Taking a few deep breaths significantly reduces children's physiological arousal in everyday settings: Results of a preregistered video intervention

A proof of concept study on digital interventions for reducing socio-evaluative stress and anxiety in youth

Youth often struggle with heightened sensitivity to social judgement, increasing their vulnerability to fear in social situations. This study investigates brief digital interventions aimed at regulating cognitive and affective disturbances related to social anxiety, specifically focusing on fear responses in a social-evaluative threat context. One-hundred-twenty healthy youth were randomly assigned to one of four conditions: attention training, detached mindfulness, slow breathing, or an active control condition. To induce social-evaluative threat, participants delivered a public speech after a 12-min video intervention. We assessed subjective anxiety levels, metacognition, heart rate variability (HRV), and subjective and objective performance ratings throughout the experiment. Results indicated that the slow breathing intervention significantly increased HRV immediately after the intervention, during the public speaking task, and during the recovery and reduced state anxiety immediately after the intervention. In contrast, attention training and detached mindfulness did not yield significant effects, although detached mindfulness did increase HRV immediately post-intervention. These preliminary findings suggest that brief digital interventions, especially slow breathing, may effectively alleviate fear responses in youth during social-evaluative contexts, highlighting their potential as accessible support tools.

Improving Self-Regulation: Resiliency Skills in the Classroom

PURPOSE

The impact of daily living often results in unimaginable stress for children, which can be exhibited as lack of self-control. Children with decreased self-regulation are often not successful in school. Many schools do not have the resources needed to employ professionals who could provide programs to improve self-regulation. Creative programs that can be implemented into the classroom without disrupting the school day are needed. The current article describes a resiliency program that was implemented in a school setting to increase self-regulation.

METHOD

This pilot project used descriptive statistics to analyze the feasibility of incorporating resiliency skills into an elementary school curriculum and the resulting impact on self-regulation among school-aged children.

RESULTS

Improvements were identified in self-esteem, compassion, and classroom behavior.

CONCLUSION

Implementing resiliency skills into the curriculum can result in positive outcomes by improving self-regulation in school-aged children. [Journal of Psychosocial Nursing and Mental Health Services, 63(1), 31-38.].

Cognitive control processes and emotion regulation in adolescence: Examining the impact of affective inhibition and heart-rate-variability on emotion regulation dynamics in daily life

Cognitive control processes likely influence the extent to which adolescents can successfully regulate their emotions. This study examined whether individual differences in affective inhibition and heart rate variability (HRV), as a peripheral index of cognitive control, moderated the association between momentary emotion regulation and negative affect (NA). Ecological Momentary Assessments (EMA) over 14 days were obtained in 235 adolescents (Mage = 13.48 years; 106 females). At each assessment, participants reported their current NA and the extent to which they used cognitive reappraisal and rumination. Moreover, at three time points (approximately 1 year, 6 months, and just before the EMA), affective inhibition was assessed using an affective go/no-go task and HRV was recorded at rest. Results indicate that adolescents with lower affective inhibition reported lower average levels of daily rumination. However, affective inhibition did not moderate the association between either daily cognitive reappraisal or rumination and momentary NA. Consistent with hypotheses, the association between momentary rumination and NA was weaker in adolescents showing higher levels of resting HRV. Overall, findings may underscore the importance of interventions targeting HRV as a malleable factor for enhancing adolescents' affective well-being.

Mindfulness and time perception: A systematic integrative review

Several recent studies have explored the relationships between mindfulness and time perception, an area of research that has become increasingly popular in the last 10-15 years. In this article, we present a systematic integrative review of the evidence on this subject. We also integrate the field's findings into a conceptual framework which considers the multifaceted nature of both mindfulness, and time perception research. To identify the relevant literature, we searched the following databases using relevant keywords: PsycINFO; Medline; EBSCO Host Psychology and Behavioral Sciences Collection; and Web of Science. These searches were last performed on the 4th of May 2022, and additional hand searches were also conducted. To be included, articles had to be in English and contain original data about the potential relationship(s) between mindfulness and time perception. Articles which did not present usable data about the relationship(s) between the variables of interest were excluded. In total, 47 research articles were included in the review (combined sample size of ∼5800 participants). Risks of bias in the selected studies were evaluated using two separate assessment tools designed for this purpose. Through an integrative narrative synthesis, this article reviews how mindfulness may relate to time perception for various reference frames, and for various time perception measures and methods. It also provides new insights by exploring how a wide range of findings can be integrated into a coherent whole, in light of some relevant time perception models and mindfulness theories. Altogether, the reviewed data suggest the existence of complex and multifaceted relationships between mindfulness and time perception, highlighting the importance of considering many factors when planning research or interpreting data in this field. Limitations of the current review include the scarceness of data for certain categories of findings, and the relatively low prevalence of studies with a randomized controlled design in the source literature. This research was partly funded by a grant from the Natural Science and Engineering Research Council of Canada.

Acute effects of mindful interval exercise on cognitive performance in a higher education setting

Interval exercise (IE) has been shown to have acute facilitating effects on cognition; however, the existing literature has been limited to laboratory settings and has focused on manipulating the parameters of exercise bouts during IE. This study included two classroom-based experiments to (1) investigate the effect of an acute bout of IE delivering mindfulness activity during its recovery intervals (mindful IE) on cognitive performance, and (2) compare cognitive performance following acute bouts of mindful IE with non-mindful IE. Experiment 1: Using a class-based within-subject crossover design, 59 participants completed the Stroop, d2, and trail-making tests to measure inhibitory control, attention, and cognitive flexibility, after a 30-min non-exercise or mindful IE session on separate counterbalanced days. Experiment 2: Using a similar design, 70 participants were assigned to two groups to receive a non-exercise and an IE session with (mindful) or without (non-mindful) mindfulness-based recovery intervals on separate counterbalanced days. Results from Experiment 1 showed superior d2 performance following the mindful IE than the non-exercise session. Although Experiment 2 found exercise-related decreases in commission error rate during the d2 test in both groups, the non-mindful group showed additional decreases in omission and total error rates. Further, higher scores on the nonreactivity facet of dispositional mindfulness were correlated with larger decreases in omission and total error rates during the d2 test for the mindful IE group. No exercise-related effect was found for outcomes of the Stroop and trail-making tests in both experiments. These findings in the selective improvements in d2 test performance are the first to suggest the feasibility of integrating mindfulness activity into the recovery intervals of IE for enhanced cognitive performance that may depend on individual differences in dispositional mindfulness.

Konzeption einer App mit der Technik des „Entschleunigten Atmens“ zur Selbstregulation für Jugendliche während der Corona-Pandemie

Zusammenfassung. Theoretischer Hintergrund: Belastungen und Stress nahmen bei den Jugendlichen während der COVID-19-Pandemie zu. Das Entschleunigte Atmen (EA) wirkt kurz- wie langfristig stressreduzierend und stabilisierend. Mithilfe einer App, die diese Technik vermittelt, haben Schüler_innen auch während des pandemiebedingten Distanz-Lernens die Möglichkeit, an einem schulbasierten Training teilzunehmen. Fragestellung: Wie hoch ist die Erreichbarkeit und wie werden inhaltliche und nicht-inhaltliche Aspekte der App bewertet? Methode: Eine mehrmodulige App, die das EA erklärt, zum Anwenden und Üben dieser Technik anleitet, wurde konzipiert und entwickelt. Während eines Pilotprojekts in der zweiten Welle der COVID-19-Pandemie wurde das vierwöchige Training von 6. bis 8. Klässler_innen erprobt. Das gesamte Training bewerteten 31 Schüler_innen, das EA sieben. Ergebnisse: Erste Ergebnisse deuten auf eine zufriedenstellende nicht-inhaltliche und eine gute inhaltliche Akzeptanz hin. Die Erreichbarkeit hingegen war gering. Alle Ergebnisse werden deskriptiv vorgestellt. Diskussion und Schlussfolgerung: Die App-Revision soll Präsenzmodule beinhalten, die motivationalen Anreize erhöhen und an einer größeren Stichprobe durchgeführt werden.