Cognitive enrichment through art: a randomized controlled trial on the effect of music or visual arts group practice on cognitive and brain development of young children

BACKGROUND

The optimal stimulation for brain development in the early academic years remains unclear. Current research suggests that musical training has a more profound impact on children's executive functions (EF) compared to other art forms. What is crucially lacking is a large-scale, long-term genuine randomized controlled trial (RCT) in cognitive neuroscience, comparing musical instrumental training (MIP) to another art form, and a control group (CG). This study aims to fill this gap by using machine learning to develop a multivariate model that tracks the interconnected brain and EF development during the academic years, with or without music or other art training.

METHODS

The study plans to enroll 150 children aged 6-8 years and randomly assign them to three groups: Orchestra in Class (OC), Visual Arts (VA), and a control group (CG). Anticipating a 30% attrition rate, each group aims to retain at least 35 participants. The research consists of three analytical stages: 1) baseline analysis correlating EF, brain data, age, gender, and socioeconomic status, 2) comparison between groups and over time of EF brain and behavioral development and their interactions, including hypothesis testing, and 3) exploratory analysis combining behavioral and brain data. The intervention includes intensive art classes once a week, and incremental home training over two years, with the CG receiving six annual cultural outings.

DISCUSSION

This study examines the potential benefits of intensive group arts education, especially contrasting music with visual arts, on EF development in children. It will investigate how artistic enrichment potentially influences the presumed typical transition from a more unified to a more multifaceted EF structure around age eight, comparing these findings against a minimally enriched active control group. This research could significantly influence the incorporation of intensive art interventions in standard curricula.

TRIAL REGISTRATION

The project was accepted after peer-review by the Swiss National Science Foundation (SNSF no. 100014_214977) on March 29, 2023. The study protocol received approval from the Cantonal Commission for Ethics in Human Research of Geneva (CCER, BASEC-ID 2023-01016), which is part of Swiss ethics, on October 25, 2023. The study is registered at clinicaltrials.gov (NCT05912270).

Emotion Regulation Scale and Mindfulness Scale in School Aged Children: Construction and Validation of French Versions

Few measuring scales seem to evaluate Mindfulness and emotion regulation in school aged children. This article aims to present four studies describing the construction and validation of two French measuring scales for children: French Emotion Regulation Scale for Children (FERS-C) and Mindfulness Scale for Children French version (MSC-F). We discuss the elaboration and choice of the items for each measure, examine their phrasing and comprehensibility from the children's standpoint. The main sample consisted of 421 non-clinical, 6 to 12 years old children, who consented to fill out the measuring scales in order to test the factor structure. Additionally, we assessed and confirmed temporal stability and determined convergent validity. Results support that both scales appear to be reliable emotion regulation and mindfulness measures for school aged children. Results also reveal a relevant factor structure for both measures. The results of these studies support that the two scales are appropriate and useful measures of mindfulness and emotion regulation capacities for school aged children. In conclusion, we call for further research to improve and develop measures assessing child mindfulness skills in both clinical and research contexts.

Stress, anxiety, emotion regulation and social support in parent‐child dyads prior to and during the onset of the COVID‐19 pandemic

In March 2020, and in order to assess the impact of the COVID-19 pandemic on stress and mental health in parent-child dyads using pre-pandemic measures, we recontacted participants from a 2019 study. A total of 136 dyads of Canadian parents (77% mothers, mean age = 44.48 years/old) and children (63% girls, 77% aged 10-12 years/old and 23% aged 15-17 years/old) completed self-report measures of perceived stress, anxiety (state/sensitivity) and emotion regulation strategies (cognitive reappraisal/expressive suppression). Children additionally completed measures of co-rumination and perceived social support from friends, parents, and teachers. Results revealed a significant increase in parents' stress and state anxiety during the pandemic compared to before, but not in their children. Dyads' anxiety sensitivity remained unchanged, as well as parents' use of cognitive reappraisal and expressive suppression. Children showed similar use of cognitive reappraisal, but less expressive suppression and co-rumination during the pandemic compared to before. Children reported similar perceived social support from all sources over time. Finally, parental and children scores were not significantly correlated at either time. These results suggest that during the onset of the COVID-19 pandemic, parents and children responded differently in terms of stress, anxiety, and emotion regulation strategies.

Proof of Concept: A Brief Psycho-Educational Training Program to Increase the Use of Positive Emotion Regulation Strategies in Individuals With Autism Spectrum Disorder

Attenuated positive emotions and difficulties in regulating emotions are frequently observed in individuals with autism spectrum disorders (ASD) and are linked to increased risk of affective disorders, problematic behaviors, and impaired socio-emotional functioning. As such, interventions specifically focused on positive emotion regulation (ER) skills could be very valuable for individuals with ASD, their caregivers, and therapists. However, the field of positive ER in ASD is under-researched. The present study aimed at testing the practical potential and the preliminary effects of a brief novel psycho-educational training program on positive ER for individuals with ASD. Thirty male participants with ASD (aged 10-35years; N _training=14, N _waitlist=16) underwent a three-session program on the use of adaptive positive ER strategies (i.e., attentional deployment, cognitive change, and response modulation). Participants rated the program as easy to understand, interesting, pleasant, and likable. No dropouts or adverse effects were observed. The training group showed a significant increase in the self-reported use of the ER strategies compared to the waitlist group. The increase in the use of ER strategies maintained up to 7 weeks in the overall sample. Having reached high satisfaction rates and the intended effects in this proof of concept study, this novel program represents a promising tool to support ER. Future research should next investigate the efficacy of the intervention on day-to-day emotional experience and wellbeing. Clinical Trial Registration: ClinicalTrials.gov # NCT02898298.

Study Protocol: Transition_psy a Multicenter Prospective Longitudinal Cohort Study Assessing Risk and Protective Factors to Develop Psychopathology in Transitional Age Youth in Belgium

Introduction: Emerging adults are a particularly at-risk population in mental health. The primary aim of the Transition_psy study is to evaluate changes in mental health care need and quality of life during transition from Child and Adolescent Mental Health Services (CAMHS) to Adult Mental Health Services (AMHS). The relationship between these changes and genetic or environmental vulnerabilities and clinical dimensions representing risk and protective factors to the development of psychopathology will be analyzed. We also aim to explore how each factor plays, specifically, a role in developing internalizing and externalizing symptoms, in order to predict the most common paths of psychopathology in transitional age youth (TAY). Methods and Analysis: Transition_psy is a multicenter prospective longitudinal cohort study. The transversal and trans-diagnostic approach consists of a dimensional evaluation: 300 youth at the age of 17 will be included in a cohort of in-patients, out-patients and control group. Participants will be assessed at baseline (T0) and 24 months later (T1). The primary objective to determine changes in self-rated Health Of The Nation Outcome Scales For Children And Adolescents (HONOSCA-SR) and WHO Quality of Life-BREF (WHOQOL-BREF) scores between T0 and T1. Pearson correlation and mediation analysis will be performed. A secondary objective analysis using mediation and moderation models with several dimensional aspects, including self-reported and cognitive measures, will be conducted to disentangle the potential relationships between the two scores. Discussion: Transition from CAMHS to AMHS occurs at a crucial age in terms of the continuum between adolescent and adulthood psychopathology. This collaborative and cohesive protocol between CAMHS and AMHS represents the first national cohort study about Transition Psychiatry in French-speaking Belgium. Ethics and Dissemination: The study protocol was approved by the Institutional Review Boards (IRB) of the three participating sites. Results will be published in peer-reviewed journals and disseminated at national and international conferences. This trial was registered in ClinicalTrials.gov (Identifier: NCT04333797) on 3 April 2020.