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Çiğdem Z, Sarikamiş Kale E, Koç Özkan T. Effectiveness of yoga and laughter yoga in improving psychological resilience of mothers with babies hospitalized in neonatal intensive care unit. J Health Psychol 2024:13591053241262006. [PMID: 39066522 DOI: 10.1177/13591053241262006] [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: 07/28/2024] Open
Abstract
This randomized controlled study aimed to determine the effectiveness of yoga and laughter yoga approaches in enhancing psychological resilience of mothers with babies hospitalized in the neonatal intensive care unit. The Mothers were randomized into three groups as yoga, laughter yoga, and control groups. The mothers received a total of 10 yoga/laughter yoga sessions for 45 minutes twice a week as home-based exercises. Depression, anxiety, stress, and psychological resilience outcomes were evaluated at baseline and after 5th and 10th sessions. The study was completed with 60 mothers including 20 mothers in the yoga group, 19 mothers in the laughter yoga group, and 21 mothers in the control group. There were statistically significant differences between the groups in terms of depression, anxiety, stress, and psychological resilience after 5th and 10th sessions. Yoga and laughter yoga was effective for increasing psychological resilience and alleviating depression, anxiety, stress.
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Dağ Canatan S, Öksüz E. Effects of Yoga on Resilience and Coping With Stress in Adolescents. Holist Nurs Pract 2024:00004650-990000000-00023. [PMID: 39037428 DOI: 10.1097/hnp.0000000000000654] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/23/2024]
Abstract
This randomized controlled study aimed to determine the effects of yoga on coping with stress in adolescents. The study was conducted in the Famagusta province of Northern Cyprus between September and November 2021. The sample of the study comprised 62 adolescents between the ages of 13 and 16 years, including 30 in the intervention and 32 in the control groups. The descriptive information form, the child and resilience measure (CYRM), and the Kidcope were used for data collection. The intervention group received a 10-week yoga program of 60 minutes twice a week. Pre- and posttest scores were calculated to measure the impact of yoga on resilience and coping with stress. There was a statistically significant difference between the pre- and posttest scores of the yoga intervention group (P < .05). Besides, there was a statistically significant difference between the scores obtained by the intervention and control groups from the CYRM and the subscales of the Kidcope (P < .05). These findings imply that yoga contributes to resilience and coping with stress in adolescents. Based on the findings, we suggest that psychiatric nurses may incorporate yoga to protect the mental health of adolescents.
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Affiliation(s)
- Sinem Dağ Canatan
- Author Affiliations: Department of Nursing, Faculty of Health Sciences, Eastern Mediterranean University, Famagusta, North Cyprus, Turkey (Dr Canatan); and Faculty of Nursing, University of Health Sciences, Ankara, Turkey (Dr Öksüz)
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McCurdy BH, Bradley T, Matlow R, Rettger JP, Espil FM, Weems CF, Carrion VG. Program evaluation of a school-based mental health and wellness curriculum featuring yoga and mindfulness. PLoS One 2024; 19:e0301028. [PMID: 38574083 PMCID: PMC10994323 DOI: 10.1371/journal.pone.0301028] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/12/2023] [Accepted: 03/01/2024] [Indexed: 04/06/2024] Open
Abstract
BACKGROUND Interest in the effectiveness of mindfulness-based interventions such as yoga in primary schools has grown. Evidence shows promise, as youth who engage in yoga to promote mindfulness show improved coping skills, increased socio-emotional competence and prosocial skills, academic performance, attention span, and ability to deal with stress. OBJECTIVE This study reports the results of a program evaluation of a universal health and wellness curriculum, Pure Power, designed to teach youth yoga techniques, mindfulness, and emotion regulation. METHODS A non-randomized comparison design examined outcomes among participants from schools that completed the intervention with highest fidelity of implementation (n = 461) and from students in matched comparison schools (n = 420). Standard measures of coping, emotion regulation and emotion dysregulation, spelling, and math achievement were collected. RESULTS Analyses suggest the youth in the intervention schools demonstrated relative improvement on measures of emotion regulation, spelling, and math. CONCLUSIONS Challenges in implementation in real-life settings are vital to identify. The data provide some real-world evidence for the effectiveness of a universal health and wellness curriculum on emotion regulation and positive academic outcomes. Training school staff to deliver the intervention may foster implementation. Future research should test the effectiveness of who delivers the intervention; for example, teacher-delivered groups vs. other wellness personnel.
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Affiliation(s)
- Bethany H. McCurdy
- Human Development and Family Studies, Iowa State University, Ames, Iowa, United States of America
| | - Travis Bradley
- Department of Psychiatry and Behavioral Sciences, School of Medicine, Stanford University, Stanford, California, United States of America
| | - Ryan Matlow
- Department of Psychiatry and Behavioral Sciences, School of Medicine, Stanford University, Stanford, California, United States of America
| | - John P. Rettger
- Department of Psychiatry and Behavioral Sciences, School of Medicine, Stanford University, Stanford, California, United States of America
| | - Flint M. Espil
- Department of Psychiatry and Behavioral Sciences, School of Medicine, Stanford University, Stanford, California, United States of America
| | - Carl F. Weems
- Human Development and Family Studies, Iowa State University, Ames, Iowa, United States of America
| | - Victor G. Carrion
- Department of Psychiatry and Behavioral Sciences, School of Medicine, Stanford University, Stanford, California, United States of America
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Ju X, Liu H, Xu J, Hu B, Jin Y, Lu C. Effect of Yoga Intervention on Problem Behavior and Motor Coordination in Children with Autism. Behav Sci (Basel) 2024; 14:116. [PMID: 38392469 PMCID: PMC10886297 DOI: 10.3390/bs14020116] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2023] [Revised: 01/31/2024] [Accepted: 02/01/2024] [Indexed: 02/24/2024] Open
Abstract
Children with autism exhibit more pronounced symptoms of both problem behaviors and motor coordination difficulties. Yoga, recognized as an effective intervention modality, can be valuable after assessing its efficacy in addressing problem behaviors and motor coordination challenges, ultimately contributing to symptom alleviation in autism. The randomized controlled trial (RCT) was used to divide 17 children with autism into an intervention group (n = 9) and a control group (n = 8). The intervention group participated in an 8-week yoga intervention training (three sessions/week, 45-50 min/session), and the control group did not participate in yoga training but only in daily program activities. Pre-test, mid-test, post-test, and after delayed test, teachers assessed the effect of yoga intervention on problem behaviors of children with autism through the Aberrant Behavior Checklist (ABC) and the effect of yoga intervention on motor coordination through the Movement Assessment Battery for Children-Second Edition (MABC2). Results show that the yoga intervention is effective in reducing problem behaviors and improving motor coordination in children with autism. Yoga intervention significantly reduces irritability and social withdrawal in children with autism. Yoga intervention had the most significant improvement in ball skills and static and dynamic balance.
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Affiliation(s)
- Xingda Ju
- School of Psychology, Northeast Normal University, Changchun 130000, China
- Jilin Provincial Key Laboratory of Cognitive Neuroscience and Brain Development, Changchun 130000, China
| | - Huanhuan Liu
- School of Psychology, Northeast Normal University, Changchun 130000, China
| | - Jing Xu
- School of Life Sciences, Northeast Normal University, Changchun 130000, China
| | - Bo Hu
- School of Psychology, Northeast Normal University, Changchun 130000, China
| | - Yunlei Jin
- Children's Hospital of Changchun, Changchun 130000, China
| | - Chang Lu
- School of Psychology, Northeast Normal University, Changchun 130000, China
- Jilin Provincial Key Laboratory of Cognitive Neuroscience and Brain Development, Changchun 130000, China
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Llistosella M, Goni-Fuste B, Martín-Delgado L, Miranda-Mendizabal A, Franch Martinez B, Pérez-Ventana C, Castellvi P. Effectiveness of resilience-based interventions in schools for adolescents: a systematic review and meta-analysis. Front Psychol 2023; 14:1211113. [PMID: 37868613 PMCID: PMC10587685 DOI: 10.3389/fpsyg.2023.1211113] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/24/2023] [Accepted: 08/22/2023] [Indexed: 10/24/2023] Open
Abstract
Introduction Resilience has been identified as a dynamic process that provides capabilities to face adversity. Considering the many protective factors involved in resilience and that the school is a key context to promote resilience, this review aimed to examine the effect of school-based interventions on resilience in adolescents. Methods A systematic literature review and meta-analysis were conducted in July 2021 on four databases. The risk of bias was assessed using the Cochrane risk of bias tool. Random-effects meta-analysis was used to obtain pooled estimates. Stratified analyses were done according to population type (general, at risk), intervention type, and follow-up assessments. Results Of the 1,667 articles obtained, 27 were included in the systematic review and 16 in the meta-analysis. The random effects indicated a significant increase in resilience after the intervention [SMD = 0.58, 95% CI (0.29-0.87)]. Subgroup analysis showed effectiveness only in the population at risk [SMD = 1.28, 95% CI (0.53-2.03)] and early adolescence [SMD = 1.28, 95% CI (0.42-2.14), PI (-7.44 to 10.33)]. Multicomponent intervention [SMD = 1.45, 95% CI (0.11-2.80)] and Cognitive Behavioural Therapy (CBT) [SMD = 0.20, 95% CI (0.06-0.34)] demonstrated substantial effectiveness. Significant results were observed within 8-week follow-ups or less [SMD = 1.55, 95% CI (0.61-2.48)]. Discussion These findings provide evidence that multicomponent and CBT interventions increase resilience in early at-risk adolescents only in the short term. Developing resilience interventions is useful in schools exposed to unfavourable socioeconomic contexts. Furthermore, long-term interventions should be redesigned to improve their effectiveness. Systematic review registration PROSPERO [CRD42021277493].
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Affiliation(s)
- Maria Llistosella
- Primary Health Care, Consorci Sanitari de Terrasa, Terrassa, Spain
- Department of Nursing, Universitat International de Catalunya, Sant Cugat del Vallés, Spain
| | - Blanca Goni-Fuste
- Department of Nursing, Universitat International de Catalunya, Sant Cugat del Vallés, Spain
| | - Leandra Martín-Delgado
- Department of Nursing, Universitat International de Catalunya, Sant Cugat del Vallés, Spain
| | - Andrea Miranda-Mendizabal
- Teaching, Research and Innovation Unit, Fundació Sant Joan de Déu, Sant Boi de Llobregat, Spain
- Mental Health Networking Biomedical Research Centre (CIBERSAM), Madrid, Spain
- Department of Medicine, Universitat International de Catalunya, Sant Cugat del Vallés, Spain
| | - Berta Franch Martinez
- Department of Medicine, Universitat International de Catalunya, Sant Cugat del Vallés, Spain
| | | | - Pere Castellvi
- Department of Medicine, Universitat International de Catalunya, Sant Cugat del Vallés, Spain
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Hawkins GT, Chung CS, Hertz MF, Antolin N. The School Environment and Physical and Social-Emotional Well-Being: Implications for Students and School Employees. THE JOURNAL OF SCHOOL HEALTH 2023; 93:799-812. [PMID: 37670600 DOI: 10.1111/josh.13375] [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: 05/08/2023] [Accepted: 06/22/2023] [Indexed: 09/07/2023]
Abstract
BACKGROUND The school environment, consisting of the physical environment and social-emotional climate (SEC), plays a crucial role in both student and employee health; however, there is a lack of recent literature synthesizing school environment interventions in K-12 settings. We describe updated evidence about school environment interventions to support K-12 student and employee health in the United States. METHODS A 2-phase search included a review of reviews (2010-2018), followed by a search for individual articles (2010-2020) that targeted school physical environment and/or SEC to address physical activity (PA) and/or nutrition. We also investigated how nutrition and PA interventions with an SEC component improves social-emotional and/or mental health outcomes. Because research on dietary and PA behaviors for school employees is limited; we included studies on other worksites (eg, hospitals and offices) to provide insight for school employees. FINDINGS We identified 40 articles describing 40 unique studies and 45 interventions and grouped them by intervention type. Physical environment interventions demonstrated significant and positive nutrition and PA behavioral outcomes for students; outcomes among employees were mixed. Interventions with SEC components reported improvements in some mental health outcomes. IMPLICATIONS The school environment can affect dietary and PA behaviors as well as mental health for students and employees. CONCLUSIONS Establishing healthy school environments can support student and employee PA, dietary behaviors, and mental health.
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Affiliation(s)
- Georgianne Tiu Hawkins
- Division of Population Health, Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, Atlanta, GA
| | - Chloe S Chung
- Division of Population Health, Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, Atlanta, GA
- Oak Ridge Institute for Science and Education, Oak Ridge, TN
| | - Marci F Hertz
- Centers for Disease Control and Prevention, National Center for HIV, Viral Hepatitis, STD, and TB Prevention, Atlanta, GA
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Bazzano AN, Sun Y, Zu Y, Fleckman JM, Blackson EA, Patel T, Shorty-Belisle A, Liederman KH, Roi C. Yoga and Mindfulness for Social-Emotional Development and Resilience in 3-5 Year-Old Children: Non-Randomized, Controlled Intervention. Psychol Res Behav Manag 2023; 16:109-118. [PMID: 36660255 PMCID: PMC9844140 DOI: 10.2147/prbm.s385413] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2022] [Accepted: 12/19/2022] [Indexed: 01/14/2023] Open
Abstract
Background Early childhood is the key life course period for development of social-emotional skills, providing the foundation for school readiness and resilience in later life. Age-appropriate yoga and mindfulness programs may contribute to the development of critical skills in children. Young children from minoritized communities that face structural racism and health disparities may benefit from programs that support social-emotional development and contribute to future academic success. Systematic reviews of yoga interventions for young children have indicated the potential for effectiveness in supporting social-emotional development, executive function, and physical activity. However, studies of yoga and mindfulness with non-White children are sparse and, overall, the evidence base to date for such programs remains limited by non-controlled studies and the variable quality of studies evaluating programs in early childhood settings. Methods The analysis of data from a non-randomized, controlled intervention aimed to assess the effect of exposure to a yoga and mindfulness program for early childhood development of social-emotional skills in a majority Black/African American urban preschool setting in southeastern US. Children in the intervention received group yoga and mindfulness led by a certified children's yoga teacher who also had training and experience as a school teacher. Intervention participants engaged in activities for 20 minutes once per week for 32 weeks, while the control group had no yoga. The final sample included 579 in the historical control group and 122 in the intervention group. Results Results indicated that children who participated in the yoga and mindfulness program had higher total protective factor (TPF) subscores on the Devereux Early Childhood Assessment over time than children who did not receive yoga and mindfulness programming, and that the difference was statistically significant (P<0.05). Participation in the intervention group significantly predicted increases in initiative score, self-control score, and TPF score, as well as a decrease in the behavioral concerns. Discussion School based yoga and mindfulness programming can support social-emotional skills and resilience in young children. Additional studies with larger sample sizes and randomization are needed on use of yoga and mindfulness in young children for social-emotional development, particularly for Black/African American children and others from minoritized communities.
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Affiliation(s)
- Alessandra N Bazzano
- Tulane University School of Public Health and Tropical Medicine, Department of Social, Behavioral, and Population Sciences, New Orleans, LA, USA,Correspondence: Alessandra N Bazzano, Email
| | - Yaoyao Sun
- Peking University, Institute of Mental Health, Sixth Hospital, Beijing, People’s Republic of China,NHC Key Laboratory of Mental Health. National Clinical Research Center for Mental Disorders, Peking University, Beijing, People’s Republic of China
| | - Yuanhao Zu
- Tulane University School of Public Health and Tropical Medicine, Department of Biostatistics, New Orleans, LA, USA
| | - Julia M Fleckman
- Tulane University School of Public Health and Tropical Medicine, Department of Social, Behavioral, and Population Sciences, New Orleans, LA, USA
| | - Emma A Blackson
- Tulane University School of Public Health and Tropical Medicine, Department of Social, Behavioral, and Population Sciences, New Orleans, LA, USA
| | - Tejal Patel
- Tulane University School of Public Health and Tropical Medicine, Department of Social, Behavioral, and Population Sciences, New Orleans, LA, USA
| | | | | | - Cody Roi
- Louisiana State University Health Science Center, Department of Child and Adolescent Psychiatry, New Orleans, LA, USA
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Pedrini L, Meloni S, Lanfredi M, Rossi R. School-based interventions to improve emotional regulation skills in adolescent students: A systematic review. J Adolesc 2022; 94:1051-1067. [PMID: 36082432 DOI: 10.1002/jad.12090] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2022] [Revised: 06/07/2022] [Accepted: 08/25/2022] [Indexed: 12/13/2022]
Abstract
INTRODUCTION Emotional regulation (ER) is a core variable involved in the onset and maintenance of mental health disorders; therefore, interventions targeting ER in adolescence represent a promising preventive action. The current systematic review provides a synthesis of the evidence on school-based interventions on ER in adolescent students. METHODS Six electronic databases (Medline, Psychology Database, Embase, Scopus, Psychinfo, and Web of Science) were searched. The methodological quality of the included studies was assessed by the Methodological Index for Nonrandomized Studies. RESULTS A total of 36 studies were identified. The interventions were based on different theoretic frameworks and focused on different components of ER. There were universal interventions that addressed the entire class, as well as interventions for a selected population of at-risk students. Only one-third of the studies were based on manualized programs. Small to moderate effect sizes were found for mental health and ER skills. Only a few studies assessed risky behaviors, and these studies showed a reduction with moderate to large effect size. Studies conducted on high-risk populations showed medium-high effect sizes on ER skills. In contrast, studies conducted on unselected samples of students showed greater variability in the outcome estimates. Acceptability analysis and attendance rates suggested that the interventions were well received by students. The lack of follow-up assessments and the absence of sample-size calculation were the most frequent methodological weaknesses. CONCLUSIONS The content of the present review could be useful for professionals involved in the planning of school psychological services. Overall, the findings of the current review support the applicability and beneficial effect of school-based intervention for adolescents. Moreover, the results clearly point out the utility of a multitiered model to structure coordinated and integrated preventive interventions and to optimize resources.
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Affiliation(s)
- Laura Pedrini
- Unit of Psychiatry, IRCCS Istituto Centro San Giovanni di Dio Fatebenefratelli, Brescia, Italy
| | - Serena Meloni
- Unit of Psychiatry, IRCCS Istituto Centro San Giovanni di Dio Fatebenefratelli, Brescia, Italy
| | - Mariangela Lanfredi
- Unit of Psychiatry, IRCCS Istituto Centro San Giovanni di Dio Fatebenefratelli, Brescia, Italy
| | - Roberta Rossi
- Unit of Psychiatry, IRCCS Istituto Centro San Giovanni di Dio Fatebenefratelli, Brescia, Italy
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Khunti K, Boniface S, Norris E, De Oliveira CM, Nicola Shelton. The effects of yoga on mental health in school-aged children: A Systematic Review and Narrative Synthesis of Randomised Control Trials. Clin Child Psychol Psychiatry 2022:13591045221136016. [PMID: 36302735 DOI: 10.1177/13591045221136016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
It is becoming increasingly common for frontline clinicians to see children and teenagers struggle with their mental health. Since mental health issues have increased over the past ten years in the UK, they are now the leading cause of disability and cost the British economy £105 billion annually. The review discusses the evidence base underpinning the effect of yoga on children's mental health and summarises the results of 21 research papers. The Cumulative Index to Nursing and Allied Health Literature, PsycINFO, ERIC, Web of Science, PubMed, Medline and Cochrane Library were searched through Ovid from January 2008 until May 2022. The keywords 'yoga OR mindfulness - AND school AND children OR child OR youth OR adolescent' were used. The search was limited to studies in the English language. The quality of each study was rated against Version 2 of the Cochrane risk-of-bias tool for randomised control trials and a set of inclusion and exclusion criteria. The evidence for yoga therapies in children is encouraging, although studies include methodological flaws such as small sample sizes and sparse information on interventions. This review has highlighted that yoga interventions may be implemented in schools as a preventative and therapeutic measure for mental health issues.
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Affiliation(s)
- Kirti Khunti
- 154305University College London (UCL), London, UK
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Bazzano AN, Sun Y, Chavez-Gray V, Akintimehin T, Gustat J, Barrera D, Roi C. Effect of Yoga and Mindfulness Intervention on Symptoms of Anxiety and Depression in Young Adolescents Attending Middle School: A Pragmatic Community-Based Cluster Randomized Controlled Trial in a Racially Diverse Urban Setting. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:12076. [PMID: 36231378 PMCID: PMC9564597 DOI: 10.3390/ijerph191912076] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/10/2022] [Revised: 09/19/2022] [Accepted: 09/21/2022] [Indexed: 06/16/2023]
Abstract
Mental health conditions in childhood and adolescence are increasing in the U.S. population and require early intervention, as highlighted by a recent Surgeon General's Advisory on Protecting Youth Mental Health. These health issues, which have been exacerbated by the COVID-19 pandemic, impair functioning, and may lead to longer term reductions in quality of life. Young adolescents are likely to experience stressors including academic pressure, feelings of loneliness and isolation, and excessive exposure to social media, all of which have been made worse by the pandemic and associated disruptions. Universal preventive programs at school serve as an important strategy for equipping youth with coping skills to address current and future social and emotional challenges. Yoga and mindfulness programs have emerged as a promising preventive approach for schools and have proven feasible and acceptable. The current study evaluated a universal, school-based mindfulness and yoga program among youth aged 11-14 in a racially diverse, urban setting in the United States. Outcomes of interest included symptoms of anxiety and depression. Anxiety and depression symptoms decreased in the intervention group, although these differences were not statistically significant. In the control group, anxiety symptoms decreased but depression symptoms increased. The resulting time effect indicated a significant decrease in anxiety symptoms, while the time by group effect revealed a strong trend in depression symptoms. Future research should investigate the utility of yoga and mindfulness interventions for early adolescents in a larger population, and the differences in intervention effect among subgroups, with attention to longer term outcomes.
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Affiliation(s)
- Alessandra N. Bazzano
- Center of Excellence in Maternal Child Health, Department of Social, Behavioral and Population Sciences, Tulane University School of Public Health and Tropical Medicine, New Orleans, LA 70112, USA
| | - Yaoyao Sun
- Institute of Mental Health, Peking University Sixth Hospital, Beijing 100191, China
| | - Vaughne Chavez-Gray
- Center of Excellence in Maternal Child Health, Department of Social, Behavioral and Population Sciences, Tulane University School of Public Health and Tropical Medicine, New Orleans, LA 70112, USA
| | - Temitope Akintimehin
- Center of Excellence in Maternal Child Health, Department of Social, Behavioral and Population Sciences, Tulane University School of Public Health and Tropical Medicine, New Orleans, LA 70112, USA
| | - Jeanette Gustat
- Department of Epidemiology, Tulane University School of Public Health and Tropical Medicine, New Orleans, LA 70112, USA
| | - Denise Barrera
- Center of Excellence in Maternal Child Health, Department of Social, Behavioral and Population Sciences, Tulane University School of Public Health and Tropical Medicine, New Orleans, LA 70112, USA
| | - Cody Roi
- Department of Child and Adolescent Psychiatry, Louisiana State University Health Sciences Center, New Orleans, LA 70112, USA
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Scoping Review of Yoga in Schools: Mental Health and Cognitive Outcomes in Both Neurotypical and Neurodiverse Youth Populations. CHILDREN 2022; 9:children9060849. [PMID: 35740786 PMCID: PMC9222138 DOI: 10.3390/children9060849] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/09/2022] [Revised: 06/02/2022] [Accepted: 06/04/2022] [Indexed: 11/17/2022]
Abstract
Yoga is used widely as a therapeutic tool for physical and mental well-being. The mind-body activity could be an inclusive and cost-effective intervention used within schools to help tackle the mental health crisis in youth populations. To date, research has focused on mainly neurotypical youth populations. However, greater acknowledgement of the impact for neurodiverse youth populations is warranted. Therefore, the aim of this scoping review is to understand what is known about the relationships between yoga in schools and mental health and cognition in neurotypical and neurodiverse youth populations. Methods: This review followed O’Malley and Arskey’s methodological framework. A comprehensive database search using fundamental keywords and index terms was conducted. Screening was carried out in CovidenceTM software. Results: Substantial evidence to support the use of school-based yoga programmes for the improvement of anxiety, self-concept, resilience, depression, self-esteem, subjective and psychological well-being, executive function, inhibition, working memory, attention and academic performance in neurotypical populations was found. Evidence to support school-based yoga programmes in neurodiverse populations with improvements in self-concept, subjective well-being, executive function, academic performance and attention was also found. Conclusions: The findings support the provision of yoga in schools to improve mental health and cognition whilst also creating clear pathways for future research and school-based yoga intervention development.
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Hale GE, Colquhoun L, Lancastle D, Lewis N, Tyson PJ. Review: Physical activity interventions for the mental health and well-being of adolescents - a systematic review. Child Adolesc Ment Health 2021; 26:357-368. [PMID: 34105239 DOI: 10.1111/camh.12485] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 05/14/2021] [Indexed: 12/18/2022]
Abstract
BACKGROUND Rates of physical activity decline throughout adolescence, and evidence indicates that this has an adverse impact on psychological health. This paper aims to synthesise available evidence for physical activity interventions on the mental health and well-being of young people (11-19 years) from the general population. METHOD Nine databases were searched to identify studies published between January 2005 and June 2020: Web of Science, ProQuest Psychology Journals, PsycINFO, Pub Med, ASSIA, CINHAL PLUS, SPORTDiscus, EMBASE and Wiley Online Library. Key search terms included 'physical activity intervention', 'mental health' and 'adolescen*'. Eligible studies were independently screened by two authors based on inclusion/exclusion criteria. RESULTS Twenty-eight interventions were narratively synthesised in four categories: Quality of Life (QOL), self-esteem, psychological well-being and psychological ill-being (e.g. depression, stress). A large proportion (67.9%) of interventions were multicomponent and combined physical activity with other features such as health education (e.g. nutrition). However, only a limited number (N = 5) specifically addressed mental health. Findings suggest that interventions are useful in improving psychological well-being and QOL, yet evidence for self-esteem is mixed. CONCLUSIONS Although effectiveness in improving well-being is evident, evidence for a reduction in the frequency and severity of mental health problems is less clear. A summary of the overall impact of physical activity interventions on the mental health of young people is presented.
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Affiliation(s)
- Gabrielle E Hale
- School of Psychology and Therapeutic Studies, University of South Wales, Pontypridd, UK
| | - Luke Colquhoun
- School of Psychology and Therapeutic Studies, University of South Wales, Pontypridd, UK
| | - Deborah Lancastle
- School of Psychology and Therapeutic Studies, University of South Wales, Pontypridd, UK
| | - Nicky Lewis
- School of Psychology and Therapeutic Studies, University of South Wales, Pontypridd, UK
| | - Philip J Tyson
- School of Psychology and Therapeutic Studies, University of South Wales, Pontypridd, UK
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Influence of Sports Intervention Based on K-Center Algorithm on Adolescent Obesity Metabolism and Bone Quality. JOURNAL OF HEALTHCARE ENGINEERING 2021; 2021:9236369. [PMID: 34630999 PMCID: PMC8500757 DOI: 10.1155/2021/9236369] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/15/2021] [Accepted: 08/31/2021] [Indexed: 11/17/2022]
Abstract
In order to enable obese adolescents to increase muscle content, base metabolism, etc., aerobic training is used reduce body fat and then improve body components, health physique indicators, and physical fitness. This paper adopts the current situation for research and model construction through the K-center algorithm. The results show that 10 min swimming movement increased the adolescent patients' level of brain metabolism, and with no less than 15 min, the CI value rose to 41, the increase in brain metabolism in adolescents, and the rate of fat combustion effectively increased. It is guaranteed that physical health prevents the occurrence of obese syndrome diseases. Sports training can not only increase the skinny weight of the teen obese population but also reduce body fat content, which has a significant assistance to body type, is a high-cost performance, and has comprehensive training means.
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