022] [Accepted: 10/07/2022] [Indexed: 01/12/2023]
Abstract
INTRODUCTION Adolescence is a time of increased emotional reactivity and improving cognitive control. Mindfulness meditation training may foster adolescents' cognitive control and emotional regulation skills; however little is known about the impact of mindfulness training in adolescents compared to adults. We examined the effect of mindfulness meditation versus a closely matched active control condition (relaxation training) on behavioral and neural measures of cognitive control and emotional reactivity in a small group of adolescents and adults. METHODS Structural and functional magnetic resonance imaging data were collected before and after 8 weeks of training in 26 adolescent (12-14 years) and 17 adult (23-33 years) female participants in the United Kingdom while they completed an n-back task with emotional face distractors and an attentional control task. Participants of each group chose a class date/time and the classes were then randomly allocated to mindfulness or relaxation conditions. RESULTS Compared to relaxation training, mindfulness training led to an increase in the speed of reorienting attention across age groups. In addition, there was preliminary evidence for reduced amygdala response to emotional face distractors in adolescents after mindfulness training. CONCLUSIONS An 8-week mindfulness program showed similar facilitative effects in adolescent and adult females on the reorienting of attention, a skill that is repeatedly practiced during mindfulness meditation. Mindfulness also reduced left amygdala reactivity to emotional face distractors in adolescents only. Mindfulness meditation practice can therefore have a facilitative effect on female adolescents' attentional control, and possibly attenuate their emotional reactivity.
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Affiliation(s)
- Iroise Dumontheil
- Centre for Brain and Cognitive Development, Department of Psychological Sciences, Birkbeck, University of London, London, UK.,Centre for Educational Neuroscience, University of London, London, UK
| | - Kristen E Lyons
- Department of Psychological Sciences, Metropolitan State University of Denver, Denver, Colorado, USA
| | - Tamara A Russell
- Department of Neuroimaging, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK
| | - Philip David Zelazo
- Institute of Child Development, University of Minnesota, Minneapolis, Minnesota, USA
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17
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Moyes E, Nutman G, Mirman JH. The Efficacy of Targeted Mindfulness-Based Interventions for Improving Mental Health and Cognition Among Youth and Adults with ACE Histories: A Systematic Mixed Studies Review. JOURNAL OF CHILD & ADOLESCENT TRAUMA 2022; 15:1165-1177. [PMID: 36439656 PMCID: PMC9684378 DOI: 10.1007/s40653-022-00454-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 04/04/2022] [Indexed: 06/16/2023]
Abstract
UNLABELLED Mindfulness-based interventions (MBIs) are associated with increased psychological wellbeing. The literature suggests that individuals exposed to adverse childhood experiences (ACEs) may benefit greatly from MBIs. However, research has tended to focus on universal MBIs for this population with less attention on the effectiveness of targeted approaches. Moreover, there is growing concern regarding the methodological rigor of MBI research. This systematic mixed studies review (SMRS) reports the effectiveness of MBIs for improving mental health and cognition among individuals with ACE histories. Additionally, the review reports the quality and rigor of the included research. Systematic searches of PsycInfo, EMBASE, MEDLINE, ProQuest Dissertations and Theses, ProQuest Social Science database and the Child Development and Adolescent Studies database were conducted. Results were screened and data were extracted then synthesized using a data-based convergent synthesis design. Thirteen studies were included in the final review. Six prominent themes emerged. Themes indicated that MBIs were effective for improving mental health and cognition for individuals with ACEs. For example, improvements in mood and anxieties, as well as a better ability to manage emotions. Shortcomings in the quality of MBI research included lack of reporting of methodological details (e.g., randomization procedures) and not systematically reporting adverse event evaluations. Recommendations are made for future research to strengthen the evidence base for MBIs for individuals with ACEs. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40653-022-00454-5.
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Affiliation(s)
- Ellie Moyes
- Department of Clinical and Health Psychology, School of Health in Social Science, University of Edinburgh, Edinburgh, Scotland
| | - George Nutman
- Department of Clinical and Health Psychology, School of Health in Social Science, University of Edinburgh, Edinburgh, Scotland
| | - Jessica Hafetz Mirman
- Department of Clinical and Health Psychology, School of Health in Social Science, University of Edinburgh, Edinburgh, Scotland
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18
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Nguyen TU, Dorjee D. Impact of a mindfulness-based school curriculum on emotion processing in Vietnamese pre-adolescents: An event-related potentials study. Dev Sci 2022; 25:e13255. [PMID: 35261113 DOI: 10.1111/desc.13255] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2021] [Revised: 02/20/2022] [Accepted: 02/23/2022] [Indexed: 01/13/2023]
Abstract
The neurocognitive mechanisms associated with mindfulness training in children are not well understood. This randomised controlled study with active and passive control groups examined the impact of an 18-week mindfulness curriculum delivered by schoolteachers on emotion processing in Vietnamese 7- to 11-year-olds. Event-related potential markers indexed emotion processing while children were completing emotional Go/No-Go tasks before and after mindfulness training, and at 6-month follow-up. In an oddball Go/No-Go task with Caucasian faces no changes in P3b and LPP components were detected, but in a Go/No-Go task with Caucasian and Japanese faces changes were observed in P3b latencies and LPP mean amplitudes. Specifically, the P3b in response to angry non-targets for Japanese faces peaked later in the mindfulness training group (TG) at 6-months follow-up in comparison to the non-intervention control group (NCG). The LPP mean amplitudes for averaged Caucasian and Japanese angry non-targets were also attenuated in the TG at 6-month follow-up. In contrast, no changes in the LPP mean amplitudes were observed for the NCG over time. Together, these findings may indicate that mindfulness training in pre-adolescents enhances emotional non-reactivity to negative distractors. A fluctuating pattern of LPP mean amplitude modulations for angry targets was observed in the active control group (ACG) receiving social-emotional learning (SEL) training. Overall, findings from this study suggest that mindfulness training in pre-adolescents enhances emotional non-reactivity to negative distractors and some of the effects are culturally sensitive.
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Affiliation(s)
- Thy U Nguyen
- Applied Psychology Department, School of Sport and Health Sciences, Cardiff Metropolitan University, Cardiff, Wales, UK
| | - Dusana Dorjee
- Psychology in Education Research Centre, Department of Education, University of York, York, England, YO10 5DD, UK
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Cabanas E, González-Lamas J. A critical review of positive education: challenges and limitations. SOCIAL PSYCHOLOGY OF EDUCATION 2022. [DOI: 10.1007/s11218-022-09721-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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20
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Systematic Review of Mindfulness-Based Interventions in Child-Adolescent Population: A Developmental Perspective. Eur J Investig Health Psychol Educ 2022; 12:1220-1243. [PMID: 36005234 PMCID: PMC9407079 DOI: 10.3390/ejihpe12080085] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/18/2022] [Revised: 07/14/2022] [Accepted: 07/19/2022] [Indexed: 11/17/2022] Open
Abstract
Human development implies deep changes in cognitive, attentional, emotional, and behavioral skills. Therefore, Mindfulness-Based Interventions (MBIs) should be adapted in terms of dose, frequency, kind of exercises, assessment methods, and expected effects regarding the abilities and limitations of each developmental period. The present review seeks to describe and compare MBIs characteristics, assessment methods, and effects in youth between 3 and 18 years old considering four developmental periods. A systematic review was carried out including experimental primary studies published during the last five years. Results show that the frequency of the sessions and program duration varies widely. Differences were observed in instructors’ training and in assessment strategies. Discrepancies were observed regarding the effects of MBIs both within and between periods in cognitive, socio-emotional, symptoms, and mindfulness variables. Consistency was observed in prosocial behaviors for preschoolers, and in emotional and behavioral problems and hyperactivity in ages between preschool and early adolescence. Nevertheless, it was impossible to compare most results and determine consistency or discrepancy due to the lack of studies. Regarding mindfulness, it is defined and assessed in different ways in each period. Orientations are suggested to move from a compartmentalized view of isolated MBIs, towards an integrative perspective that allows tracing developmental trajectories for mindfulness and other key cognitive and socioemotional skills for children and adolescents.
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21
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Comparing Indirect and Combined Effects of Mindfulness and Compassion Practice Among Schoolchildren on Inter- and Intra-personal Abilities. Mindfulness (N Y) 2022; 13:2282-2298. [PMID: 35992222 PMCID: PMC9381396 DOI: 10.1007/s12671-022-01955-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 07/28/2022] [Indexed: 11/20/2022]
Abstract
Objectives During the last decade, mindfulness-based interventions have been implemented in the educational system. Such programs could follow several approaches, including an indirect approach, in which interventions are delivered only to teachers and a combination in which interventions are delivered to both teachers and students. Because of the importance of teacher’s involvement in programs designed to help children, we compared students’ impact of indirect, combined, and control groups over time. The indirect program delivered was the “Call to Care – Israel for Teachers,” and the direct program was the “Call to Care Israel” for students. Both programs employ mindfulness, compassion, and training of social-emotional skills, with a unique emphasis on care. Methods Two hundred 4th and 5th grade students were divided into indirect (2 classrooms), combined (3 classrooms), or control groups (3 classrooms). Each condition was implemented in a different school; schools were randomly divided into groups. The interventions were delivered by trained facilitators and included 20 weekly meetings. Outcomes for students were measured before the intervention, after it ended, and 6 months later. Results Hierarchical linear models revealed that both the indirect and the combined approaches were effective in improving well-being, anxiety, attention, and teacher’s availability and acceptance, while only the combined approach was effective in improving mindfulness, somatization, classroom atmosphere, and pro-social behavior. Conclusions Our results suggest that the combined approach is more beneficial than the indirect approach. However, given the scalability and cost of the indirect approach, it should also be considered an effective alternative. Supplementary Information The online version contains supplementary material available at 10.1007/s12671-022-01955-y.
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22
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Tudor K, Maloney S, Raja A, Baer R, Blakemore SJ, Byford S, Crane C, Dalgleish T, De Wilde K, Ford T, Greenberg M, Hinze V, Lord L, Radley L, Opaleye ES, Taylor L, Ukoumunne OC, Viner R, Kuyken W, Montero-Marin J. Universal Mindfulness Training in Schools for Adolescents: a Scoping Review and Conceptual Model of Moderators, Mediators, and Implementation Factors. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2022; 23:934-953. [PMID: 35267177 PMCID: PMC9343282 DOI: 10.1007/s11121-022-01361-9] [Citation(s) in RCA: 15] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/17/2022] [Indexed: 02/02/2023]
Abstract
There is evidence that universal school-based mindfulness training (SBMT) can have positive effects for young people. However, it is unknown who benefits most from such training, how training exerts effects, and how implementation impacts effects. This study aimed to provide an overview of the evidence on the mediators, moderators, and implementation factors of SBMT, and propose a conceptual model that can be used both to summarize the evidence and provide a framework for future research. A scoping review was performed, and six databases and grey literature were searched. Inclusion and exclusion criteria were applied to select relevant material. Quantitative and qualitative information was extracted from eligible articles and reported in accordance with PRISMA-ScR guidelines. The search produced 5479 articles, of which 31 were eligible and included in the review. Eleven studies assessed moderators of SBMT on pupil outcomes, with mixed findings for all variables tested. Five studies examined the mediating effect of specific variables on pupil outcomes, with evidence that increases in mindfulness skills and decreases in cognitive reactivity and self-criticism post-intervention are related to better pupil outcomes at follow-up. Twenty-five studies assessed implementation factors. We discuss key methodological shortcomings of included studies and integrate our findings with existing implementation frameworks to propose a conceptual model. Widespread interest in universal SBMT has led to increased research over recent years, exploring who SBMT works for and how it might work, but the current evidence is limited. We make recommendations for future research and provide a conceptual model to guide theory-led developments.
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Affiliation(s)
- Kate Tudor
- Department of Psychiatry, University of Oxford, Oxford, UK
| | | | - Anam Raja
- Faculty of Public Health and Policy, London School of Hygiene and Tropical Medicine, London, UK
| | - Ruth Baer
- Department of Psychiatry, University of Oxford, Oxford, UK
| | | | - Sarah Byford
- Health Service and Population Research, King's College London, London, UK
| | | | - Tim Dalgleish
- MRC Cognition and Brain Sciences Unit, University of Cambridge, Cambridge, UK
| | | | - Tamsin Ford
- Department of Psychiatry, University of Cambridge, Cambridge, UK
| | - Mark Greenberg
- Human Development and Family Studies, Penn State University, State College, USA
| | - Verena Hinze
- Department of Psychiatry, University of Oxford, Oxford, UK
| | - Liz Lord
- Department of Psychiatry, University of Oxford, Oxford, UK
| | - Lucy Radley
- Department of Psychiatry, University of Oxford, Oxford, UK
| | | | - Laura Taylor
- Department of Psychiatry, University of Oxford, Oxford, UK
| | | | - Russell Viner
- Institute of Child Health, University College London, London, UK
| | | | - Willem Kuyken
- Department of Psychiatry, University of Oxford, Oxford, UK.
| | - Jesus Montero-Marin
- Department of Psychiatry, University of Oxford, Oxford, UK
- Teaching, Reseach & Innovation Unit, Parc Sanitari Sant Joan de Déu, Sant Boi de Llobregat, Spain
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Wong RSK, How PN, Cheong JPG. The Effectiveness of a Mindfulness Training Program on Selected Psychological Indices and Sports Performance of Sub-Elite Squash Athletes. Front Psychol 2022; 13:906729. [PMID: 35967616 PMCID: PMC9373984 DOI: 10.3389/fpsyg.2022.906729] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2022] [Accepted: 06/23/2022] [Indexed: 11/25/2022] Open
Abstract
Mindfulness Acceptance Commitment (MAC) programs have garnered much support in enhancing sport performance through present-moment focus and non-judgmental thoughts. Expanding on previous studies conducted in collegiate and professional settings, the current study investigates the application of MAC amongst national sub-elite athletes. The study was conducted utilizing a single case A-B design, with a total of six sub-elite Malaysian Squash athletes (2 males, 3 females; Mage = 15 ± 2 years) purposively sampled from the Malaysian national squash team. Participants underwent 6 weeks of baseline testing, 7 weeks of program intervention, and a retention test 4 weeks post-intervention. The intervention consisted of psycho-education, centering and cognitive defusion among other aspects as purported in MAC programs. Changes in proficiency of mindful practice was observed through the Mindfulness Awareness Acceptance Scale (MAAS), experiential avoidance through the Acceptance Action Questionnaire (AAQ-II), stress levels through the Perceived Stress Scale (PSS), and sport performance through both coach- and self-rated scales. Overall, visual analysis revealed improvements in MAAS levels (M = 1.15 ± 0.15), with no marked changes in AAQ-II (M = -0.002 ± 1.12) and PSS (M = 0.7 ± 0.93) after 7 weeks of intervention. Coach-rated sport performance also improved across the phases (M = 0.86 ± 0.93), with mixed responses for self-rated improvements (M = 0.01 ± 1.19). Overall, the benefits of MAC program were well-maintained past the post-intervention phase. The current study supported the implementation of an MAC program for sub-elite athletes in real-world settings.
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Affiliation(s)
- R. S. K. Wong
- MYWellness and Sport Science Consulting, Kuala Lumpur, Malaysia
| | - P. N. How
- National Sports Institute, Kuala Lumpur, Malaysia
| | - J. P. G. Cheong
- Centre for Sport and Exercise Sciences, University of Malaya, Kuala Lumpur, Malaysia
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Bunjak A, Černe M, Schölly EL. Exploring the past, present, and future of the mindfulness field: A multitechnique bibliometric review. Front Psychol 2022; 13:792599. [PMID: 35959046 PMCID: PMC9361873 DOI: 10.3389/fpsyg.2022.792599] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2021] [Accepted: 07/06/2022] [Indexed: 12/28/2022] Open
Abstract
This paper provides an overview of the mindfulness literature up until the end of 2020 by (a) uncovering its underlying intellectual structure, (b) identifying the most influential and popular themes, and (c) presenting new directions for future research on mindfulness. To this end, a systematic quantitative review based on bibliometric methods was conducted, which is perhaps less prone to researcher bias and can complement existing meta-analyses and qualitative (narrative) structured reviews as an objective approach. Three bibliometric techniques—document co-citation analysis, co-word (co-occurrence and content) analysis, and bibliographic coupling—were applied to explore the past, present, and future of mindfulness research. The co-citation analysis showed that measurement, mechanisms, mindfulness-based interventions, and examinations of the efficacy of mindfulness interventions are among the key theoretical knowledge bases from which the field of mindfulness is derived. The content analysis demonstrated the beneficial effects of mindfulness meditation for physical and mental health conditions. The bibliographic coupling revealed novel directions in cognitive behavioral therapy, emotion regulation, the application of mindfulness practice to children and adolescents, mindfulness at work, and the role of mindfulness in positive psychology. The large sample of articles that was analyzed allowed us to provide a broader and more objective overview than possible with other forms of literature reviews. The combination of the three bibliometric techniques granted deeper insights into the complex multidisciplinary field of mindfulness, along with specific suggestions for future research.
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Affiliation(s)
- Aldijana Bunjak
- Institute for Leadership and Human Resource Management, University of St. Gallen, St. Gallen, Switzerland
- *Correspondence: Aldijana Bunjak
| | - Matej Černe
- School of Economics and Business, University of Ljubljana, Ljubljana, Slovenia
| | - Emilie Lara Schölly
- Institute for Leadership and Human Resource Management, University of St. Gallen, St. Gallen, Switzerland
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Perkins N, Smith P, Chadwick P. Young Children’s Conceptualisations of Kindness: A Thematic Analysis. Front Psychol 2022; 13:909613. [PMID: 35783797 PMCID: PMC9249386 DOI: 10.3389/fpsyg.2022.909613] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2022] [Accepted: 05/20/2022] [Indexed: 11/16/2022] Open
Abstract
Although there is much interest in the development of prosocial behaviour in young children, and many interventions that attempt to cultivate kindness in children, there is a paucity of research exploring children’s lived experiences of kindness and including their voices. In this study, children’s understanding of kindness is approached through qualitative interviews using puppets. Interviews were conducted with 33 children aged 5-6 years in 3 schools in the United Kingdom. Through thematic analysis, 4 themes were developed: (a) doing things for others, (b) relating with others, (c) rules and values, and (d) kindness affects us. These themes are examined in light of current thinking on prosocial and sociomoral development, and several key insights are highlighted, including types of prosocial behaviour, social connection, kindness-by-omission and defending, in-group bias, universal kindness versus personal safety, self-image, and a desire to improve the condition of society. These findings have implications for future research on prosocial development and for the design of kindness-based interventions, as well as providing an ecologically valid method of inquiry for use with young children.
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Swathi P, Saoji AA, Bhat R. The role of trataka in ameliorating visual strain and promoting psychological well-being during prolonged use of digital displays: A randomized controlled trial. Work 2022; 71:327-333. [DOI: 10.3233/wor-210834] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
BACKGROUND: The prolonged usage of digital displays leads to visual strain and, in turn, impairs psychological well-being. The practice of Yoga is said to enhance psychological functions and reduce visual strain. OBJECTIVE: The present study assessed the effect of the trataka (Yogic visual concentration) practice on the visual strain, mind-wandering, and mindfulness. METHODS: One hundred six volunteers equally distributed in the experimental and control groups completed the study. Visual Fatigue Scale (VFS), visual symptoms checklist (VSC), mind-wandering questionnaire (MWQ), and State Mindfulness Attention Awareness Scale (SMAAS) were administered at baseline and at the end of two weeks. RESULTS: All variables were similar at the baseline in both groups, and significant differences were noted at the end of two weeks between both groups. There was a significant reduction in VFS and VSC scores, MWQ, along with an increase in SMAAS scores in the experimental group. Although there were significant changes in VFS, MWQ, and SMAAS in the control group, the magnitude of change was minimal. CONCLUSIONS: The practice of trataka was found to reduce the visual strain, mind wandering while improving the state mindfulness. The practice can be implemented to mitigate visual strain and associated psychological implications due to prolonged exposure to digital displays, which has increased during the COVID-19 pandemic.
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Affiliation(s)
- P.S. Swathi
- Division of Yoga and Life Sciences, Swami Vivekananda Yoga Anusandhana Samsthana, Bengaluru, India
| | - Apar Avinash Saoji
- Division of Yoga and Life Sciences, Swami Vivekananda Yoga Anusandhana Samsthana, Bengaluru, India
| | - Raghavendra Bhat
- Division of Yoga and Life Sciences, Swami Vivekananda Yoga Anusandhana Samsthana, Bengaluru, India
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Haliwa I, Layman H, Coffman J, Snodgrass A, Santer P, Barlett B, Long K, Mason A, Pfost G, Harden J, Dino G, Jarrett T. Perceptions and Expectations of School-Based Professionals Surrounding School-Based Mindfulness Training in Appalachia During the COVID-19 Pandemic: A Qualitative Study. Front Public Health 2022; 10:816494. [PMID: 35186847 PMCID: PMC8854180 DOI: 10.3389/fpubh.2022.816494] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2021] [Accepted: 01/13/2022] [Indexed: 11/13/2022] Open
Abstract
Background School-based professionals often report high burnout, particularly in geographic areas like Appalachia, where school-aged children are exposed to high levels of adverse childhood experiences, which may be exacerbated by the COVID-19 pandemic. While school-based mindfulness trainings can reduce burnout, their efficacy is influenced by the expectations of intervention personnel ahead of implementation. The present study assessed expectations and perceptions of a school-based mindfulness training among school personnel in 21 Appalachian schools during the COVID-19 pandemic. Methods Upon enrollment in the training, staff (N = 191) responded to open ended survey questions regarding perceived impacts of COVID-19 on students, expected benefits and barriers to school-based mindfulness, and perceived community acceptance of mindfulness. Results School personnel identified social isolation and lack of structure as negative impacts of COVID-19 on students. Expected benefits of classroom mindfulness included improved coping skills, focus, and emotion regulation, whereas barriers included lack of time and student ability level (e.g., age, attention). While most respondents indicated that their community was accepting of mindfulness practices, some noted resistance to and misperceptions of mindfulness, which may illustrate the influence of local cultural norms and values on the acceptability of mental health interventions. Conclusions Overall, these findings suggest positive expectations and relative perceived support for mindfulness practices within these Appalachian communities, including in response to negative impacts of the COVID-19 pandemic on students. Adapting practices and language to accommodate barriers such as time, student ability, and cultural misconceptions of mindfulness may increase the feasibility and efficacy of these interventions.
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Affiliation(s)
- Ilana Haliwa
- Department of Psychology, West Virginia University, Morgantown, WV, United States
- *Correspondence: Ilana Haliwa
| | - Hannah Layman
- WVU School of Public Health, West Virginia Prevention Research Center, Morgantown, WV, United States
| | - Jessica Coffman
- WVU School of Public Health, West Virginia Prevention Research Center, Morgantown, WV, United States
| | - Amy Snodgrass
- Department of Rural Health, West Virginia University, Morgantown, WV, United States
| | - Pamela Santer
- Wellness Center, WVU Parkersburg, Parkersburg, WV, United States
| | | | - Kate Long
- Try This West Virginia, Charleston, WV, United States
| | - Ashley Mason
- School of Physical Therapy, Marshall University, Huntington, WV, United States
| | - Gretchen Pfost
- School of Physical Therapy, Marshall University, Huntington, WV, United States
| | - Jenny Harden
- Greenbrier County Schools, Rupert, WV, United States
| | - Geri Dino
- WVU School of Public Health, West Virginia Prevention Research Center, Morgantown, WV, United States
| | - Traci Jarrett
- WVU School of Public Health, West Virginia Prevention Research Center, Morgantown, WV, United States
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Mindful Parenting and Parent Technology Use: Examining the Intersections and Outlining Future Research Directions. SOCIAL SCIENCES 2022. [DOI: 10.3390/socsci11020043] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Popular media attention and scientific research in both mindful parenting and technology use in the context of parenting has expanded in the 21st century; however, these two streams of research have largely evolved separately from one another. Thus, in this conceptual paper, we integrate the research on mindful parenting with that on parents’ technology use and parenting to examine how parent technology use may impact or be linked with aspects of mindful parenting. Mindful parenting theory outlines five key components: listening with full attention, self-regulation in the parent–child relationship, emotional awareness of self and child, nonjudgmental acceptance of self and child, and compassion for self and child. Parent technology use, in particular the use of mobile devices, has the potential to impact all five elements of mindful parenting. However, the relationship between mindful parenting and technology is complex, and there can be both positive and negative implications of parent technology use on mindful parenting. On the positive side, technology use might help parents regulate their emotions; access support; and develop more empathy, acceptance, and compassion for themselves and their children. Yet, parent technology use also has the potential to create distractions and disrupt parent–child interactions, which may make it more difficult for parents to listen with full attention, maintain awareness of their own and their child’s emotions, and calmly respond to child behaviors with intentionality. Technology use may also create more opportunities for social comparisons and judgement, making it more difficult for parents to accept their children nonjudgmentally and have compassion for their children as they are. Future research is needed to understand the conditions under which technology use can hinder or promote mindful parenting and how interventions can promote mindful parenting skills and a positive uses of technology.
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Conti G, Doyle O, Fearon P, Oppedisano V. A Demonstration Study of the Quiet Time Transcendental Meditation Program. Front Psychol 2022; 12:765158. [PMID: 35140653 PMCID: PMC8820275 DOI: 10.3389/fpsyg.2021.765158] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/26/2021] [Accepted: 12/02/2021] [Indexed: 11/25/2022] Open
Abstract
This manuscript presents a demonstration study of Quiet Time (QT), a classroom-based Transcendental Meditation intervention. The aim of the study is to assess the feasibility of implementing and evaluating QT in two pilot settings in the United Kingdom and Ireland. This study contributes to the field by targeting middle childhood, testing efficiency in two settings operating under different educational systems, and including a large array of measures. First, teacher and pupil engagement with QT was assessed. Second, the feasibility of using a quasi-experimental design and a wide range of instruments to measure changes in pupil outcomes before and after the intervention was assessed. This allows us to obtain information about which instruments might be feasible to administer and most sensitive to change. The first setting included 89 students from a primary school in the United Kingdom: those in sixth grade received the QT intervention, while those in fifth grade practiced meditation using the Headspace application. The second setting included 100 fifth- and sixth-grade students from two schools in Ireland: one received the QT intervention, the other served as a control. Recruitment and retention rates were high in both settings, and the intervention was feasible and accepted by students, parents and teachers. Implementation fidelity was lower in the United Kingdom setting where delivery started later in the school year and the practice was affected by preparation for the Standard Assessment Tests. These results show that QT may be feasibly delivered in school settings, and suggest the use of a compact battery of tests to measure impact. We find suggestive evidence that the intervention affected executive function as children who practiced QT showed improved working memory in both settings. In the Irish setting, pupils in the QT group had improved ability to control responses. These results have implications for future studies by a) demonstrating that implementation fidelity is highly context dependent and b) providing suggestive evidence of the malleability of children’s skills in middle childhood. The results of this demonstration study will be used to inform a larger RCT of the QT intervention.
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Affiliation(s)
- Gabriella Conti
- Department of Economics and UCL Social Research Institute, University College London, London, United Kingdom
| | - Orla Doyle
- School of Economics & Geary Institute for Public Policy, University College Dublin, Dublin, Ireland
| | - Pasco Fearon
- Research Department of Clinical, Educational and Health Psychology, University College London, London, United Kingdom
| | - Veruska Oppedisano
- School of Organisations, Economy and Society, University of Westminster, London, United Kingdom
- *Correspondence: Veruska Oppedisano,
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Filipe MG, Magalhães S, Veloso AS, Costa AF, Ribeiro L, Araújo P, Castro SL, Limpo T. Exploring the Effects of Meditation Techniques Used by Mindfulness-Based Programs on the Cognitive, Social-Emotional, and Academic Skills of Children: A Systematic Review. Front Psychol 2021; 12:660650. [PMID: 34867573 PMCID: PMC8632731 DOI: 10.3389/fpsyg.2021.660650] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2021] [Accepted: 09/30/2021] [Indexed: 11/21/2022] Open
Abstract
There is evidence for the positive impact of mindfulness in children. However, little is known about the techniques through which mindfulness practice results in differential outcomes. Therefore, this study intended to systematically review the available evidence about the efficacy of meditation techniques used by mindfulness-based programs on cognitive, socio-emotional, and academic skills of children from 6 to 12 years of age. The review was registered on the PROSPERO database, and the literature search was conducted according to PICO criteria and PRISMA guidelines. The EBSCO databases were searched, and 29 studies were eligible: nine randomized controlled trials and 20 quasi-experimental studies. All the included randomized controlled trials were rated as having a high risk of bias. Overall, the evidence for mindfulness techniques improving cognitive and socio-emotional skills was reasonably strong. Specifically, for cognitive skills, results showed that all the interventions used “body-centered meditations” and “mindful observations.” Regarding socio-emotional skills, although all the studies applied “body-centered meditations” and “mindful observations,” “affect-centered meditations” were also frequent. For academic skills, just one quasi-experimental trial found improvements, thus making it difficult to draw conclusions. Further research is crucial to evaluate the unique effects of different meditation techniques on the cognitive, social-emotional, and academic skills of children. Systematic Review Registration: Identifier: RD42019126767.
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Affiliation(s)
- Marisa G Filipe
- Center of Linguistics, School of Arts and Humanities, University of Lisbon, Lisbon, Portugal
| | - Sofia Magalhães
- Center for Psychology at University of Porto, Faculty of Psychology and Education Sciences, University of Porto, Porto, Portugal
| | - Andreia S Veloso
- Center for Psychology at University of Porto, Faculty of Psychology and Education Sciences, University of Porto, Porto, Portugal
| | - Ana Filipa Costa
- Center for Psychology at University of Porto, Faculty of Psychology and Education Sciences, University of Porto, Porto, Portugal
| | - Lúcia Ribeiro
- Center for Psychology at University of Porto, Faculty of Psychology and Education Sciences, University of Porto, Porto, Portugal
| | - Patrícia Araújo
- TRIE-Transdisciplinary Research Center for Innovation & Entrepreneur Ecosystems, Manuel Teixeira Gomes Higher Education Institute (ISMAT), Portimão, Portugal
| | - São Luís Castro
- Center for Psychology at University of Porto, Faculty of Psychology and Education Sciences, University of Porto, Porto, Portugal
| | - Teresa Limpo
- Center for Psychology at University of Porto, Faculty of Psychology and Education Sciences, University of Porto, Porto, Portugal
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Cooper E, Adler-Baeder F, McGill J. Individual mental health and couple functioning following couple relationship education participation: Exploring prospective cross-lagged influences among changes. JOURNAL OF MARITAL AND FAMILY THERAPY 2021; 47:945-961. [PMID: 33594670 DOI: 10.1111/jmft.12493] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/28/2020] [Accepted: 01/23/2021] [Indexed: 06/12/2023]
Abstract
Limited research on couple relationship education (CRE) programs explores the relationships among potential outcomes over time. This study conducted tests of processes of change in CRE participants' mental health and couple functioning, based on previous evidence of concurrent benefit in these domains following CRE participation. Using a diverse sample of 926 men and women we first tested the stress generation model (Journal of Abnormal Psychology, 1991, 100(4), 555-561) assumptions that individual functioning influences relational functioning. We found support for immediate changes in mental health predicting changes in couple functioning 6 months later. However, a full cross-lagged prospective model comparatively testing the stress generation model and the marital discord model (Depression in marriage: A model for etiology and treatment. Guilford, 1990), which emphasizes relational functioning impacts on individual well-being over time, revealed the stronger directional link for both men and women was from immediate changes in couple functioning to later changes in individual mental health. Practical implications and future research directions are suggested.
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Mindful Coping Power: Comparative Effects on Children's Reactive Aggression and Self-Regulation. Brain Sci 2021; 11:brainsci11091119. [PMID: 34573141 PMCID: PMC8465015 DOI: 10.3390/brainsci11091119] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2021] [Revised: 08/17/2021] [Accepted: 08/19/2021] [Indexed: 11/17/2022] Open
Abstract
Coping Power (CP) is an evidence-based preventive intervention for youth with disruptive behavior problems. This study examined whether Mindful Coping Power (MCP), a novel adaptation which integrates mindfulness into CP, enhances program effects on children’s reactive aggression and self-regulation. A pilot randomized design was utilized to estimate the effect sizes for MCP versus CP in a sample of 102 child participants (fifth grade students, predominantly low-middle income, 87% Black). MCP produced significantly greater improvement in children’s self-reported dysregulation (emotional, behavioral, cognitive) than CP, including children’s perceived anger modulation. Small to moderate effects favoring MCP were also observed for improvements in child-reported inhibitory control and breath awareness and parent-reported child attentional capacity and social skills. MCP did not yield a differential effect on teacher-rated reactive aggression. CP produced a stronger effect than MCP on parent-reported externalizing behavior problems. Although MCP did not enhance program effects on children’s reactive aggression as expected, it did have enhancing effects on children’s internal, embodied experiences (self-regulation, anger modulation, breath awareness). Future studies are needed to compare MCP and CP in a large scale, controlled efficacy trial and to examine whether MCP-produced improvements in children’s internal experiences lead to improvements in their observable behavior over time.
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Axelrod MI, Santagata ML. Evaluating a Mindfulness-Based Intervention to Improve Academic Engagement. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2021. [DOI: 10.1080/15377903.2021.1941472] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
- Michael I. Axelrod
- Department of Psychology, University of Wisconsin – Eau Claire, Eau Claire, Wisconsin, USA
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Petering R, Barr N, Rice E. Can Better Emotion Regulation Protect Against Interpersonal Violence in Homeless Youth Social Networks? JOURNAL OF INTERPERSONAL VIOLENCE 2021; 36:5209-5228. [PMID: 30303023 DOI: 10.1177/0886260518804183] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
Homeless youth experience all types of violence at higher rates than their housed counterparts. This is typically the result of many contributing factors including childhood experiences of trauma, subsistence survival strategies, and exposure to perpetrators while living on the streets. Reducing violence in the lives of homeless youth is imperative and can contribute to a young person's ability to safely and successfully exit the streets and lead a long and productive life in society. However, developing public health and social interventions to reduce violence in adolescent and young adult populations is difficult due to the complex interplay of extrinsic and intrinsic drivers of this phenomenon. Los Angeles area homeless youth (N = 366) were asked questions regarding recent violence experiences, emotion regulation, and their social network. Multivariable logistic regressions tested the overall effect of emotion regulation on violence, controlling for age, gender, race, sexual identity, experience of childhood abuse, and data collection site. In this sample, 56% of youth endorsed fighting in the previous year, and those who reported more difficulties with emotion regulation were significantly more likely to fight. In addition, youth who scored below the mean on difficulties with regulation and belonged to networks characterized by low-difficulty peers were 60% less likely to report fighting. Emotion regulation skills represent a malleable target for intervention that may contribute to reduced propensity for violence in this population. Implications for network-based interventions to improve individual emotion regulation and reduce overall violence among homeless youth and other at-risk populations are discussed.
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Affiliation(s)
| | | | - Eric Rice
- University of Southern California, Los Angeles, USA
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Sciutto MJ, Veres DA, Marinstein TL, Bailey BF, Cehelyk SK. Effects of a School-Based Mindfulness Program for Young Children. JOURNAL OF CHILD AND FAMILY STUDIES 2021; 30:1516-1527. [PMID: 33875914 PMCID: PMC8046640 DOI: 10.1007/s10826-021-01955-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 04/01/2021] [Indexed: 06/12/2023]
Abstract
Schools are an attractive setting for implementation of mindfulness-based programs because mindfulness practices, by their very nature, align with a wide range of core educational goals. The present study investigated the effects of an 8-week (16 session) school-based mindfulness program for young children across 8 classrooms (K through 2) using a quasi-experimental delayed-intervention control group design. Results indicated that the mindfulness program was associated with significant improvements in teacher ratings of externalizing and prosocial behaviors. Program outcomes were not associated with child sex or race/ethnicity, but did vary by grade. Descriptive analyses suggest that outcomes tended to be more positive in classrooms with higher levels of teacher and student engagement. Results of the present study add to the growing knowledge base on the positive effects of school-based mindfulness programs and point to a need for more rigorous inquiry into the extent to which students and teachers are engaged with mindfulness programs both during the program itself and in their day to day functioning.
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Affiliation(s)
- Mark J. Sciutto
- Department of Psychology, Muhlenberg College, Allentown, PA 18104 USA
| | | | | | - Brooke F. Bailey
- Department of Psychology, Muhlenberg College, Allentown, PA 18104 USA
| | - Sarah K. Cehelyk
- Department of Psychology, Muhlenberg College, Allentown, PA 18104 USA
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36
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Taylor SG, Roberts AM, Zarrett N. A Brief Mindfulness-Based Intervention (bMBI) to Reduce Teacher Stress and Burnout. TEACHING AND TEACHER EDUCATION 2021; 100:103284. [PMID: 35391939 PMCID: PMC8986160 DOI: 10.1016/j.tate.2021.103284] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/05/2023]
Abstract
Teacher stress and burnout contribute to attrition and stress-related health concerns. Despite some positive effects, previous mindfulness-based interventions (MBI) have failed to incorporate key elements of methodological rigor and have included large dosages despite research suggesting that such dosages are iatrogenic. The current study demonstrates the efficacy of a brief MBI (bMBI; four sessions, six total hours) to reduce self-reported stress, burnout, and depression, and suggests the bMBI can protect against deleterious impacts to physiological functioning. The study informs the design and implementation of future MBIs, including strategies for reducing intervention dosages, in order to improve effectiveness and maximize cost-effectiveness.
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Affiliation(s)
- Stephen G. Taylor
- University of South Carolina, Columbia, SC, USA, Department of Psychology
| | - Alex M. Roberts
- University of South Carolina, Columbia, SC, USA, Department of Psychology
| | - Nicole Zarrett
- University of South Carolina, Columbia, SC, USA, Department of Psychology
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Clarke RD, Morris SL, Wagner EF, Spadola CE, Bursac Z, Fava NM, Hospital M. Feasibility, acceptability and preliminary impact of mindfulness-based yoga among Hispanic/Latinx adolescents. Explore (NY) 2021; 18:299-305. [PMID: 33741254 DOI: 10.1016/j.explore.2021.03.002] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2020] [Revised: 03/01/2021] [Accepted: 03/07/2021] [Indexed: 11/04/2022]
Abstract
BACKGROUND The Hispanic/Latinx population constitutes the fastest growing ethnic/racial minority group in the United States (U.S.). Compared to their non-Hispanic/Latinx White counterparts, Hispanic/Latinx youth experience more depression and anxiety, and have more unmet mental health needs (88% vs 76%). Emerging research supports the psychological and physical benefits of mind-body awareness training to enhance well-being and mental health, but almost no studies have recruited ethnic/racial minority samples. PURPOSE The current study examined the feasibility, acceptability and preliminary impact of a mindfulness-based yoga program among Hispanic/Latinx public high school students. PROCEDURES Participants (N = 187) were recruited from a local public high school in a large multi-ethnic urban school district in the Southeast U.S. and participated in 6 weekly hour-long sessions of mindfulness-based yoga. Participants completed assessments at pretest and one month after program completion. MAIN FINDINGS The sample was predominantly Hispanic/Latinx (95%) and female (64%), on average 15.2 years old (SD = 1.3), and 51% were born outside the U.S. Participants reported on average a 14.2% reduction in depressive symptoms (pretest mean = 5.51, posttest mean = 4.73, p = .032, Cohen's d = 0.2), a 14.9% reduction in anxiety symptoms (pretest mean = 9.90, posttest mean = 8.42, p = .005, Cohen's d = 0.2), and a 21.9% reduction in stress (pretest mean = 9.66, posttest mean = 7.54, p < .001, Cohen's d = 0.5). CONCLUSION These findings provide support for the effectiveness of a mindfulness-based yoga program for Hispanic/Latinx adolescents, a medically underrepresented group experiencing significant mental health disparities.
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Affiliation(s)
- Rachel D Clarke
- Community-Based Research Institute, Florida International University, Miami, FL, USA; Florida International University Research Center in a Minority Institution, Miami, FL, USA.
| | - Staci Leon Morris
- Community-Based Research Institute, Florida International University, Miami, FL, USA; Florida International University Research Center in a Minority Institution, Miami, FL, USA
| | - Eric F Wagner
- Community-Based Research Institute, Florida International University, Miami, FL, USA; Florida International University Research Center in a Minority Institution, Miami, FL, USA
| | - Christine E Spadola
- Phyllis and Harvey Sandler School of Social Work, Florida Atlantic University, Boca Raton, FL, USA
| | - Zoran Bursac
- Department of Biostatistics, Florida International University, Miami, FL, USA
| | - Nicole M Fava
- School of Social Work, Florida International University, Miami, FL, USA
| | - Michelle Hospital
- Community-Based Research Institute, Florida International University, Miami, FL, USA; Florida International University Research Center in a Minority Institution, Miami, FL, USA
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Malboeuf-Hurtubise C, Léger-Goodes T, Mageau GA, Taylor G, Herba CM, Chadi N, Lefrançois D. Online art therapy in elementary schools during COVID-19: results from a randomized cluster pilot and feasibility study and impact on mental health. Child Adolesc Psychiatry Ment Health 2021; 15:15. [PMID: 33676537 PMCID: PMC7936482 DOI: 10.1186/s13034-021-00367-5] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/31/2020] [Accepted: 02/23/2021] [Indexed: 01/14/2023] Open
Abstract
BACKGROUND Emerging literature on the current COVID-19 crisis suggests that children may experience increased anxiety and depression as a result of the pandemic. To prevent such school and mental health-related problems, there is a timely need to develop preventive strategies and interventions to address potential negative impacts of COVID-19 on children's mental health, especially in school settings. Results from previous child clinical research indicate that art-based therapies, including mindfulness-based art therapy, have shown promise to increase children's well-being and reduce psychological distress. OBJECTIVE The goal of the present pilot and feasibility study was to compare the impact of an emotion-based directed drawing intervention and a mandala drawing intervention, on mental health in elementary school children (N = 22), in the context of the COVID-19 pandemic. Both interventions were group-based and delivered online and remotely. A pilot study using a randomized cluster design was implemented to evaluate and compare both interventions in relation to child anxiety, depression, inattention and hyperactivity symptoms. RESULTS Analyses of covariance revealed a significant effect of the type of drawing intervention on levels of inattention, after controlling for baseline levels. Participants in the emotion-based directed drawing group showed lower inattention scores at post-test, when compared to participants in the mandala group. Post-hoc sensitivity analyses showed significant decreases in pre-to-post scores for levels of hyperactivity for the complete sample. CONCLUSION Overall, results from this pilot and feasibility study showed that both an emotion-based directed drawing intervention and a mandala drawing intervention may be beneficial to improve mental health in elementary school children, in the context of the current COVID-19 pandemic. From a feasibility standpoint, results indicate that the implementation of both interventions online and remotely, through a videoconference platform, is feasible and adequate in school-based settings. Further work incorporating larger sample sizes, longitudinal data and ensuring sufficient statistical power is warranted to evaluate the long-term impact of both interventions on children's mental health.
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Affiliation(s)
| | - Terra Léger-Goodes
- grid.86715.3d0000 0000 9064 6198Faculty of Medicine and Health Sciences, Université de Sherbrooke, Sherbrooke, Canada
| | - Geneviève A. Mageau
- grid.14848.310000 0001 2292 3357Department of Psychology, Université de Montréal, Montreal, Canada
| | - Geneviève Taylor
- grid.38678.320000 0001 2181 0211Department of Education and Pedagogy, Université du Québec à Montréal, Montreal, Canada
| | - Catherine M. Herba
- grid.38678.320000 0001 2181 0211Department of Psychology, Université du Québec à Montréal, Montreal, Canada
| | - Nicholas Chadi
- grid.411418.90000 0001 2173 6322Department of Paediatrics, Sainte-Justine University Hospital Centre, Montreal, Canada
| | - David Lefrançois
- grid.265705.30000 0001 2112 1125Department of Educational Sciences, Université du Québec en Outaouais, Gatineau, Canada
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Anusuya US, Mohanty S, Saoji AA. Effect of Mind Sound Resonance Technique (MSRT - A yoga-based relaxation technique) on psychological variables and cognition in school children: A randomized controlled trial. Complement Ther Med 2020; 56:102606. [PMID: 33197570 DOI: 10.1016/j.ctim.2020.102606] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/14/2020] [Revised: 10/24/2020] [Accepted: 10/26/2020] [Indexed: 12/14/2022] Open
Abstract
OBJECTIVE School children undergo stress, which could impact their psychological functions and cognitive abilities. Yoga practices have been found useful in enhancing psychological functions and performance. The current study was planned to evaluate a yoga-based relaxation technique's efficacy as an extracurricular activity on psychological state and cognitive function. DESIGN AND SETTING This study was a parallel-group randomized controlled trial conducted at a government school in south India. PARTICIPANTS Sixty students with age ranging between 14-16 years (mean age ± SD; 15.3 ± 0.71 years) satisfying the inclusion and exclusion criteria were randomized to experimental and control groups with an allocation ratio of 1:1. INTERVENTION Experimental group received Mind Sound Resonance Technique (MSRT), whereas the control group performed supine rest (SR) for two-weeks. OUTCOME MEASURES Participants were assessed with State trait anxiety inventory - short form, Mind Wandering Questionnaire, State Mindfulness Attention Awareness Scale, and Trail making task at baseline and post-intervention. RESULTS Experimental group showed a reduction in state anxiety and mind wandering with improvement in state mindfulness and performance in the Trail-making task compared to the control group. CONCLUSION Results of the current trial indicate the beneficial role of MSRT in enhancing psychological and cognitive functions in children. Further, large-scale trials are warranted to ascertain the usefulness of the technique.
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Affiliation(s)
- U S Anusuya
- Annai College of Naturopathy and Yoga Sciences, Anaikudi Road, Kovilachery, Kumbakonam, Tamil Nadu, India
| | - Sriloy Mohanty
- Center for Integrative Medicine and Research, All India Institute of Medical Sciences, New Delhi, India
| | - Apar Avinash Saoji
- Division of Yoga and Life Sciences, Swami Vivekananda Yoga Anusandhana Samsthana, Bengaluru, India.
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Emotional Self-Regulation through Introjective Practices in Physical Education. EDUCATION SCIENCES 2020. [DOI: 10.3390/educsci10080208] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This study analyzed emotional self-regulation in relation to K-9 and K-10 school children’s emotional intelligence defined on three dimensions: Emotional attention, clarity of feelings, and emotional repair. The objective was to analyze the students’ perceptions of skills and capacities that promoted the awareness of emotions when performing introjective motor practices, i.e., motor skill exercises in which the inner logic provokes a process of sensorial self-awareness and psychosomatic balance. A total of 90 fourth-year primary school students from four different schools participated in the study and a reduced version of the Trait-Meta Mood Scale (TMMS) questionnaire was used to measure students’ individual self-regulation. First, pre- and post-test results showed significant differences with a 20.1% improvement in the three dimensions of intrapersonal emotional attention (emotional attention, clarity of feeling, and emotional repair) after having performed a set of in-class introjective practices. Second, while there were no significant differences between the boys and girls during the pre-test, significant changes—an 8.1% difference—were found in the post-test results for girls.
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Theurel A, Gimbert F, Gentaz É. The effectiveness of a school-based mindfulness intervention (ADOMIND) on adolescents’ depressive symptoms: a pilot study. ANNEE PSYCHOLOGIQUE 2020. [DOI: 10.3917/anpsy1.203.0233] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
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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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Amundsen R, Riby LM, Hamilton C, Hope M, McGann D. Mindfulness in primary school children as a route to enhanced life satisfaction, positive outlook and effective emotion regulation. BMC Psychol 2020; 8:71. [PMID: 32641161 PMCID: PMC7341670 DOI: 10.1186/s40359-020-00428-y] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2019] [Accepted: 06/05/2020] [Indexed: 01/23/2023] Open
Abstract
BACKGROUND Mindfulness programmes as a potential avenue of enhancing pupil wellbeing are beginning to show great promise. However, research concerning the effectiveness of mindfulness training for primary aged school children (7-11 years of age) has been neglected. METHODS Building on methodological limitations of prior research, this study employed an active controlled design to assess the longer term wellbeing and emotion regulation outcomes after a 6 week mindfulness programme (Living Mindfully Programme, UK), for a group of school children aged between 9 and 10. The programme was delivered by class teachers as part of their normal curriculum entitlement. One hundred and eight children took part from across three schools in North East of England. Participants formed a treatment group (n = 64), active control (n = 19) and wait list control (n = 25). Self-report measures of wellbeing, mindfulness and emotion regulation were collected at pre and post training as well as at 3 months follow up. RESULTS Reliable findings, judged by medium to large effect sizes across both post intervention, follow-up and between both controls, demonstrated enhancement in a number of domains. Immediately after training and follow up, when compared with the wait list control, children who received mindfulness training showed significant improvements in mindfulness (d = .76 and .77), Positive Outlook (d = .55 and .64) and Life Satisfaction (d = .65 and 0.72). Even when compared to an active control, the effects remained although diminished reflecting the positive impact of the active control condition. Furthermore, a significant positive relationship was found between changes in mindfulness and changes in cognitive reappraisal. CONCLUSIONS Taken together, this study provides preliminary evidence that the Living Mindfully Primary Programme is feasibly delivered by school staff, enjoyed by the children and may significantly improve particular components of wellbeing. Importantly, higher levels of mindfulness as a result of training may be related to effective emotional regulatory and cognitive reappraisal strategies.
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Affiliation(s)
- R Amundsen
- Department of Psychology, Northumbria University, Newcastle-upon-Tyne, NE1 8ST, UK
| | - L M Riby
- Department of Psychology, Northumbria University, Newcastle-upon-Tyne, NE1 8ST, UK
| | - C Hamilton
- Department of Psychology, Northumbria University, Newcastle-upon-Tyne, NE1 8ST, UK
| | - M Hope
- Department of Psychology, Northumbria University, Newcastle-upon-Tyne, NE1 8ST, UK
| | - D McGann
- Department of Psychology, Northumbria University, Newcastle-upon-Tyne, NE1 8ST, UK.
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[Promoting Self-Regulation of Adolescents in School Through Mindfulness]. Prax Kinderpsychol Kinderpsychiatr 2020; 69:321-338. [PMID: 32615895 DOI: 10.13109/prkk.2020.69.4.321] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
Promoting Self-Regulation of Adolescents in School Through Mindfulness. Evaluation of the Mindfulness Training "8-sam" Mindfulness describes the psychological process of purposely bringing one's attention to the present experiences with an accepting, non-judgmental attitude. As such, it has attracted increasing interest in educational institutions. The present study aims to evaluate a mindfulness training for adolescents in a German high school. For this purpose, the program "8-sam" has been developed. Feasibility, acceptance and efficacy of this four-week training were examined in a sample of 48 ninth-grade students. Self-ratings of mindfulness, chronic stress, emotion regulation and health, as well as behavioral measures of attention and mind-wandering of the intervention group (n = 22) were compared to the wait control group (n = 24) before, immediately and 6 weeks after the training. As indicated by self-designed evaluation questionnaires, the training proved to be well accepted and implementable at school. The intervention group showed less mind-wandering after the training than the control group. The findings offer implications for future research and the application of mindfulness trainings in schools. Implementing mindfulness in the daily school routine promises to support self-regulatory processes and thus, strengthen the resilience of children and adolescents.
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Di Leo I, Muis KR. Confused, now what? A Cognitive-Emotional Strategy Training (CEST) intervention for elementary students during mathematics problem solving. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2020. [DOI: 10.1016/j.cedpsych.2020.101879] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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McGill J, Adler-Baeder F. Exploring the Link between Mindfulness and Relationship Quality: Direct and Indirect Pathways. JOURNAL OF MARITAL AND FAMILY THERAPY 2020; 46:523-540. [PMID: 31630430 DOI: 10.1111/jmft.12412] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
This study serves to advance the empirical research on predictors of relationship quality by considering the role of trait mindfulness in combination with measures of stress and positive relationship behaviors among a diverse sample of men and women in couple relationships. Multi-group structural equation models tested both direct links and indirect pathways and found stronger evidence for an additive model of trait mindfulness, perceived stress, and positive couple behaviors uniquely associated with men's and women's reports of relationship quality. Furthermore, positive relationship behaviors are comparatively the most closely linked with relationship quality for both men and women in our sample. As more clinicians are incorporating mindfulness training with clients, these types of explorations can serve to inform practices on relative value of intervention strategies and possible pathways for enhancing couple relationship quality.
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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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Riggs NR, Greenberg MT. Mindful Awareness: Can a Neuro-Developmentally Timed Approach Prevent Youth Substance Misuse. J Prim Prev 2020; 40:493-503. [PMID: 31555930 DOI: 10.1007/s10935-019-00563-2] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
Youth substance use remains a significant public health issue. Although there are numerous evidence-based substance use preventive interventions, room for program improvement remains. Mindfulness practice, due to its feasibility of implementation, capacity to promote neuro-networks associated with delayed substance use initiation and progression to substance use disorders, and efficacy in promoting protective and reducing risk factors associated with substance use, may constitute one strategy for increasing the effectiveness of substance use preventive interventions. However, mindfulness-based approaches to substance use prevention have yet to be systematically tested with youth. In this conceptual paper, we first define mindfulness and its potential, through practice, to strengthen neuro-circuitry associated with substance use disorders. We then review evidence supporting the effectiveness of mindfulness-based preventive interventions to promote protective factors and reduce risk factors known to predict youth substance use. Thus, a case is made for neuro-developmentally timed, mindfulness-based substance use preventive interventions, with the ultimate goal of preventing future substance misuse and associated health consequences.
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Affiliation(s)
- Nathaniel R Riggs
- Human Development and Family Studies, Colorado State University, 1570 Campus Delivery, Fort Collins, CO, 80523, USA.
| | - Mark T Greenberg
- Human Development and Family Studies, The Pennsylvania State University, 133 Health and Human Development Building, University Park, PA, 16802, USA
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Belisle J, Dixon MR. Behavior and Substance Addictions in Children: A Behavioral Model and Potential Solutions. Pediatr Clin North Am 2020; 67:589-602. [PMID: 32443997 DOI: 10.1016/j.pcl.2020.02.013] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Abstract
Behavior and substance use addictions are increasingly prevalent in children with increased risk for substance abuse and mental health diagnoses in adulthood. This article proposes a comprehensive model of addiction to inform research on the prevention and treatment of childhood addiction, emphasizing skills training, mindfulness training, and broader treatment strategies consistent with acceptance and commitment therapy.
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Affiliation(s)
- Jordan Belisle
- Applied Behavior Analysis, Psychology Department, Missouri State University, 901 S National Avenue, Springfield, MO 65897, USA
| | - Mark R Dixon
- Department of Disability and Human Development, University of Illinois at Chicago, Chicago, IL, USA.
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Ruiz-Íñiguez R, Santed Germán MÁ, Burgos-Julián FA, Díaz-Silveira C, Carralero Montero A. Effectiveness of mindfulness-based interventions on anxiety for children and adolescents: A systematic review and meta-analysis. Early Interv Psychiatry 2020; 14:263-274. [PMID: 31287618 DOI: 10.1111/eip.12849] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/03/2018] [Revised: 12/28/2018] [Accepted: 06/09/2019] [Indexed: 01/04/2023]
Abstract
AIM This paper aims to investigate the extent to which mindfulness-based interventions serve to reduce anxiety in children and adolescents. A heterogeneous sample was used, including clinical and non-clinical population. METHODS A literature search of controlled intervention studies published up to December 31, 2016, was carried out in PubMed, Lilacs, Cochrane, Embase, PsycInfo, Opengrey and Teseo databases. The effect size was calculated by Cohen's d. The Cochran Q statistic and the I2 index were used for the study of heterogeneity. An analysis was conducted using the random effects model. RESULTS 829 articles were identified, of which 18 were finally selected. Of these, only three had statistically significant effect sizes. The overall combined result obtained was .013, but it did not result statistically significant (CI95% [-.102, .128].) The Q statistic was statistically significant (Q [18] = 28.497, P = . 39) and the I2 index was 40.34%, indicating a moderate heterogeneity. CONCLUSIONS This meta-analysis did not obtain statistically significant results that could provide conclusions. In general, the studies analysed are small, of low power and have a marked heterogeneity, which implies that the findings are provisional and need to be supported by more robust studies. Although it cannot be ruled out that mindfulness-based interventions are not effective in the infant-juvenile population, it is also possible that this effect could not be detected due to the limited number of available studies. Larger investigations are needed, with sufficient statistical power and designs that control the variables potentially moderating, to establish clear conclusions.
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Affiliation(s)
- Raquel Ruiz-Íñiguez
- Faculty of Psychology, Universidad Nacional de Educación a Distancia (UNED), Madrid, Spain
| | - Miguel Á Santed Germán
- Faculty of Psychology, Universidad Nacional de Educación a Distancia (UNED), Madrid, Spain
| | | | | | - Ana Carralero Montero
- Faculty of Medicine and Health Sciences, Department of Nursing, Universidad de Alcalá de Henares (UAH), Madrid, Spain
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