Yoga classes as an early intervention for college students reporting high levels of stress and anxiety: A pilot study

Background:Today's college students are experiencing unprecedented rates of stress, anxiety, and mental health issues. As a result, college counseling centers are often overwhelmed by the demand for mental health services. Methods: The current study evaluated the potential for Hatha yoga classes to be used as an alternative to conventional psychotherapy for college students reporting high levels of stress and anxiety. Results: After 6 weeks of twice-weekly, hour-long yoga classes, significant reductions in stress, anxiety, pathological worry, and rumination were reported by 7 undergraduate college students. Conclusions: Results of this pilot study suggest that Hatha yoga classes may serve as a widely accessible, cost-effective early intervention that can be offered as a first-line recommendation to students who are struggling with heightened levels of stress and anxiety.

Embodied Cognition in Meditation, Yoga, and Ethics-An Experimental Single-Case Study on the Differential Effects of Four Mind-Body Treatments

Yoga is an embodied contemplative practice considered as a path toward long-term well-being, which fosters an integrated processing of bodily and emotional stimuli. However, little is known about how the different components of yoga contribute to these processes. This was the aim of this single-case multiple-baseline study. Herein, we explored how different yoga components affect body awareness, emotion regulation, affectivity, self-compassion, and distress tolerance. Forty-two randomly assigned participants (from initially fifty-seven) completed one of four 8-week treatments: Mantra meditation alone (MA), meditation plus physical yoga (MY), meditation plus ethical education (ME), and meditation plus yoga and ethical education (MYE). Participants had no prior regular yoga or meditation practice. Data were analyzed using visual inspection, effect size estimation, and multilevel modeling. Surprisingly, all four treatments similarly improved body awareness (Tau-U_MA = 0.21 to Tau-U_MY = 0.49), emotion regulation (Tau-U_MYE = -0.43 to Tau-U_ME = -0.52), self-compassion (η² = 0.08), and distress tolerance (η² = 0.13). These effects were maintained until follow-up at 2 and 12 months after the study, even though home practice declined. The MA condition had the least favorable effect on affective experience (Tau-U_MA = -0.14 and 0.07), while the ME condition enhanced valence the most (Tau-U_ME = 0.10) and the MY condition was the most effective in preventing negative affective responses. Although mantra meditation on its own negatively influenced daily affect, it can be assumed as the driving force behind the improvement in the other variables. This points to the central role of meditation in increasing interoception, self-awareness, and embodied processing.

A mindfulness-based promotive coping program improves well-being in college undergraduates

BACKGROUND AND OBJECTIVES

An increasing number of college students in the U.S. report elevations in stress and anxiety. One approach to addressing this need is to offer skills training programs.

DESIGN

This study used a stepped-wedge design to test the effects of a mindfulness-based coping-enhancement program on college students' stress-management, emotion regulation, coping, and well-being. The 6-week program includes didactics and practices for mindfulness, coping with challenging situations, regulating emotions, and compassion for oneself and others.

METHODS

Participants (N = 208) were predominantly first-year college students living in residence halls on campus, where the program was delivered.

RESULTS

Students who received the program were compared to those who had not yet received the program and reported improved mindfulness, executive control, active coping, self-compassion, social connectedness, resilience, and flourishing. The majority of these changes were maintained at a three-month follow-up.

CONCLUSIONS

The results of this study suggest that the program shows promise for supporting well-being in college students.

How does yoga reduce stress? A clinical trial testing psychological mechanisms

Yoga interventions can reduce stress, but the mechanisms underlying that stress reduction remain largely unidentified. Understanding how yoga works is essential to optimizing interventions. The present study tested five potential psychosocial mechanisms (increased mindfulness, interoceptive awareness, spiritual well-being, self-compassion and self-control) that have been proposed to explain yoga's impact on stress. Forty-two participants (62% female; 64% White) in a yoga program for stress reduction completed surveys at baseline (T1), mid-intervention (T2) and post-intervention (12 weeks; T3). We measured two aspects of stress, perceived stress and stress reactivity. Changes were assessed with paired t-tests; associations between changes in mechanisms were tested in residual change models. Only stress reactivity decreased, on average, from T1 to T3. Except for self-compassion, all psychosocial mechanisms increased from T1 to T3, with minimal changes from T2 to T3. Except for self-control, increases in each mechanism were strongly associated with decreases in both measures of stress between T1 and T2 and decreases in perceived stress from T1 to T3 (all p's < 0.05). Increased psychosocial resources are associated with stress reduction. Yoga interventions targeting these resources may show stronger stress reduction effects. Future research should test these linkages more rigorously using active comparison groups and larger samples.

Immediate effects of meditation in college students: A pilot study examining the role of baseline attention performance and trait mindfulness

OBJECTIVE

Determine feasibility of a procedure to identify relationships between preexisting traits and immediate mindfulness meditation (MM) responses in novice college students.

PARTICIPANTS

Twenty-four novice college students participated between September 2016 and April 2017.

METHODS

We measured trait mindfulness, attention and executive function performance, and immediate MM-related changes in self-reported state mindfulness and state anxiety following a 13-min MM.

RESULTS

The procedure appeared to be feasible and acceptable to college students. Preliminary findings included increases in state mindfulness and decreases in state anxiety, which appeared to vary by level of trait mindfulness. Better attention performance correlated with greater increases in state mindfulness of body.

CONCLUSION

This pilot study demonstrated feasibility of investigating the relationship between baseline traits and college students' immediate MM responses. Using these methods, future studies can provide a unique examination of MM effects stratified by validated facets of state mindfulness of body and mind.

A Perspective on the Similarities and Differences Between Mindfulness and Relaxation

Mind-body medicine is an evidence-based approach to health and healing that focuses on interactions between the mind, body, and behavior. It encompasses a wide range of interventions that are similar yet different in meaningful ways. Mindfulness and relaxation practices are 2 mind-body techniques that have similarities and differences; however, these techniques are often used or discussed interchangeably, such that the differences between them become obscured. A greater understanding of the unique facets of mindfulness and relaxation is needed for researchers and clinicians to make informed decisions when selecting an approach. The purpose of the current article is to offer an evidence-informed perspective on similarities and differences between mindfulness and relaxation. Specifically, mindfulness and relaxation practices are compared and contrasted in terms of theoretical foundation, intention, and psychological and physiological effects and mechanisms. Implications for clinical practice and suggestions for future research are discussed.

Mindfulness and emotion regulation: promoting well-being during the transition to college

BACKGROUND AND OBJECTIVES

Managing stress is very important for first-year college students adjusting to undergraduate life. Aspects of emotion regulation, including mindfulness and the ability to regulate distressing emotion adaptively, often correlate positively with well-being. However, little research has examined overlapping and/or distinct effects of these constructs in predicting changes in adjustment over a stressful transition. Thus, the present study examined the contributions of mindfulness and adaptive emotion regulation abilities in maintaining well-being during the transition to college. We further examined experience with mind-body practices, which may promote mindfulness and positive adjustment.

DESIGN

Online surveys were administered to 158 undergraduates near the beginning and end of their first semester.

METHODS

Near semester start and end, students reported levels of mindfulness, adaptive emotion regulation abilities, emotional and spiritual well-being, and experience with mind-body practices.

RESULTS

Compared to mindfulness, adaptive emotion regulation abilities largely demonstrated stronger cross-sectional and longitudinal associations with well-being. However, mindfulness uniquely protected against changes in depression for students with greater emotion regulation difficulties. Over half of participants reported having tried mind-body practices, but just 1% reported current use.

CONCLUSIONS

Promoting mindfulness practices and adaptive emotion regulation abilities at the start of college may build resilience in undergraduate students.