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Wang P, Wang Z, Qiu S. Universal, school-based transdiagnostic interventions to promote mental health and emotional wellbeing: a systematic review. Child Adolesc Psychiatry Ment Health 2024; 18:47. [PMID: 38600562 PMCID: PMC11007989 DOI: 10.1186/s13034-024-00735-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] [Received: 01/09/2024] [Accepted: 03/20/2024] [Indexed: 04/12/2024] Open
Abstract
OBJECTIVE This systematic review aims to evaluate the effectiveness of universal school-based transdiagnostic interventions in promoting the mental health of children and adolescents. It compares and discusses interventions targeting the prevention of mental disorders versus the promotion of mental health. Additionally, the roles of teachers and psychologists as intervention conductors are examined. METHODS A comprehensive search of the Psycinfo, Pubmed, and Web of Science databases was conducted without any time restrictions to identify relevant literature on universal school-based transdiagnostic interventions promoting children and adolescents' mental health. RESULTS AND DISCUSSION The findings reveal that universal school-based transdiagnostic promotion/prevention programs have a small to medium overall effect size. These interventions demonstrate a broad coverage of different aspects of children and adolescents' mental health. However, the relative effectiveness of teacher-led versus psychologist-led interventions remains unclear. Interventions focused on preventing mental disorders exhibit a higher effect size, albeit on a narrower range of mental health aspects for children and adolescents. SIGNIFICANCE This study enhances our understanding of universal school-based transdiagnostic interventions and their impact on children and adolescents' mental health. Further research is needed to elucidate the comparative efficacy of teacher-led and psychologist-led interventions and to explore the specific dimensions of mental health targeted by these interventions.
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Affiliation(s)
- Peng Wang
- Moray House School of Education and Sport, University of Edinburgh, Edinburgh, UK.
- Department of Language, Literature and Communication, Faculty of Humanities, Vrije Universiteit Amsterdam, Amsterdam, Netherlands.
- Department of Psychology, Education and Child Studies, Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, Rotterdam, Netherlands.
| | - Zhaoqi Wang
- School of Foreign Studies, China University of Petroleum, Qingdao City, China
| | - Shuiwei Qiu
- Department of Cardiothoracic Surgery, Quzhou People's Hospital, Quzhou City, China
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Luo M, Gan Q, Huang Z, Jiang Y, Li K, Wu M, Yang D, Shao H, Chen Y, Fu Y, Chen Z. Changes in Mental Health and EEG Biomarkers of Undergraduates Under Different Patterns of Mindfulness. Brain Topogr 2024; 37:75-87. [PMID: 38145437 PMCID: PMC10771601 DOI: 10.1007/s10548-023-01026-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2022] [Accepted: 11/20/2023] [Indexed: 12/26/2023]
Abstract
The effects of short-term mindfulness are associated with the different patterns (autonomic, audio guided, or experienced and certified mindfulness instructor guided mindfulness). However, robust evidence for reported the impacts of different patterns of mindfulness on mental health and EEG biomarkers of undergraduates is currently lacking. Therefore, we aimed to test the hypotheses that mindfulness training for undergraduates would improve mental health, and increase alpha power over frontal region and theta power over midline region at the single electrode level. We also describe the distinction among frequency bands patterns in different sites of frontal and midline regions. 70 participants were enrolled and assigned to either 5-day mindfulness or a waiting list group. Subjective questionnaires measured mental health and other psychological indicators, and brain activity was recorded during various EEG tasks before and after the intervention. The 5-day mindfulness training improved trait mindfulness, especially observing (p = 0.001, d = 0.96) and nonreactivity (p = 0.03, d = 0.56), sleep quality (p = 0.001, d = 0.91), and social support (p = 0.001, d = 0.95) while not in affect. Meanwhile, the expected increase in the alpha power of frontal sites (p < 0.017, d > 0.84) at the single electrode level was confirmed by the current data rather than the theta. Interestingly, the alteration of low-beta power over the single electrode of the midline (p < 0.05, d > 0.71) was difference between groups. Short-term mindfulness improves practitioners' mental health, and the potentially electrophysiological biomarkers of mindfulness on neuron oscillations were alpha activity over frontal sites and low-beta activity over midline sites.
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Affiliation(s)
- Miaoling Luo
- Medical Faculty, Kunming University of Science and Technology, Kunming, China
- Brain Science and Visual Cognition Research Center, Medical School of Kunming University of Science and Technology, Kunming, China
| | - Quan Gan
- Medical Faculty, Kunming University of Science and Technology, Kunming, China
- Brain Science and Visual Cognition Research Center, Medical School of Kunming University of Science and Technology, Kunming, China
- Faculté de Médecine, Université Paris-Saclay, Le Kremlin-Bicêtre, France
| | - Ziyang Huang
- Medical Faculty, Kunming University of Science and Technology, Kunming, China
| | - Yunxiong Jiang
- Medical Faculty, Kunming University of Science and Technology, Kunming, China
| | - Kebin Li
- Medical Faculty, Kunming University of Science and Technology, Kunming, China
| | - Minxiang Wu
- Medical Faculty, Kunming University of Science and Technology, Kunming, China
| | - Dongxiao Yang
- Medical Faculty, Kunming University of Science and Technology, Kunming, China
| | - Heng Shao
- Department of Geriatrics, The First People's Hospital of Yunnan Province, Kunming, China
| | - Yanmei Chen
- Medical Faculty, Kunming University of Science and Technology, Kunming, China
- Brain Science and Visual Cognition Research Center, Medical School of Kunming University of Science and Technology, Kunming, China
| | - Yu Fu
- Medical Faculty, Kunming University of Science and Technology, Kunming, China
- Brain Science and Visual Cognition Research Center, Medical School of Kunming University of Science and Technology, Kunming, China
| | - Zhuangfei Chen
- Medical Faculty, Kunming University of Science and Technology, Kunming, China.
- Brain Science and Visual Cognition Research Center, Medical School of Kunming University of Science and Technology, Kunming, China.
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Wang Q, Zhang Y, Zhang Y, Chen T. The Impact of Mindful Learning on Subjective and Psychological Well-Being in Postgraduate Students. Behav Sci (Basel) 2023; 13:1009. [PMID: 38131864 PMCID: PMC10740441 DOI: 10.3390/bs13121009] [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: 11/10/2023] [Revised: 12/07/2023] [Accepted: 12/08/2023] [Indexed: 12/23/2023] Open
Abstract
Mindful learning is widely known to improve learning outcomes, yet its association with students' well-being remains unexplored. This study aimed to investigate the impact of mindful learning on subjective well-being (SWB) and psychological well-being (PWB) in postgraduate students, using survey questionnaires and a randomized experimental design. In Study 1, correlation and regression analyses based on 236 postgraduate students revealed significant positive associations among mindful learning, SWB, and PWB. In Study 2, 54 students were randomly assigned to three groups: the experimental (which received Mindful Learning Coaching), active-, and blank control groups. The results from repeated-measures ANOVA showed that coaching significantly improved students' mindful learning. The participants' SWB and PWB significantly decreased in both the active- and blank control groups, whilst their SWB and PWB tended to increase in the experimental group. In conclusion, mindful learning, SWB, and PWB are significantly correlated, while the enhancement of mindful learning may be a protective factor in students' well-being.
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Affiliation(s)
- Qing Wang
- Shanghai Key Laboratory of Mental Health and Psychological Crisis Intervention, School of Psychology and Cognitive Science, East China Normal University, Shanghai 200062, China; (Y.Z.); (Y.Z.); (T.C.)
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Montero-Marin J, Hinze V, Crane C, Dalrymple N, Kempnich MEJ, Lord L, Slaghekke Y, Tudor K, Byford S, Dalgleish T, Ford TJ, Greenberg MT, Ukoumunne OC, Williams JMG, Kuyken W. Do Adolescents Like School-Based Mindfulness Training? Predictors of Mindfulness Practice and Responsiveness in the MYRIAD Trial. J Am Acad Child Adolesc Psychiatry 2023; 62:1256-1269. [PMID: 37236303 PMCID: PMC10935541 DOI: 10.1016/j.jaac.2023.02.016] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/27/2022] [Revised: 01/30/2023] [Accepted: 05/17/2023] [Indexed: 05/28/2023]
Abstract
OBJECTIVE We explored what predicts secondary school students' mindfulness practice and responsiveness to universal school-based mindfulness training (SBMT), and how students experience SBMT. METHOD A mixed-methods design was used. Participants were 4,232 students (11-13 years of age), in 43 UK secondary schools, who received universal SBMT (ie, ".b" program), within the MYRIAD trial (ISRCTN86619085). Following previous research, student, teacher, school, and implementation factors were evaluated as potential predictors of students' out-of-school mindfulness practice and responsiveness (ie, interest in and attitudes toward SBMT), using mixed-effects linear regression. We explored pupils' SBMT experiences using thematic content analysis of their answers to 2 free-response questions, 1 question focused on positive experiences and 1 question on difficulties/challenges. RESULTS Students reported practicing out-of-school mindfulness exercises on average once during the intervention (mean [SD] = 1.16 [1.07]; range, 0-5). Students' average ratings of responsiveness were intermediate (mean [SD] = 4.72 [2.88]; range, 0-10). Girls reported more responsiveness. High risk of mental health problems was associated with lower responsiveness. Asian ethnicity and higher school-level economic deprivation were related to greater responsiveness. More SBMT sessions and better quality of delivery were associated with both greater mindfulness practice and responsiveness. In terms of students' experiences of SBMT, the most frequent themes (60% of the minimally elaborated responses) were an increased awareness of bodily feelings/sensations and increased ability to regulate emotions. CONCLUSION Most students did not engage with mindfulness practice. Although responsiveness to the SMBT was intermediate on average, there was substantial variation, with some youth rating it negatively and others rating it positively. Future SBMT developers should consider co-designing curricula with students, carefully assessing the student characteristics, aspects of the school environment, and implementation factors associated with mindfulness practice and responsiveness. SBMT teacher training is key, as more observed proficiency in SBMT teaching is associated with greater student mindfulness practice and responsiveness to SBMT.
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Affiliation(s)
- Jesus Montero-Marin
- University of Oxford, Oxford, United Kingdom; Teaching, Research & Innovation Unit, Parc Sanitari Sant Joan de Déu, Spain; Consortium for Biomedical Research in Epidemiology & Public Health (CIBER Epidemiology and Public Health - CIBERESP), Spain
| | | | | | | | | | - Liz Lord
- University of Oxford, Oxford, United Kingdom
| | | | - Kate Tudor
- University of Oxford, Oxford, United Kingdom
| | - Sarah Byford
- Consortium for Biomedical Research in Epidemiology & Public Health (CIBER Epidemiology and Public Health - CIBERESP), Spain
| | - Tim Dalgleish
- Cambridgeshire and Peterborough NHS Foundation Trust, Cambridgeshire, United Kingdom
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Williams JC, Hawkins J. Editorial: Mindfulness in Schools: Promises, Challenges, and Future Directions. J Am Acad Child Adolesc Psychiatry 2023; 62:1197-1199. [PMID: 37245705 DOI: 10.1016/j.jaac.2023.05.015] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/28/2023] [Accepted: 05/19/2023] [Indexed: 05/30/2023]
Abstract
Amid rising national rates of childhood depression and anxiety,1,2 the development and accessibility of therapeutic psychosocial interventions for children have taken on paramount importance. Given the limited bandwidth of the existing clinical mental health services nationally, there is also an imperative to integrate therapeutic interventions within nonclinical, community-based settings (eg, schools) that can address emergent symptoms before crises manifest. Mindfulness-based interventions are a promising therapeutic modality for such preventive community-based strategies. While the literature on the therapeutic potential of mindfulness in adults is well established,3 the evidence for mindfulness in children is more precarious, with one meta-analysis demonstrating unconvincing results.4 Especially in school-based mindfulness training (SBMT) for children, there is a dearth of literature showing intervention effectiveness,5 and researchers have cited many implementation challenges,6 which spotlights SBMT as a burgeoning, promising, and multifaceted intervention deserving of more inquiry.
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Affiliation(s)
- J Corey Williams
- Early Childhood Innovation Network, Washington, DC; MedStar Georgetown University Hospital, Washington, DC; Georgetown University Medical Center, Washington, DC.
| | - Janaíre Hawkins
- Early Childhood Innovation Network, Washington, DC; MedStar Georgetown University Hospital, Washington, DC
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Santa Maria D, Cuccaro P, Bender K, Sibinga E, Guerrero N, Keshwani N, Jones J, Fine M. Adapting an evidence-based mindfulness-based intervention for sheltered youth experiencing homelessness. BMC Complement Med Ther 2023; 23:366. [PMID: 37848846 PMCID: PMC10583326 DOI: 10.1186/s12906-023-04203-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2023] [Accepted: 10/06/2023] [Indexed: 10/19/2023] Open
Abstract
OBJECTIVES Youth experiencing homelessness (YEH) face challenges that impact their physical, mental, and social wellbeing, emotion regulation, and coping. Mindfulness reduces stress and improves resilience, emotion regulation, and executive functioning. Mindfulness-based interventions (MBI) teach the practice of mindfulness to foster present-moment attention without judgement and enhance self-observation and self-regulation, resulting in greater awareness of thoughts and emotions and improved interpersonal relationships. One such intervention, .b, has been shown to lower stress among youth. While a pilot study of .b among sheltered youth found the intervention to be feasible, the need for modifications was identified to improve its relevance, accessibility, and incorporate a trauma-informed approach. METHODS We used the ADAPT-ITT (Assessment, Decisions, Administration, Production, Topical experts, Integration, Training staff, and Testing) framework to adapt the .b mindfulness intervention to YEH living in an emergency shelter. Nine focus group discussions (n = 56), key informant interviews (n = 8), and beta testing with five youth working group sessions (n = 10) identified needed modifications. RESULTS Adaptations to the curriculum and delivery modality were made to approximate the average length of stay in the shelter; integrate trauma-informed care approaches; increase diversity of images by race, ethnicity, age, sexual orientation, and gender identity; and increase the relevance of the audio-visual components. CONCLUSIONS Youth and the health and social services providers who care for youth generally liked the core concepts and presentation of the curriculum. Using the ADAPT-ITT framework, minor, yet important, changes were made to increase the relevance, acceptability, and feasibility of the intervention. Next steps are to conduct a randomized attention control pilot study to assess feasibility and acceptability.
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Affiliation(s)
- Diane Santa Maria
- University of Texas Health Science Center at Houston Cizik School of Nursing, 6901 Bertner Ave, Houston, Texas, 77030, United States.
| | - Paula Cuccaro
- Health Promotion and Behavioral Sciences, University of Texas Health Science Center at Houston School of Public Health, Houston, USA
| | - Kimberly Bender
- Graduate School of Social Work, University of Denver, Denver, USA
| | - Erica Sibinga
- Department of Pediatrics, Johns Hopkins University School of Medicine, Baltimore, USA
| | - Natalie Guerrero
- Department of Pediatrics, Baylor College of Medicine, Houston, USA
| | - Najiba Keshwani
- Department of Pediatrics, Baylor College of Medicine, Houston, USA
| | - Jennifer Jones
- Center for Nursing Research, University of Texas Health Science Center at Houston Cizik School of Nursing, Houston, USA
| | - Micki Fine
- Certified Mindfulness-Based Stress Reduction Teacher by University of Massachusetts Medical Center Mindful Living, Worcester, USA
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Harvey LJ, White FA, Hunt C, Abbott M. Investigating the efficacy of a Dialectical behaviour therapy-based universal intervention on adolescent social and emotional well-being outcomes. Behav Res Ther 2023; 169:104408. [PMID: 37804543 DOI: 10.1016/j.brat.2023.104408] [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: 10/08/2022] [Revised: 09/09/2023] [Accepted: 09/25/2023] [Indexed: 10/09/2023]
Abstract
There is increasing research interest as to whether Dialectical Behaviour Therapy (DBT), specifically the group skills training component, is an effective early intervention approach when delivered universally in schools. The current study aimed to provide the first large-scale examination of a universal DBT-based intervention and to also determine the extent to which home practice of DBT skills predicted changes in social and emotional outcomes over time. A non-randomised controlled trial design was employed whereby 1071 participants (51.30% Male; M age = 13.48 years) completed either an adapted eight-session DBT skills-training intervention ('WISE Teens) (n = 563) or class-as-per-usual (n = 508). On average, the 'WISE Teens' intervention did not improve outcomes with significant deteriorations or null effects observed across outcomes relative to class-as-per-usual immediately post-intervention. The largest deteriorations were observed for depressive (d = -0.22; 95% CI = -0.35, -0.08) and anxiety symptoms (d = -0.28; 95%CI - = -0.41, -0.14). Applying Bonferroni corrections, most group differences in outcomes had dissipated at follow-up, however, 'WISE Teens' participants continued to report significantly poorer quality of parent-child relationships relative to control (d = .16 for mother (95% CI = 0.01, 0.31); d = 0.17 for father (95% CI = 0.02, 0.33). While home practice was modest on average, further exploratory analyses nevertheless revealed that greater home practice was generally associated with more positive outcomes both immediately post-intervention and at follow-up. Based on these findings, the DBT-based 'WISE Teens' intervention is not recommended in its current format for universal dissemination amongst early adolescents in schools. Further research is needed to determine how to improve engagement and feasibility of delivery of DBT-based interventions universally in this context.
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Affiliation(s)
- Lauren J Harvey
- School of Psychology, University of Sydney, Camperdown, NSW, 2050, Australia.
| | - Fiona A White
- School of Psychology, University of Sydney, Camperdown, NSW, 2050, Australia
| | - Caroline Hunt
- School of Psychology, University of Sydney, Camperdown, NSW, 2050, Australia
| | - Maree Abbott
- School of Psychology, University of Sydney, Camperdown, NSW, 2050, Australia
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Bogaert L, Van der Gucht K, Kuppens P, Kock M, Schreuder MJ, Kuyken W, Raes F. The effect of universal school-based mindfulness on anhedonia and emotional distress and its underlying mechanisms: A cluster randomised controlled trial via experience sampling in secondary schools. Behav Res Ther 2023; 169:104405. [PMID: 37797436 PMCID: PMC10938062 DOI: 10.1016/j.brat.2023.104405] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2023] [Revised: 09/04/2023] [Accepted: 09/11/2023] [Indexed: 10/07/2023]
Abstract
This cluster randomised controlled trial examined the effectiveness of universal school-based mindfulness training (MT; vs. passive control) to lower anhedonia and emotional distress among mid-adolescents (15-18 years). It further examined three potential mechanisms: dampening of positive emotions, non-acceptance/suppression of negative emotions, and perceived social pressure not to experience/express negative emotions. Adolescents (ncontrol = 136, nintervention = 95) participated in three assessment points (before, after and two/three months after the in-class MT), consisting of Experience Sampling (ES) assessments and self-report questionnaires (SRQs) to corroborate the ES assessments. Analyses were based on general linear modelling and multilevel modelling. Overall, no evidence was found for a significant beneficial and long-lasting impact of the MT on adolescents' mental health. Importantly, some barriers inherently linked to universal MT approaches (low engagement in and mixed attitudes towards the MT) may have tempered the effectiveness of the MT in the current trial. Further research should prioritise overcoming these barriers to optimise programme implementation. Additionally, given the potential complex interplay of moderators at micro- (home practice), meso- (school climate), and macro-level (broader context), research should simultaneously focus on alternative ways of delivering MT at schools to strengthen adolescents' mental health.
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Affiliation(s)
- Liesbeth Bogaert
- Research Unit Behaviour, Health and Psychopathology, KU Leuven, Belgium; Leuven Mindfulness Centre, KU Leuven, Belgium; KU Leuven Child and Youth Institute, KU Leuven, Belgium.
| | - Katleen Van der Gucht
- Leuven Mindfulness Centre, KU Leuven, Belgium; KU Leuven Child and Youth Institute, KU Leuven, Belgium; Research Unit Methods, Individual and Cultural Differences, Affect and Social Behavior, KU Leuven, Belgium; Social and Behavioral Sciences, Tilburg University, the Netherlands
| | - Peter Kuppens
- Leuven Mindfulness Centre, KU Leuven, Belgium; Research Unit Methods, Individual and Cultural Differences, Affect and Social Behavior, KU Leuven, Belgium
| | - Merle Kock
- Research Unit Behaviour, Health and Psychopathology, KU Leuven, Belgium; Leuven Mindfulness Centre, KU Leuven, Belgium; KU Leuven Child and Youth Institute, KU Leuven, Belgium
| | - Marieke J Schreuder
- Research Unit Methods, Individual and Cultural Differences, Affect and Social Behavior, KU Leuven, Belgium
| | - Willem Kuyken
- Department of Psychiatry, Medical Sciences Division, University of Oxford, United Kingdom; University of Oxford Mindfulness Research Centre, University of Oxford, United Kingdom
| | - Filip Raes
- Research Unit Behaviour, Health and Psychopathology, KU Leuven, Belgium; Leuven Mindfulness Centre, KU Leuven, Belgium; KU Leuven Child and Youth Institute, KU Leuven, Belgium.
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Miller E, Crane C, Medlicott E, Robson J, Taylor L. Non-Positive Experiences Encountered by Pupils During Participation in a Mindfulness-Informed School-Based Intervention. SCHOOL MENTAL HEALTH 2023; 15:851-872. [PMID: 37720164 PMCID: PMC10504121 DOI: 10.1007/s12310-023-09591-0] [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] [Accepted: 05/16/2023] [Indexed: 09/19/2023]
Abstract
Mindfulness-informed school-based mental health curricula show much promise in cultivating a positive school climate which supports the well-being and mental health of pupils and staff. However, non-positive pupil outcomes and experiences of school-based mental health interventions are often under-recognised and under-reported. This study sought to capture non-positive pupil experiences of a popular mindfulness-informed curriculum. Some pupils across all schools in the study described non-positive experiences, including having troubling thoughts and emotions, and not finding the programme effective. Contexts surrounding these experiences are explored and linked to existing literature, and subsequent recommendations for improvements are made, including the importance of having clear programme structure, definitions and aims, acknowledging and accommodating fidelity issues as best as possible, and better highlighting the potential for non-positive experiences and how they may be reduced.
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Affiliation(s)
- E.J. Miller
- University of Auckland, Auckland, New Zealand
- University of Oxford, Oxford, UK
| | - C. Crane
- University of Oxford, Oxford, UK
- OxfordHealth NHS Foundation Trust, Oxford, UK
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A Qualitative Microanalysis of the Immediate Behavioural Effects of Mindfulness Practices on Students’ Self-Regulation and Attention. TRENDS IN PSYCHOLOGY 2023. [DOI: 10.1007/s43076-023-00263-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/06/2023]
Abstract
AbstractThe study examined the immediate effects of mindfulness practices on students’ attention and self-regulation during mathematical problem-solving tasks. Participants were 15 4th-grade Finnish students and their teacher. Data were collected during six study sessions of mathematical problem-solving, with and without mindfulness practices. The sessions were video-recorded, and children responded to the Freiburg mindfulness inventory and the cognitive and affective mindfulness scale-revised. A qualitative video micro-analysis focused on coding the observable behaviours related to attention and self-regulation. Self-report instruments were scored and tabulated for comparison. The findings indicate microbehavioural changes indicating positive effects of mindfulness practices on students’ self-regulation, with higher signs of engagement and lower signs of disengagement after mindfulness practices. This study enlightens the use of mindfulness practices in school routines and discusses the impacts of these practices while evidencing that future research on the topic is needed.
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Lou X, Ng TK, Siu OL. Investigating the effects of Psycho-Behavioral interventions on healthy adolescents’ subjective well-being: A three-level meta-Analysis. THE JOURNAL OF POSITIVE PSYCHOLOGY 2023. [DOI: 10.1080/17439760.2023.2179934] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/24/2023]
Affiliation(s)
- Xiaobin Lou
- Wofoo Joseph Lee Consulting and Counselling Psychology Research Centre, Lingnan University
- Department of Applied Psychology, Lingnan University, Tuen Mun, China
| | - Ting Kin Ng
- Department of Psychology, Lingnan University, Hong Kong, China
| | - Oi Ling Siu
- Department of Psychology, Lingnan University, Hong Kong, China
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Beck MS, Juul L, Frydenberg M, Fjorback LO. On Top of Everything: a study protocol for a cluster-randomised controlled trial testing a teacher training programme to teach mindfulness among students in Danish upper secondary schools and schools of health and social care. Trials 2023; 24:17. [PMID: 36609335 PMCID: PMC9824979 DOI: 10.1186/s13063-022-06920-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2021] [Accepted: 11/11/2022] [Indexed: 01/09/2023] Open
Abstract
BACKGROUND Mental health is decreasing among young people in Denmark. Our primary aim is to evaluate the effectiveness of a teacher training programme to teach mindfulness as part of regular classroom teaching in Danish upper secondary schools and schools of health and social care on students' self-reported mental well-being 6 months from baseline. Secondary aims are (1) to evaluate the effectiveness in a vulnerable subgroup as well as in the total population of students 3 and 6 months from baseline using other outcome measures on mental health and (2) to investigate the facilitators and barriers among teachers to implement mindfulness in schools. METHODS This pragmatic cluster-randomised two-arm superiority trial includes 30 upper secondary schools, 13 schools of health and social care, 76 teachers, and approximately 1100 students aged 16 to 24 years. Our intervention is multi-level and consists of (a) a teacher training programme and (b) a mindfulness programme delivered to students. Students in control schools receive education as usual. Our primary study population is the total population of students. The primary outcome is changes in the short version of the Warwick-Edinburgh Mental Well-Being Scale (SWEMWBS). We also evaluate the effectiveness in a vulnerable subgroup (the 15% with the lowest SWEMWBS score), as well as in the total population of students 3 and 6 months from baseline using other outcome measures on mental health. Data will be analysed using repeated measurement models taking clusters into account. Facilitators and barriers among teachers to implement mindfulness in schools will be investigated through qualitative focus group interviews. DISCUSSION The trial will estimate the effectiveness of a population-based strategy on mental health in Danish young people enrolled in education. TRIAL REGISTRATION ClinicalTrials.gov NCT04610333 . Registered on October 10 2020.
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Affiliation(s)
- Michelle Sand Beck
- grid.7048.b0000 0001 1956 2722Department of Clinical Medicine, Danish Center for Mindfulness, Aarhus University, Hack Kampmanns Plads 1-3, 4Th Floor, 8000 Aarhus C, Denmark
| | - Lise Juul
- grid.7048.b0000 0001 1956 2722Department of Clinical Medicine, Danish Center for Mindfulness, Aarhus University, Hack Kampmanns Plads 1-3, 4Th Floor, 8000 Aarhus C, Denmark
| | | | - Lone Overby Fjorback
- grid.7048.b0000 0001 1956 2722Department of Clinical Medicine, Danish Center for Mindfulness, Aarhus University, Hack Kampmanns Plads 1-3, 4Th Floor, 8000 Aarhus C, Denmark
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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: 0] [Impact Index Per Article: 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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Zuo H, Wang L. The influences of mindfulness on high-stakes mathematics test achievement of middle school students. Front Psychol 2023; 14:1061027. [PMID: 37089732 PMCID: PMC10117798 DOI: 10.3389/fpsyg.2023.1061027] [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: 10/04/2022] [Accepted: 03/06/2023] [Indexed: 04/25/2023] Open
Abstract
Research has shown that mindfulness can reduce students' negative emotions associated with high-stakes tests and thereby improve test performance. This study explored the association between mindfulness-based intervention (MBI) and high-risk math test scores of middle school students, which is noticeably slim in the domain of mathematics education, through a mediating process involving math-specific test anxiety and math self-efficacy. Using data from a sample of 45 students, age 12-13, we found empirical support for a significant positive correlation between mindfulness and middle school students' math achievement. Participants listened to a mindfulness audio every other week before a mathematics test. Weekly mathematics test scores, student group discussion data, and in-depth interview data were analyzed to explore how mindfulness affected students' mathematics test performance, which showed a statistically significant improvement after mindfulness compared to mathematics achievement without the intervention. Our results indicate that mindfulness can relieve mathematics anxiety symptoms, including physiological manifestations, test-unrelated thinking and worries, and problem-solving obstacles caused by mathematics anxiety. Also, mindfulness, especially its non-judgmental attitude, positively affects students' mathematical self-efficacy. The current research provides evidence of the mindfulness intervention's efficacy for improving middle school mathematics test performance but also identifies the complexities of implementing it with large numbers of students.
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Affiliation(s)
- Haode Zuo
- College of Mathematical Science, Yangzhou University, Yangzhou, China
| | - Lidong Wang
- Collaborative Innovation Center of Assessment of Basic Education Quality, Beijing Normal University, Beijing, China
- *Correspondence: Lidong Wang
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Blodgett JM, Birch JM, Musella M, Harkness F, Kaushal A. What Works to Improve Wellbeing? A Rapid Systematic Review of 223 Interventions Evaluated with the Warwick-Edinburgh Mental Well-Being Scales. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:15845. [PMID: 36497919 PMCID: PMC9737992 DOI: 10.3390/ijerph192315845] [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: 10/17/2022] [Revised: 11/23/2022] [Accepted: 11/24/2022] [Indexed: 06/17/2023]
Abstract
INTRODUCTION The Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS) is a commonly used scale of mental wellbeing focusing entirely on the positive aspect of mental health. It has been widely used in a broad range of clinical and research settings, including to evaluate if interventions, programmes or pilots improve wellbeing. We aimed to systematically review all interventions that used WEMWBS and evaluate which interventions are the most effective at improving wellbeing. METHODS Eligible populations included children and adults, with no health or age restrictions. Any intervention study was eligible if the wellbeing outcome was measured using the 7 or 14-item WEMWBS scale assessed both pre- and post-intervention. We identified eligible intervention studies using three approaches: a database search (Medline, EMBASE, CINAHL, PyschInfo and Web of Science from January 2007 to present), grey literature search, and by issuing a call for evidence. Narrative synthesis and random-effects meta-analysis of standardised mean differences in the intervention group were used to summarise intervention effects on WEMWBS score. RESULTS We identified 223 interventions across 209 studies, with a total of 53,834 participants across all studies. Five main themes of interventions were synthesised: psychological (n = 80); social (n = 54); arts, culture and environment (n = 29); physical health promotion (n = 18); and other (n = 28). Psychological interventions based on resilience, wellbeing or self-management techniques had the strongest effect on wellbeing. A broad range of other interventions were effective at improving mental wellbeing, including other psychological interventions such as cognitive behavioural therapy, psychoeducation and mindfulness. Medium to strong effects were also seen for person-centred support/advice (social), arts-based, parenting (social) and social prescribing interventions. However, a major limitation of the evidence was that only 75 (36%) of studies included a control group. CONCLUSIONS WEMWBS has been widely used to assess wellbeing across a diverse range of interventions, settings and samples. Despite substantial heterogeneity in individual intervention design, delivery and groups targeted, results indicate that a broad range of intervention types can successfully improve wellbeing. Methodological changes, such as greater use of control groups in intervention evaluation, can help future researchers and policy makers further understand what works for mental wellbeing.
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Affiliation(s)
- Joanna M. Blodgett
- Kohlrabi Consulting, Manchester SK4 3HJ, UK
- Institute of Sport Exercise & Health, Division of Surgery & Interventional Science, University College London, London W1T 7HA, UK
| | - Jack M. Birch
- Kohlrabi Consulting, Manchester SK4 3HJ, UK
- Homerton College, University of Cambridge, Cambridge CB2 8PH, UK
| | | | | | - Aradhna Kaushal
- Kohlrabi Consulting, Manchester SK4 3HJ, UK
- Institute of Epidemiology and Health Care, University College London, London WC1E 7HB, UK
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16
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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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17
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Beattie MM, Hankonen NE, Konttinen HM, Volanen SM. Uptake of and Motivational Responses to Mental Health-Promoting Practices: Comparing Relaxation and Mindfulness Interventions. Front Psychol 2022; 13:869438. [PMID: 35911055 PMCID: PMC9335365 DOI: 10.3389/fpsyg.2022.869438] [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: 02/04/2022] [Accepted: 05/11/2022] [Indexed: 11/17/2022] Open
Abstract
Background Comparative analyses of alternative interventions within the same trial enable acceptability and fidelity of each to be investigated more critically. In addition, whereas so far studies have focused on efficacy evaluations, more understanding is needed on motivational factors influencing the uptake of mental health-promoting practices rather than solely their effects. Purpose This study investigates whether the motivational responses to a mindfulness intervention are different from a relaxation intervention. We compare social cognitions outlined by the reasoned action approach and their roles in practice uptake, self-reported reasons for non-practice, and experienced benefits. Methods In a cluster-randomized trial (ISRCTN18642659; N = 3134), 12–15-year-old participants were given a 9-week intervention and followed up to 52 weeks. Main statistical analyses included t-tests, mixed ANOVAs, path models, and chi-square tests. Results Social cognitions in the mindfulness arm were slightly more positive immediately post-intervention, but recipients mostly responded similarly to the two interventions in the longer term. While attitudes, norms, intention, and self-efficacy were relatively high post-intervention, most of them slightly decreased by 26 weeks. Main reasons for non-practice in both arms included not finding the exercises helpful, no felt need, boringness of exercises and forgetting. The most common benefits experienced by practicing respondents were stress management and concentration ability. Better sleep was a more frequently reported benefit in the relaxation arm, but no other major differences emerged. Conclusion This study offers an example of comparing motivational responses to experimental and active control arm interventions, a potentially helpful approach in improving intervention adherence.
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Affiliation(s)
- Marguerite M. Beattie
- Social Psychology, Faculty of Social Sciences, University of Helsinki, Helsinki, Finland
- *Correspondence: Marguerite M. Beattie,
| | - Nelli E. Hankonen
- Social Psychology, Faculty of Social Sciences, University of Tampere, Tampere, Finland
| | - Hanna M. Konttinen
- Sociology, Faculty of Social Sciences, University of Helsinki, Helsinki, Finland
| | - Salla-Maarit Volanen
- Department of Public Health, Faculty of Medicine, University of Helsinki, Helsinki, Finland
- Folkhälsan Research Center, Helsinki, Finland
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Dunning D, Ahmed S, Foulkes L, Griffin C, Griffiths K, Leung JT, Parker J, Piera Pi-Sunyer B, Sakhardande A, Bennett M, Haag C, Montero-Marin J, Packman D, Vainre M, Watson P, Kuyken W, Williams JMG, Ukoumunne OC, Blakemore SJ, Dalgleish T. The impact of mindfulness training in early adolescence on affective executive control, and on later mental health during the COVID-19 pandemic: a randomised controlled trial. EVIDENCE-BASED MENTAL HEALTH 2022; 25:ebmental-2022-300460. [PMID: 35820991 PMCID: PMC9340025 DOI: 10.1136/ebmental-2022-300460] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/24/2022] [Accepted: 06/15/2022] [Indexed: 01/04/2023]
Abstract
BACKGROUND Previous research suggests that mindfulness training (MT) appears effective at improving mental health in young people. MT is proposed to work through improving executive control in affectively laden contexts. However, it is unclear whether MT improves such control in young people. MT appears to mitigate mental health difficulties during periods of stress, but any mitigating effects against COVID-related difficulties remain unexamined. OBJECTIVE To evaluate whether MT (intervention) versus psychoeducation (Psy-Ed; control), implemented in after-school classes: (1) Improves affective executive control; and/or (2) Mitigates negative mental health impacts from the COVID-19 pandemic. METHODS A parallel randomised controlled trial (RCT) was conducted (Registration: https://osf.io/d6y9q/; Funding: Wellcome (WT104908/Z/14/Z, WT107496/Z/15/Z)). 460 students aged 11-16 years were recruited and randomised 1:1 to either MT (N=235) or Psy-Ed (N=225) and assessed preintervention and postintervention on experimental tasks and self-report inventories of affective executive control. The RCT was then extended to evaluate protective functions of MT on mental health assessed after the first UK COVID-19 lockdown. FINDINGS Results provided no evidence that the version of MT used here improved affective executive control after training or mitigated negative consequences on mental health of the COVID-19 pandemic relative to Psy-Ed. No adverse events were reported. CONCLUSIONS There is no evidence that MT improves affective control or downstream mental health of young people during stressful periods. CLINICAL IMPLICATIONS We need to identify interventions that can enhance affective control and thereby young people's mental health.
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Affiliation(s)
- Darren Dunning
- Medical Research Council Cognition and Brain Sciences Unit, Cambridge University, Cambridge, Cambridgeshire, UK
| | - S Ahmed
- Institute of Cognitive Neuroscience, University College London, London, UK
| | - L Foulkes
- Institute of Cognitive Neuroscience, University College London, London, UK
| | - C Griffin
- Institute of Cognitive Neuroscience, University College London, London, UK
| | - K Griffiths
- Medical Research Council Cognition and Brain Sciences Unit, Cambridge University, Cambridge, Cambridgeshire, UK
| | - J T Leung
- Institute of Cognitive Neuroscience, University College London, London, UK
| | - J Parker
- Medical Research Council Cognition and Brain Sciences Unit, Cambridge University, Cambridge, Cambridgeshire, UK
| | | | - A Sakhardande
- Institute of Cognitive Neuroscience, University College London, London, UK
| | - M Bennett
- Medical Research Council Cognition and Brain Sciences Unit, Cambridge University, Cambridge, Cambridgeshire, UK
| | - C Haag
- Medical Research Council Cognition and Brain Sciences Unit, Cambridge University, Cambridge, Cambridgeshire, UK
| | - Jesus Montero-Marin
- Teaching, Research and Innovation Unit, Parc Sanitari Sant Joan de Déu, Sant Boi de Llobregat, Spain
- Department of Psychiatry, University of Oxford, Oxford, Oxfordshire, UK
| | - D Packman
- College of Medicine and Health, University of Exeter, Exeter, UK
| | - Maris Vainre
- Medical Research Council Cognition and Brain Sciences Unit, Cambridge University, Cambridge, Cambridgeshire, UK
| | - P Watson
- Medical Research Council Cognition and Brain Sciences Unit, Cambridge University, Cambridge, Cambridgeshire, UK
| | - Willem Kuyken
- Department of Psychiatry, University of Oxford, Oxford, Oxfordshire, UK
| | - J Mark G Williams
- Department of Psychiatry, University of Oxford, Oxford, Oxfordshire, UK
| | - Obioha C Ukoumunne
- NIHR CLAHRC South West Peninsula, University of Exeter Medical School, Exeter, UK
| | - Sarah-Jayne Blakemore
- Institute of Cognitive Neuroscience, University College London, London, UK
- Department of Psychology, University of Cambridge, Cambridge, UK
| | - Tim Dalgleish
- Medical Research Council Cognition and Brain Sciences Unit, Cambridge University, Cambridge, Cambridgeshire, UK
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Montero-Marin J, Allwood M, Ball S, Crane C, De Wilde K, Hinze V, Jones B, Lord L, Nuthall E, Raja A, Taylor L, Tudor K, Blakemore SJ, Byford S, Dalgleish T, Ford T, Greenberg MT, Ukoumunne OC, Williams JMG, Kuyken W. School-based mindfulness training in early adolescence: what works, for whom and how in the MYRIAD trial? EVIDENCE-BASED MENTAL HEALTH 2022; 25:ebmental-2022-300439. [PMID: 35820993 PMCID: PMC9340034 DOI: 10.1136/ebmental-2022-300439] [Citation(s) in RCA: 29] [Impact Index Per Article: 14.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/03/2022] [Accepted: 05/16/2022] [Indexed: 01/04/2023]
Abstract
BACKGROUND Preventing mental health problems in early adolescence is a priority. School-based mindfulness training (SBMT) is an approach with mixed evidence. OBJECTIVES To explore for whom SBMT does/does not work and what influences outcomes. METHODS The My Resilience in Adolescence was a parallel-group, cluster randomised controlled trial (K=84 secondary schools; n=8376 students, age: 11-13) recruiting schools that provided standard social-emotional learning. Schools were randomised 1:1 to continue this provision (control/teaching as usual (TAU)), and/or to offer SBMT ('.b' (intervention)). Risk of depression, social-emotional-behavioural functioning and well-being were measured at baseline, preintervention, post intervention and 1 year follow-up. Hypothesised moderators, implementation factors and mediators were analysed using mixed effects linear regressions, instrumental variable methods and path analysis. FINDINGS SBMT versus TAU resulted in worse scores on risk of depression and well-being in students at risk of mental health problems both at post intervention and 1-year follow-up, but differences were small and not clinically relevant. Higher dose and reach were associated with worse social-emotional-behavioural functioning at postintervention. No implementation factors were associated with outcomes at 1-year follow-up. Pregains-postgains in mindfulness skills and executive function predicted better outcomes at 1-year follow-up, but the SBMT was unsuccessful to teach these skills with clinical relevance.SBMT as delivered in this trial is not indicated as a universal intervention. Moreover, it may be contraindicated for students with existing/emerging mental health symptoms. CLINICAL IMPLICATIONS Universal SBMT is not recommended in this format in early adolescence. Future research should explore social-emotional learning programmes adapted to the unique needs of young people.
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Affiliation(s)
- Jesus Montero-Marin
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
- Teaching, Reseach and Innovation Unit, Parc Sanitari Sant Joan de Déu, Sant Boi de Llobregat, Spain
| | - Matthew Allwood
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Susan Ball
- NIHR Applied Research Collaboration (PenARC) South West Peninsula, University of Exeter, Exeter, UK
| | - Catherine Crane
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Katherine De Wilde
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Verena Hinze
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Benjamin Jones
- NIHR Applied Research Collaboration (PenARC) South West Peninsula, University of Exeter, Exeter, UK
| | - Liz Lord
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Elizabeth Nuthall
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Anam Raja
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Laura Taylor
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Kate Tudor
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Sarah-Jayne Blakemore
- Department of Psychology, University of Cambridge, Cambridge, UK
- UCL Institute of Cognitive Neuroscience, London, UK
| | - Sarah Byford
- King's College London, King's Health Economics, Institute of Psychiatry, Psychology and Neuroscience, De Crespigny Park, London, UK
| | - Tim Dalgleish
- Medical Research Council Cognition and Brain Sciences Unit, University of Cambridge, Cambridge, UK
| | - Tamsin Ford
- Department of Psychiatry, University of Cambridge, Cambridge, UK
| | - Mark T Greenberg
- Department of Human Development and Family Studies, Pennsylvania State University, University Park, Philadelphia, Pennsylvania, USA
| | - Obioha C Ukoumunne
- NIHR Applied Research Collaboration (PenARC) South West Peninsula, University of Exeter, Exeter, UK
| | - J Mark G Williams
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Willem Kuyken
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
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20
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Kuyken W, Ball S, Crane C, Ganguli P, Jones B, Montero-Marin J, Nuthall E, Raja A, Taylor L, Tudor K, Viner RM, Allwood M, Aukland L, Dunning D, Casey T, Dalrymple N, De Wilde K, Farley ER, Harper J, Kappelmann N, Kempnich M, Lord L, Medlicott E, Palmer L, Petit A, Philips A, Pryor-Nitsch I, Radley L, Sonley A, Shackleford J, Tickell A, Blakemore SJ, Team TM, Ukoumunne OC, Greenberg MT, Ford T, Dalgleish T, Byford S, Williams JMG. Effectiveness and cost-effectiveness of universal school-based mindfulness training compared with normal school provision in reducing risk of mental health problems and promoting well-being in adolescence: the MYRIAD cluster randomised controlled trial. EVIDENCE-BASED MENTAL HEALTH 2022; 25:ebmental-2021-300396. [PMID: 35820992 PMCID: PMC9340028 DOI: 10.1136/ebmental-2021-300396] [Citation(s) in RCA: 30] [Impact Index Per Article: 15.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/02/2021] [Accepted: 03/03/2022] [Indexed: 12/11/2022]
Abstract
BACKGROUND Systematic reviews suggest school-based mindfulness training (SBMT) shows promise in promoting student mental health. OBJECTIVE The My Resilience in Adolescence (MYRIAD) Trial evaluated the effectiveness and cost-effectiveness of SBMT compared with teaching-as-usual (TAU). METHODS MYRIAD was a parallel group, cluster-randomised controlled trial. Eighty-five eligible schools consented and were randomised 1:1 to TAU (43 schools, 4232 students) or SBMT (42 schools, 4144 students), stratified by school size, quality, type, deprivation and region. Schools and students (mean (SD); age range=12.2 (0.6); 11-14 years) were broadly UK population-representative. Forty-three schools (n=3678 pupils; 86.9%) delivering SBMT, and 41 schools (n=3572; 86.2%) delivering TAU, provided primary end-point data. SBMT comprised 10 lessons of psychoeducation and mindfulness practices. TAU comprised standard social-emotional teaching. Participant-level risk for depression, social-emotional-behavioural functioning and well-being at 1 year follow-up were the co-primary outcomes. Secondary and economic outcomes were included. FINDINGS Analysis of 84 schools (n=8376 participants) found no evidence that SBMT was superior to TAU at 1 year. Standardised mean differences (intervention minus control) were: 0.005 (95% CI -0.05 to 0.06) for risk for depression; 0.02 (-0.02 to 0.07) for social-emotional-behavioural functioning; and 0.02 (-0.03 to 0.07) for well-being. SBMT had a high probability of cost-effectiveness (83%) at a willingness-to-pay threshold of £20 000 per quality-adjusted life year. No intervention-related adverse events were observed. CONCLUSIONS Findings do not support the superiority of SBMT over TAU in promoting mental health in adolescence. CLINICAL IMPLICATIONS There is need to ask what works, for whom and how, as well as considering key contextual and implementation factors. TRIAL REGISTRATION Current controlled trials ISRCTN86619085. This research was funded by the Wellcome Trust (WT104908/Z/14/Z and WT107496/Z/15/Z).
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Affiliation(s)
- Willem Kuyken
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Susan Ball
- NIHR Applied Research Collaboration South West Peninsula (PenARC), University of Exeter, Exeter, Devon, UK
| | - Catherine Crane
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Poushali Ganguli
- King's College London, King's Health Economics, Institute of Psychiatry, Psychology and Neuroscience, De Crespigny Park, London, UK
| | - Benjamin Jones
- NIHR Applied Research Collaboration South West Peninsula (PenARC), University of Exeter, Exeter, Devon, UK
| | - Jesus Montero-Marin
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
- Teaching, Research and Innovation Unit, Parc Sanitari Sant Joan de Déu, Sant Boi de Llobregat, Spain
| | - Elizabeth Nuthall
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Anam Raja
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Laura Taylor
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Kate Tudor
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Russell M Viner
- Population, Policy & Practice research programme, UCL Great Ormond St. Institute of Child Health, London, UK
| | - Matthew Allwood
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Louise Aukland
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Darren Dunning
- Medical Research Council Cognition and Brain Sciences Unit, University of Cambridge, Cambridge, UK
| | - Tríona Casey
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Nicola Dalrymple
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Katherine De Wilde
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Eleanor-Rose Farley
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Jennifer Harper
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Nils Kappelmann
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Maria Kempnich
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Liz Lord
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Emma Medlicott
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Lucy Palmer
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Ariane Petit
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Alice Philips
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Isobel Pryor-Nitsch
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Lucy Radley
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Anna Sonley
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Jem Shackleford
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Alice Tickell
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Sarah-Jayne Blakemore
- Department of Psychology, University of Cambridge, Cambridge, UK
- UCL Institute of Cognitive Neuroscience, London, UK
| | - The Myriad Team
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Obioha C Ukoumunne
- NIHR Applied Research Collaboration South West Peninsula (PenARC), University of Exeter, Exeter, Devon, UK
| | - Mark T Greenberg
- Department of Human Development and Family Studies, The Pennsylvania State University, University Park, Pennsylvania, USA
| | - Tamsin Ford
- Department of Psychiatry, University of Cambridge, Cambridge Biomedical Campus, Cambridge, UK
| | - Tim Dalgleish
- Medical Research Council Cognition and Brain Sciences Unit, University of Cambridge, Cambridge, UK
| | - Sarah Byford
- King's College London, King's Health Economics, Institute of Psychiatry, Psychology and Neuroscience, De Crespigny Park, London, UK
| | - J Mark G Williams
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
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21
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The effect of mindfulness training on resting-state networks in pre-adolescent children with sub-clinical anxiety related attention impairments. Brain Imaging Behav 2022; 16:1902-1913. [PMID: 35585445 PMCID: PMC9279190 DOI: 10.1007/s11682-022-00673-2] [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] [Accepted: 04/03/2022] [Indexed: 12/03/2022]
Abstract
Mindfulness training has been associated with improved attention and affect regulation in preadolescent children with anxiety related attention impairments, however little is known about the underlying neurobiology. This study sought to investigate the impact of mindfulness training on functional connectivity of attention and limbic brain networks in pre-adolescents. A total of 47 children with anxiety and/or attention issues (aged 9-11 years) participated in a 10-week mindfulness intervention. Anxiety and attention measures and resting-state fMRI were completed at pre- and post-intervention. Sustained attention was measured using the Conners Continuous Performance Test, while the anxiety levels were measured using the Spence Children’s Anxiety Scale. Functional networks were estimated using independent-component analysis, and voxel-based analysis was used to determine the difference between the time-points to identify the effect of the intervention on the functional connectivity. There was a significant decrease in anxiety symptoms and improvement in attention scores following the intervention. From a network perspective, the results showed increased functional connectivity post intervention in the salience and fronto-parietal networks as well as the medial-inferior temporal component of the default mode network. Positive correlations were identified in the fronto-parietal network with Hit Response Time and the Spence Children’s Anxiety Scale total and between the default mode network and Hit Response Time. A 10-week mindfulness intervention in children was associated with a reduction in anxiety related attention impairments, which corresponded with concomitant changes in functional connectivity.
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22
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Kang MJ, Kim H. Development and Evaluation of a Blended Learning Mindfulness Program for High School Students During the COVID-19 Pandemic. J Sch Nurs 2022; 39:172-180. [PMID: 35473405 PMCID: PMC9047601 DOI: 10.1177/10598405221095346] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
Many adolescents worldwide suffer from stress or unhealthy emotional states such as depression. There is a trend toward limited physical contact via social distancing practices that developed during the coronavirus disease 2019 (COVID-19) pandemic. An experimental study aimed at investigating the effects of a mindfulness program on stress, concentration, self-esteem, and self-control in high school students. A 10-week mindfulness intervention was provided to the experimental group (n = 89) from September-November 2020, while the control group (n = 89) received general health education. Four weeks after the program, the experimental group showed reduced stress and improved concentration, self-esteem, and self-control compared to baseline.The blended learning mindfulness program is effective improving concentration and should be incorporated into the formal high school curriculum.
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Affiliation(s)
- Mi-Jung Kang
- College of Nursing, Eulji University, Uijeongbu, Gyeonggi-do, Republic of Korea
| | - Hyunsook Kim
- Department of Health, Seoul National University High School, Seongbuk-gu, Seoul, Republic of Korea
- Hyunsook Kim, RN, MS, Seoul National University High School, 6 Wolgok-lo, Seongbuk-gu, Seoul, 02796, Republic of Korea.
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23
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Reducing Psychological Stress of Chinese Adolescents by Mindfulness-Based Intervention: The Mediating Role of Resilience. CHILD & YOUTH CARE FORUM 2022. [DOI: 10.1007/s10566-022-09690-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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24
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Does Mindfulness Influence Academic Performance? The Role of Resilience in Education for Sustainable Development. SUSTAINABILITY 2022. [DOI: 10.3390/su14074251] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
A mindful person is prone to be open to novelty, attentive to distinctions, sensitive to context, aware of multiple perspectives, and focused on the present. Therefore, the role of mindfulness in educational contexts is gaining ground given the great possibilities it offers in developing students’ competences in education for sustainable development (ESD). The main goal of this study is to explore how mindfulness plays a key role in the learning process in response to the need to develop students’ emotional competencies in ESD, and specifically how mindfulness has an impact on academic performance through resilience. We tested the research model with a questionnaire addressed to 497 students from three higher education institutions and one secondary school. The results of a structural equation analysis confirm the study hypotheses. We find mindfulness is positively related to resilience, which leads to better academic performance. Thus, being mindful is a key competence in ESD since it allows young people to face their education with the highest possibilities of training, experience, and personal growth. This exploratory study offers further evidence of the need to invest in mindfulness to foster resilience and academic performance and represents a first step for designing additional interventions on this line.
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25
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Randomized Trial on the Effects of a Mindfulness Intervention on Temperament, Anxiety, and Depression: A Multi-Arm Psychometric Study. Behav Sci (Basel) 2022; 12:bs12030074. [PMID: 35323393 PMCID: PMC8945710 DOI: 10.3390/bs12030074] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2021] [Revised: 03/04/2022] [Accepted: 03/07/2022] [Indexed: 02/05/2023] Open
Abstract
Mindfulness is a mental state that can be achieved through meditation. So far, studies have shown that practicing mindfulness on a consistent and regular basis can improve attentional functions and emotional well-being. Mindfulness has recently begun to be used in the field of child development. The goal of this study is to assess if a mindfulness program may help primary school students in reducing anxiety and depression while also improving their temperamental characteristics. This multi-arm pre-post study included 41 subjects recruited in the fifth year of two primary school classes. Participants were randomly assigned to the experimental and control groups. The experimental group, but not the control group, underwent an eight-week mindfulness training. Every week, the program included 60-min group sessions. QUIT (Italian Questionnaires of Temperament) and TAD (Test for Anxiety and Depression in Childhood and Adolescence) were used to assess temperament, and anxiety and depression, respectively. Both groups were administered both instruments before and after mindfulness intervention. The mindfulness program lowered anxiety levels and was effective in changing temperament dimensions: there was an increase in social orientation (SO), positive emotionality (PE), and attention (AT), as well as a decrease in inhibition to novelty (IN) and negative emotionality. Path analysis revealed that AT may promote the improvement of both SO and IN. Similarly, PE may be promoted by the decrease of IN. Clinical implications are discussed.
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26
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Feruglio S, Pascut S, Matiz A, Paschetto A, Crescentini C. Effects of Mind-Body Interventions on Adolescents’ Cooperativeness and Emotional Symptoms. Behav Sci (Basel) 2022; 12:bs12020033. [PMID: 35200284 PMCID: PMC8869189 DOI: 10.3390/bs12020033] [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: 11/30/2021] [Revised: 01/20/2022] [Accepted: 01/28/2022] [Indexed: 01/27/2023] Open
Abstract
Background: Mind-body interventions may support the development of adolescents’ self-regulation and provide a protective effect against maladaptive outcomes, e.g., internalizing and externalizing problems. The present study aimed at evaluating the effects of mindfulness-oriented meditation training (MOM) and autogenic training (AT) on a group of healthy Italian adolescents’ character dimensions, emotional and behavioral difficulties. Methods: 72 adolescents were randomly assigned to MOM/AT conditions and tested before and after the 8-week trainings through self-report measures (Temperament and Character Inventory 125, TCI; Strengths and Difficulties Questionnaire for Adolescents, SDQ-A). Main analyses involved robust and repeated measures ANOVAs, carried out separately for character TCI and SDQ-A scales. Results: After trainings, we found increased levels of cooperativeness and reduced emotional symptoms. Changes in these dimensions were negatively correlated: the more participants increased in their cooperativeness the greater decrease they showed in emotional symptoms. Conclusion: Both MOM and AT enhanced a cooperative attitude in adolescents and helped reducing their emotional problems. Therefore, it may be useful to apply these mind-body interventions in school settings as they can have a protective effect on the well-being and psychosocial adjustment of youths, through fostering their character maturity and helping them to better regulate their emotions.
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Affiliation(s)
- Susanna Feruglio
- Department of Languages and Literatures, Communication, Education and Society, University of Udine, 33100 Udine, Italy; (S.P.); (A.M.); (A.P.); (C.C.)
- Department of Psychology, Sapienza University of Rome, 00118 Rome, Italy
- Correspondence:
| | - Stefania Pascut
- Department of Languages and Literatures, Communication, Education and Society, University of Udine, 33100 Udine, Italy; (S.P.); (A.M.); (A.P.); (C.C.)
- Department of Psychology, Sapienza University of Rome, 00118 Rome, Italy
- WHO Healthy City Project—Municipality of Udine, 33100 Udine, Italy
| | - Alessio Matiz
- Department of Languages and Literatures, Communication, Education and Society, University of Udine, 33100 Udine, Italy; (S.P.); (A.M.); (A.P.); (C.C.)
- Department of Psychology, Sapienza University of Rome, 00118 Rome, Italy
| | - Andrea Paschetto
- Department of Languages and Literatures, Communication, Education and Society, University of Udine, 33100 Udine, Italy; (S.P.); (A.M.); (A.P.); (C.C.)
| | - Cristiano Crescentini
- Department of Languages and Literatures, Communication, Education and Society, University of Udine, 33100 Udine, Italy; (S.P.); (A.M.); (A.P.); (C.C.)
- Institute of Mechanical Intelligence, Scuola Superiore Sant’Anna di Pisa, 56010 Pisa, Italy
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27
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Phillips S, Mychailyszyn M. The Effect of School-Based Mindfulness Interventions on Anxious and Depressive Symptoms: A Meta-analysis. SCHOOL MENTAL HEALTH 2022. [DOI: 10.1007/s12310-021-09492-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/17/2022]
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28
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Delgado-Suárez I, López-del-Hoyo Y, García-Campayo J, Pérez-Aranda A, Modrego-Alarcón M, Beltrán-Ruiz M, Gascón S, Montero-Marín J. Testing the Efficacy of ‘Unlearning’, a Mindfulness and Compassion-Based Programme for Cultivating Nonviolence in Teenagers: A Randomised Controlled Trial. Front Psychol 2021; 12:717736. [PMID: 34975612 PMCID: PMC8716809 DOI: 10.3389/fpsyg.2021.717736] [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: 05/31/2021] [Accepted: 11/22/2021] [Indexed: 11/23/2022] Open
Abstract
Background: Most programmes developed to reduce aggressive attitudes among teenagers are based on cultivating nonviolence, a construct that has been related to compassion and, more indirectly, mindfulness. This study aims at testing the efficacy of ‘Unlearning’, a mindfulness and compassion-based programme, for reducing aggressive attitudes in adolescents. Method: A sample of 164 students from three high schools in Zaragoza (Spain) participated in the study. They were randomly assigned to (1) ‘Unlearning’, or (2) relaxation programme. Three assessment points were established: baseline, post-treatment and a 4-month follow-up. The outcome variables were the subscales of the ‘Attitudes Toward Social Aggression Scale’. Mindfulness and compassion were assessed as secondary outcomes. Results: ‘Unlearning’ did not produce changes in the primary outcomes, but significant effects were observed post-treatment in self-compassion; and in the follow-up, in self-compassion and mindfulness. The control group did not experience any change post-treatment, but a significant effect in mindfulness was observed in the follow-up. The intergroup analyses indicated that ‘Unlearning’ improved self-compassion, both post-treatment (t = −2.48, p = 0.014) and after 4-months (t = −2.03, p = 0.044), although these results were not statistically significant after correcting for multiple comparisons. Conclusion: ‘Unlearning’ did not produce significant reductions in aggressive attitudes compared to the control group. The low baseline levels may have hindered the efficacy of the interventions. ‘Unlearning’ showed potential to improve self-compassion, which is related to nonviolence, and this may have positive implications for the adolescents. Future interventions should include teachers and families to enhance the effectiveness of the programmes.
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Affiliation(s)
- Irene Delgado-Suárez
- Institute of Health Research of Aragon (IIS Aragón), Miguel Servet University Hospital, Zaragoza, Spain
| | - Yolanda López-del-Hoyo
- Institute of Health Research of Aragon (IIS Aragón), Miguel Servet University Hospital, Zaragoza, Spain
- Department of Psychology and Sociology, Faculty of Social and Human Sciences, University of Zaragoza, Zaragoza, Spain
- Primary Care Prevention and Health Promotion Research Network (RedIAPP), Zaragoza, Spain
| | - Javier García-Campayo
- Institute of Health Research of Aragon (IIS Aragón), Miguel Servet University Hospital, Zaragoza, Spain
- Primary Care Prevention and Health Promotion Research Network (RedIAPP), Zaragoza, Spain
| | - Adrián Pérez-Aranda
- Institute of Health Research of Aragon (IIS Aragón), Miguel Servet University Hospital, Zaragoza, Spain
- Department of Basic, Developmental and Educational Psychology, Autonomous University of Barcelona, Barcelona, Spain
- *Correspondence: Adrián Pérez-Aranda,
| | - Marta Modrego-Alarcón
- Institute of Health Research of Aragon (IIS Aragón), Miguel Servet University Hospital, Zaragoza, Spain
- Department of Psychology and Sociology, Faculty of Social and Human Sciences, University of Zaragoza, Zaragoza, Spain
- Primary Care Prevention and Health Promotion Research Network (RedIAPP), Zaragoza, Spain
| | - María Beltrán-Ruiz
- Institute of Health Research of Aragon (IIS Aragón), Miguel Servet University Hospital, Zaragoza, Spain
- Primary Care Prevention and Health Promotion Research Network (RedIAPP), Zaragoza, Spain
| | - Santiago Gascón
- Institute of Health Research of Aragon (IIS Aragón), Miguel Servet University Hospital, Zaragoza, Spain
| | - Jesús Montero-Marín
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, United Kingdom
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29
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Nguyen D, Kleeman NJ, Yager Z, Parker AG, Shean MB, Jefferies W, Wilson-Evered E, Pucinischi CP, Pascoe MC. Identifying barriers and facilitators to implementing mindfulness-based programmes into schools: A mixed methods study. Appl Psychol Health Well Being 2021; 14:1172-1188. [PMID: 34907664 DOI: 10.1111/aphw.12329] [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: 07/24/2021] [Accepted: 11/23/2021] [Indexed: 11/29/2022]
Abstract
Mindfulness-based initiatives have been shown to improve psychological wellbeing and increase academic engagement in school settings. The current study explored barriers and facilitators to the implementation of mindfulness-based (MB) programmes in schools. Ninety-five teachers completed an online survey, and six principals were interviewed, with questions for both informed by the Theoretical Domains Framework (TDF). Quantitative data was analysed via descriptive statistics and independent sample t tests. Qualitative interview data were analysed via thematic analysis. Teachers reported facilitators to successful MB programme implementation as self-efficacy and motivation, knowledge about MB programmes, acceptance of responsibility to deliver MB programmes and belief of negative consequences if MB programmes are not delivered. Principals reported organisational-level facilitators as having a school-wide positive education framework relevant to the school context, taking a long-term approach, school leaders supporting the initiatives and understanding the evidence behind MB programmes and empowering staff to engage in mindfulness. Individual-level facilitators included staff buy-in and commitment to practice and understanding mindfulness. Barriers included time, resources/money, staff buy-in and competing strategic priorities within the school. These findings are important for consideration by policymakers determining the way forward for more widespread implementation of MB programmes in Australia.
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Affiliation(s)
- Dong Nguyen
- Institute for Health and Sport, Victoria University, Melbourne, Victoria, Australia
| | - Nicholas J Kleeman
- Institute for Health and Sport, Victoria University, Melbourne, Victoria, Australia
| | - Zali Yager
- Institute for Health and Sport, Victoria University, Melbourne, Victoria, Australia
| | - Alexandra G Parker
- Institute for Health and Sport, Victoria University, Melbourne, Victoria, Australia.,Centre for Youth Mental Health and Orygen, University of Melbourne, Victoria, Australia
| | - Mandie B Shean
- School of Education, Edith Cowan University, Mt Lawley, Australia
| | - Willow Jefferies
- School of Education, Edith Cowan University, Mt Lawley, Australia
| | - Elisabeth Wilson-Evered
- Institute for Health and Sport, Victoria University, Melbourne, Victoria, Australia.,Office of Research, Northern Health, Epping, Victoria, Australia
| | | | - Michaela C Pascoe
- Institute for Health and Sport, Victoria University, Melbourne, Victoria, Australia.,Department of Cancer Experiences, Peter MacCallum Cancer Centre, Melbourne, Victoria, Australia
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30
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The effect of a mindfulness-based intervention on executive, behavioural and socio-emotional competencies in very preterm young adolescents. Sci Rep 2021; 11:19876. [PMID: 34615893 PMCID: PMC8494803 DOI: 10.1038/s41598-021-98608-2] [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: 04/19/2021] [Accepted: 09/09/2021] [Indexed: 11/08/2022] Open
Abstract
Very preterm (VPT) children and adolescents show executive, behavioural and socio-emotional difficulties that persists into adulthood. This study aims to assess the effectiveness of a mindfulness-based intervention (MBI) in improving these competencies in VPT young adolescents using a randomised controlled trial design. 56 young adolescents aged 10–14 years, born before 32 gestational weeks, were randomly assigned to an “intervention” or a “waiting” group and completed an 8-week MBI in a cross-over design. Executive, behavioural and socio-emotional competencies were assessed at three different time points via parent and self-reported questionnaires, neuropsychological testing and computerised tasks. The data were analysed using an intention-to-treat approach with linear regression modelling. Our findings show a beneficial effect of MBI on executive, behavioural and socio-emotional competencies in VPT young adolescents measured by parent questionnaires. Increased executive competencies were also observed on computerised task with enhanced speed of processing after MBI. Two subgroups of participants were created based on measures of prematurity, which revealed increased long-term benefits in the moderate-risk that were not observed in the high-risk subgroups of VPT young adolescents. MBI seems a valuable tool for reducing detrimental consequences of prematurity in young adolescents, especially regarding executive, behavioural and socio-emotional difficulties. Clinical Trial Registration ClinicalTrials, NCT04638101. Registered 20 November 2020—Retrospectively registered, https://clinicaltrials.gov/show/NCT04638101.
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31
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A School-Based Progressive Muscle Relaxation Program for Female Adolescents: Development and the Effectiveness on Physiological and Psychological Evidence. Healthcare (Basel) 2021; 9:healthcare9101319. [PMID: 34682999 PMCID: PMC8544355 DOI: 10.3390/healthcare9101319] [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: 07/30/2021] [Revised: 09/22/2021] [Accepted: 09/28/2021] [Indexed: 11/17/2022] Open
Abstract
(1) Background: A variety of stressors may be potentially harmful to adolescents' health and well-being. Relaxation techniques have been recognized as a valid method for stress release, but the challenge is to apply them practically in schools to produce the desired effects. (2) Methods: This feasibility study used the Perceived Stress Scale (PSS) and hair cortisol concentration (HCC) to test the effects of an abbreviated progressive muscle relaxation (APMR) program on female adolescents. The participants were recruited from a high school and assigned by class cluster to either the experimental group (EG, n = 40) or the control group (CG, n = 35). Both received 4 weeks of stress-related lessons. The EG received 60 additional sessions of APMR over 12 weeks. (3) Results: The program dropout rate of the participants was 1.3%. The EG's program adhesion rate was 99.1%, and nearly half felt satisfied with the program. After adjusting for the BMI and the pretest in the ANCOVA, it was found that the CG had a greater change in HCC between the pre- and post-tests than the EG, while the PSS did not change significantly in either group. (4) Conclusion: APMR is a valid practice for physiological homeostasis of HCC for female adolescents, but it has no significant effect on perceived stress.
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32
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Milaré CAR, Kozasa EH, Lacerda S, Barrichello C, Tobo PR, Horta ALD. Mindfulness-Based Versus Story Reading Intervention in Public Elementary Schools: Effects on Executive Functions and Emotional Health. Front Psychol 2021; 12:576311. [PMID: 34305692 PMCID: PMC8299946 DOI: 10.3389/fpsyg.2021.576311] [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: 08/31/2020] [Accepted: 06/07/2021] [Indexed: 11/25/2022] Open
Abstract
Introduction In this study we compared the effects of a mindfulness-based intervention (MBI) with a story reading intervention (SI) on the executive functions and psychological profile of children in two different public schools in São Paulo, Brazil. Methods In this controlled clinical trial, 207 children aged 8 to 9 years old responded to the Five-Digit Test (FDT), stress levels, depression, anxiety, positive and negative affect, at baseline (T0) and 8 weeks later (T1). From T0 to T1, school 1 participated in MBI classes and school 2 in IS classes. Results In school 1 (MBI), children improved their scores on all tests except reading (errors) and counting (errors) compared with school 2. No differences were observed between groups in terms of emotional health. Conclusion It is feasible to implement MBI or SI in Brazilian public schools. Students in the MBI group presented broader effects in executive functions, while students in the SI group showed a trend toward reduced negative affect and depression symptoms.
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Affiliation(s)
- Claudete A R Milaré
- Paulista School of Nursing, Federal University of São Paulo, São Paulo, Brazil
| | | | | | | | | | - Ana Lucia D Horta
- Paulista School of Nursing, Federal University of São Paulo, São Paulo, Brazil
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33
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Lassander M, Hintsanen M, Suominen S, Mullola S, Vahlberg T, Volanen SM. Effects of school-based mindfulness intervention on health-related quality of life: moderating effect of gender, grade, and independent practice in cluster randomized controlled trial. Qual Life Res 2021; 30:3407-3419. [PMID: 34169412 PMCID: PMC8602227 DOI: 10.1007/s11136-021-02868-4] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/29/2021] [Indexed: 11/11/2022]
Abstract
Object We investigated the impact of a school-based 9-week mindfulness program vs. active control program (relaxation) and inactive control group on children’s self-reported Health-Related Quality of Life (HRQoL) moderated by gender, grade, and independent practice. Method In total 3519 (50/50% boys/girls) Finnish students aged 12–15 years from 56 schools were randomized into mindfulness intervention, active, and inactive control groups. HRQoL was measured at baseline, at 9 weeks, and at 26 weeks and analyzed with multilevel linear modeling. Results Significant improvement on HRQoL was found (β = mean difference) (β = 1.587, 95% CI 0.672–2.502, p < 0.001) after 9 weeks and at 26 weeks of follow-up among students in the mindfulness group as compared to the active control group. Moderating effects on HRQoL were found for gender, grade, and independent practice: girls, 7th and 8th grade students, and students with regular independent mindfulness practice benefited most. Conclusions Gender and developmental stage may moderate the effects of mindfulness interventions on HRQoL and offer guidance in designing effective promotive interventions for children and adolescents. Trial Registration Information Healthy Learning Mind—a school-based mindfulness and relaxation program: a study protocol for a cluster randomized controlled trial (RCT) ISRCTN18642659 retrospectively registered on 13 October 2015. The full trial protocol can be accessed at http://rdcu.be/t57S. Supplementary Information The online version contains supplementary material available at 10.1007/s11136-021-02868-4.
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Affiliation(s)
- Maarit Lassander
- Faculty of Medicine, Department of Psychology and Logopedics, University of Helsinki, Parrulaituri 16 D 62, 00540, Helsinki, Finland.
| | | | - Sakari Suominen
- Department of Public Health, University of Skövde, Skövde, Sweden.,Department of Public Health, University of Turku, Turku, Finland
| | - Sari Mullola
- Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland.,Teachers College, National Center for Children and Families (NCCF), Columbia University, New York, NY, USA
| | - Tero Vahlberg
- Department of Biostatistics, University of Turku, Turku, Finland
| | - Salla-Maarit Volanen
- Folkhälsan Research Center, Helsinki, Finland.,Faculty of Medicine, Department of Public Health, University of Helsinki, Helsinki, Finland
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34
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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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35
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Montero-Marin J, Nuthall E, Byford S, Crane C, Dalgleish T, Ford T, Ganguli P, Greenberg MT, Ukoumunne OC, Viner RM, Williams JMG, Kuyken W. Update to the effectiveness and cost-effectiveness of a mindfulness training programme in schools compared with normal school provision (MYRIAD): study protocol for a randomised controlled trial. Trials 2021; 22:254. [PMID: 33827652 PMCID: PMC8024679 DOI: 10.1186/s13063-021-05213-9] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/21/2021] [Accepted: 03/20/2021] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND MYRIAD (My Resilience in Adolescence) is a superiority, parallel group, cluster randomised controlled trial designed to examine the effectiveness and cost-effectiveness of a mindfulness training (MT) programme, compared with normal social and emotional learning (SEL) school provision to enhance mental health, social-emotional-behavioural functioning and well-being in adolescence. The original trial protocol was published in Trials (accessible at https://doi.org/10.1186/s13063-017-1917-4 ). This included recruitment in two cohorts, enabling the learning from the smaller first cohort to be incorporated in the second cohort. Here we describe final amendments to the study protocol and discuss their underlying rationale. METHODS Four major changes were introduced into the study protocol: (1) there were changes in eligibility criteria, including a clearer operational definition to assess the degree of SEL implementation in schools, and also new criteria to avoid experimental contamination; (2) the number of schools and pupils that had to be recruited was increased based on what we learned in the first cohort; (3) some changes were made to the secondary outcome measures to improve their validity and ability to measure constructs of interest and to reduce the burden on school staff; and (4) the current Coronavirus Disease 2019 (SARS-CoV-2 or COVID-19) pandemic both influences and makes it difficult to interpret the 2-year follow-up primary endpoint results, so we changed our primary endpoint to 1-year follow-up. DISCUSSION These changes to the study protocol were approved by the Trial Management Group, Trial Steering Committee and Data and Ethics Monitoring Committees and improved the enrolment of participants and quality of measures. Furthermore, the change in the primary endpoint will give a more reliable answer to our primary question because it was collected prior to the COVID-19 pandemic in both cohort 1 and cohort 2. Nevertheless, the longer 2-year follow-up data will still be acquired, although this time-point will be now framed as a second major investigation to answer some new important questions presented by the combination of the pandemic and our study design. TRIAL REGISTRATION International Standard Randomised Controlled Trials ISRCTN86619085 . Registered on 3 June 2016.
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Affiliation(s)
- Jesus Montero-Marin
- Department of Psychiatry, University of Oxford, Warneford Hospital, Oxford, UK
| | - Elizabeth Nuthall
- Department of Psychiatry, University of Oxford, Warneford Hospital, Oxford, UK
| | - Sarah Byford
- Kings Health Economics, Kings College London, London, UK
| | - Catherine Crane
- Oxford Institute of Clinical Psychology Training, Warneford Hospital, Oxford, 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 T. Greenberg
- Prevention Research Center, Pennsylvania State University, State College, PA USA
| | - Obioha C. Ukoumunne
- NIHR ARC South West Peninsula (PenARC), University of Exeter Medical School, Exeter, UK
| | | | - J. Mark G. Williams
- Department of Psychiatry, University of Oxford, Warneford Hospital, Oxford, UK
| | - Willem Kuyken
- Department of Psychiatry, University of Oxford, Warneford Hospital, Oxford, UK
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Montero-Marin J, Nuthall E, Byford S, Crane C, Dalgleish T, Ford T, Ganguli P, Greenberg MT, Ukoumunne OC, Viner RM, Williams JMG, Kuyken W. Update to the effectiveness and cost-effectiveness of a mindfulness training programme in schools compared with normal school provision (MYRIAD): study protocol for a randomised controlled trial. Trials 2021. [PMID: 33827652 DOI: 10.1186/s13063-021-05213-9--] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/01/2023] Open
Abstract
BACKGROUND MYRIAD (My Resilience in Adolescence) is a superiority, parallel group, cluster randomised controlled trial designed to examine the effectiveness and cost-effectiveness of a mindfulness training (MT) programme, compared with normal social and emotional learning (SEL) school provision to enhance mental health, social-emotional-behavioural functioning and well-being in adolescence. The original trial protocol was published in Trials (accessible at https://doi.org/10.1186/s13063-017-1917-4 ). This included recruitment in two cohorts, enabling the learning from the smaller first cohort to be incorporated in the second cohort. Here we describe final amendments to the study protocol and discuss their underlying rationale. METHODS Four major changes were introduced into the study protocol: (1) there were changes in eligibility criteria, including a clearer operational definition to assess the degree of SEL implementation in schools, and also new criteria to avoid experimental contamination; (2) the number of schools and pupils that had to be recruited was increased based on what we learned in the first cohort; (3) some changes were made to the secondary outcome measures to improve their validity and ability to measure constructs of interest and to reduce the burden on school staff; and (4) the current Coronavirus Disease 2019 (SARS-CoV-2 or COVID-19) pandemic both influences and makes it difficult to interpret the 2-year follow-up primary endpoint results, so we changed our primary endpoint to 1-year follow-up. DISCUSSION These changes to the study protocol were approved by the Trial Management Group, Trial Steering Committee and Data and Ethics Monitoring Committees and improved the enrolment of participants and quality of measures. Furthermore, the change in the primary endpoint will give a more reliable answer to our primary question because it was collected prior to the COVID-19 pandemic in both cohort 1 and cohort 2. Nevertheless, the longer 2-year follow-up data will still be acquired, although this time-point will be now framed as a second major investigation to answer some new important questions presented by the combination of the pandemic and our study design. TRIAL REGISTRATION International Standard Randomised Controlled Trials ISRCTN86619085 . Registered on 3 June 2016.
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Affiliation(s)
- Jesus Montero-Marin
- Department of Psychiatry, University of Oxford, Warneford Hospital, Oxford, UK
| | - Elizabeth Nuthall
- Department of Psychiatry, University of Oxford, Warneford Hospital, Oxford, UK
| | - Sarah Byford
- Kings Health Economics, Kings College London, London, UK
| | - Catherine Crane
- Oxford Institute of Clinical Psychology Training, Warneford Hospital, Oxford, 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 T Greenberg
- Prevention Research Center, Pennsylvania State University, State College, PA, USA
| | - Obioha C Ukoumunne
- NIHR ARC South West Peninsula (PenARC), University of Exeter Medical School, Exeter, UK
| | | | - J Mark G Williams
- Department of Psychiatry, University of Oxford, Warneford Hospital, Oxford, UK
| | | | - Willem Kuyken
- Department of Psychiatry, University of Oxford, Warneford Hospital, Oxford, UK.
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Morais P, Quaresma C, Vigário R, Quintão C. Electrophysiological effects of mindfulness meditation in a concentration test. Med Biol Eng Comput 2021; 59:759-773. [PMID: 33728595 DOI: 10.1007/s11517-021-02332-y] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2020] [Accepted: 02/03/2021] [Indexed: 11/26/2022]
Abstract
In this paper, we evaluate the effects of mindfulness meditation training in electrophysiological signals, recorded during a concentration task. Longitudinal experiments have been limited to the analysis of psychological scores through depression, anxiety, and stress state (DASS) surveys. Here, we present a longitudinal study, confronting DASS survey data with electrocardiography (ECG), electroencephalography (EEG), and electrodermal activity (EDA) signals. Twenty-five university student volunteers (mean age = 26, SD = 7, 9 male) attended a 25-h mindfulness-based stress reduction (MBSR) course, over a period of 8 weeks. There were four evaluation periods: pre/peri/post-course and a fourth follow-up, after 2 months. All three recorded biosignals presented congruent results, in line with the expected benefits of regular meditation practice. In average, EDA activity decreased throughout the course, -64.5%, whereas the mean heart rate displayed a small reduction, -5.8%, possibly as a result of an increase in parasympathetic nervous system activity. Prefrontal (AF3) cortical alpha activity, often associated with calm conditions, saw a very significant increase, 148.1%. Also, the number of stressed and anxious subjects showed a significant decrease, -92.9% and -85.7%, respectively. Easy to practice and within everyone's reach, this mindfulness meditation can be used proactively to prevent or enhance better quality of life. 25 volunteers attended a Mindfulness-Based Stress Reduction (MBSR) course in 4 evaluation periods: Pre/Peri/Post-course and a fourth follow-up after two months. A Depression, Anxiety and Stress State (DASS) survey is completed in each period. Electrodermal Activity (EDA), Electrocardiography (ECG) and Electroencephalography (EEG) are also recorded and processed. By integrating self-reported surveys and electrophysiological recordings there is strong evidence of evolution in wellbeing. Mindfulness meditation can be used proactively to prevent or enhance better quality of life.
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Affiliation(s)
- Pedro Morais
- Laboratory for Instrumentation, Biomedical Engineering and Radiation Physics - Department of Physics, NOVA School of Science and Technology - NOVA University of Lisbon, Lisbon, Portugal.
| | - Claúdia Quaresma
- Laboratory for Instrumentation, Biomedical Engineering and Radiation Physics - Department of Physics, NOVA School of Science and Technology - NOVA University of Lisbon, Lisbon, Portugal
| | - Ricardo Vigário
- Laboratory for Instrumentation, Biomedical Engineering and Radiation Physics - Department of Physics, NOVA School of Science and Technology - NOVA University of Lisbon, Lisbon, Portugal
| | - Carla Quintão
- Laboratory for Instrumentation, Biomedical Engineering and Radiation Physics - Department of Physics, NOVA School of Science and Technology - NOVA University of Lisbon, Lisbon, Portugal
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Juul L, Frydenberg M, Beck MS, Fjorback LO. Stress-free Everyday LiFe for Children and Adolescents REsearch (SELFCARE): a protocol for a cluster randomised trial testing a school teacher training programme to teach mindfulness (".b"). BMC Psychol 2021; 9:31. [PMID: 33597044 PMCID: PMC7890857 DOI: 10.1186/s40359-021-00530-9] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2020] [Accepted: 01/28/2021] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND There is a call for sustainable, evidence-based interventions in schools to promote mental health in schoolchildren. Our primary aim of this trial is to evaluate the effectiveness in vulnerable pupils of a school teacher training programme to teach mindfulness (".b" programme) as a part of compulsory class room teaching in Danish schools on the pupils' self-reported mental health at 6-month follow-up. Our secondary aim is to evaluate the effectiveness of the school teacher training programme to teach the ".b"-programme as a part of compulsory class room teaching among the total pupil population on the pupils' self-reported mental health at 3 and 6 months after baseline. METHODS The pragmatic cluster two-armed randomised controlled trial includes 110 municipal or private schools from all five regions in Denmark; 191 school teachers and approximately 2000 pupils at 11-15 years of age. Exclusion criteria; for schools: < 100 pupils; for pupils: parental opt out. Our intervention consists of (A) a school teacher training programme and (B) the ".b"-programme delivered as part of compulsory class room teaching in schools to pupils at the age of 11-15 years. The pupils in the control schools receive education as usual. Our primary study population is the vulnerable subgroup with a Strengths and Difficulties Questionnaire (SDQ) total difficulties score > 80% percentile at baseline (approximately 400 pupils). The primary outcome is change in the SDQ total score by the pupils. We also evaluate the effectiveness among the total pupil study population and in girls and boys, respectively and use other measures on mental health. Data will be analysed with repeated measurement models taken clusters into account. DISCUSSION This large-scale trial will estimate the effectiveness of a population-based strategy on mental health in Danish schoolchildren. The trial evaluates the effect of a school teacher training programme, where teachers are trained in teaching the ".b" programme. The ".b" programme will be taught as a part of compulsory class room teaching. The intervention takes implementation issues into account. Effectiveness will be evaluated both in a vulnerable subgroup and among the total population. Trial registration number ClinicalTrials.gov Identifier: NCT04208113, registered December 23 2019, https://clinicaltrials.gov/ct2/show/NCT04208113 .
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Affiliation(s)
- Lise Juul
- Department of Clinical Medicine, Danish Center for Mindfulness, Aarhus University, Gudrunsvej 78, 3, 8220, Brabrand - Aarhus, Denmark.
| | | | - Michelle Sand Beck
- Department of Clinical Medicine, Danish Center for Mindfulness, Aarhus University, Gudrunsvej 78, 3, 8220, Brabrand - Aarhus, Denmark
| | - Lone Overby Fjorback
- Department of Clinical Medicine, Danish Center for Mindfulness, Aarhus University, Gudrunsvej 78, 3, 8220, Brabrand - Aarhus, Denmark
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Ahorsu DK, Sánchez Vidaña DI, Lipardo D, Shah PB, Cruz González P, Shende S, Gurung S, Venkatesan H, Duongthipthewa A, Ansari TQ, Schoeb V. Effect of a peer-led intervention combining mental health promotion with coping-strategy-based workshops on mental health awareness, help-seeking behavior, and wellbeing among university students in Hong Kong. Int J Ment Health Syst 2021; 15:6. [PMID: 33422098 PMCID: PMC7796456 DOI: 10.1186/s13033-020-00432-0] [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] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/16/2020] [Accepted: 12/21/2020] [Indexed: 11/10/2022] Open
Abstract
Background The psychological well-being of university students is an important factor in successfully coping with the demands of academic life. This study aimed to assess the impact of a peer-led intervention of mental health promotion combined with coping-strategy-based group workshops on mental health awareness and help-seeking behavior among university students in Hong Kong. Method A mixed-method concurrent design was used for this study. Quantitative data, based on one-group pretest-posttest design, were collected using Mental Health Knowledge Schedule Questionnaire to assess mental health awareness, and Attitude Towards Seeking Professional Help Questionnaire-Short Form to examine help-seeking behavior of university students from The Hong Kong Polytechnic University. Qualitative data were collected from written post-activity reflections and focus group discussions which were thematically analyzed. Results A total of 62 university students (mean age: 23.2 ± 5.1 years) were included in this study. Mental health awareness was significantly improved (p = 0.015, 95% Confidence Interval of − 2.670, − 0.297) after program implementation. Help-seeking behavior mean score increased from pretest to posttest, however, no significant difference was observed (p = 0.188, 95% CI = − 1.775, 0.355). Qualitative analysis revealed that the program helped participants learn about coping strategies to help themselves and others with mental health challenges. Conclusions The peer-led intervention provided a positive impact through increased mental health awareness and knowledge of coping strategies on self-help and helping others among university students. Further study could focus on the impact of the program when applied regularly throughout the entire academic year.
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Affiliation(s)
- Daniel Kwasi Ahorsu
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hong Kong, SAR, China
| | | | - Donald Lipardo
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hong Kong, SAR, China.,College of Rehabilitation Sciences, University of Santo Tomas, Manila, Philippines
| | - Parth Bharat Shah
- School of Design, The Hong Kong Polytechnic University, Hong Kong, SAR, China
| | - Pablo Cruz González
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hong Kong, SAR, China
| | - Sachin Shende
- Department of Civil and Environmental Engineering, The Hong Kong Polytechnic University, Hong Kong, SAR, China
| | - Shilpa Gurung
- Department of Applied Biology and Chemical Technology, The Hong Kong Polytechnic University, Hong Kong, SAR, China
| | - Harun Venkatesan
- Institute of Textiles and Clothing, The Hong Kong Polytechnic University, Hong Kong, SAR, China
| | - Anchalee Duongthipthewa
- Department of Mechanical Engineering, The Hong Kong Polytechnic University, Hong Kong, SAR, China
| | - Talha Qasim Ansari
- Department of Mechanical Engineering, The Hong Kong Polytechnic University, Hong Kong, SAR, China
| | - Veronika Schoeb
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hong Kong, SAR, China. .,School of Health Sciences (HESAV), University of Applied Sciences and Arts Western Switzerland (HES-SO), Lausanne, Switzerland.
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Stress management training and gratitude journaling in the classroom: an initial investigation in Indian context. CURRENT PSYCHOLOGY 2021; 40:5737-5748. [PMID: 34522074 PMCID: PMC8430282 DOI: 10.1007/s12144-020-01242-w] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/26/2020] [Indexed: 01/07/2023]
Abstract
Stress and allied difficulties are pervasive among school students in present times. This concern is further magnified in the Indian context with the large represention of young people in the population and limited resources to match. The present study aimed to evaluate the impact of a classroom based stress management training and gratitude journaling intervention (Flinchbaugh et al., 2012) among Indian adolescents. The intervention curriculum was adapted to suit the study context. A total of 238 students (57% males) from Grades 7–9 participated in this study. Participants were recruited from two schools, and their age ranged from 11 to 14 years. In each participating school, students were randomised at the classroom level into three intervention groups (Stress Management Training, Gratitude Journaling, combination of both), and one control group. Using a pre-test – post-test design, intervention impact on measures of well-being, life satisfaction, perceived stress, meaning, and engagement in the classroom was evaluated. Results suggested limited effectiveness of stress management training and gratitude journaling among participants in the present context. Plausible explanations for these findings are discussed. The study emphasizes the need for customised interventions to obtain optimal outcomes among diverse populations.
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Guenther CH, Stephens RL, Ratliff ML, Short SJ. Parent-Child Mindfulness-Based Training: A Feasibility and Acceptability Study. J Evid Based Integr Med 2021; 26:2515690X211002145. [PMID: 33896225 PMCID: PMC8082986 DOI: 10.1177/2515690x211002145] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/11/2020] [Revised: 12/11/2020] [Accepted: 02/20/2021] [Indexed: 11/16/2022] Open
Abstract
Stress in young children can interfere with academic achievement. To help address stress and aid in developing beneficial lifelong coping skills, educational systems are more widely incorporating programs that teach social and emotional regulation, such as mindfulness-based programs. The effects of these programs may be strengthened through parental support in the home environment. This study examined the feasibility and acceptability of a new Parent-Child Mindfulness-Based Training (PC-MBT) program, which delivered mindfulness-based training to parents and children simultaneously in the home environment. This study also implemented a working memory training after PC-MBT to assess the feasibility of completing two trainings sequentially. Healthy children, ages 8-10 (n = 14), and their parents participated in the PC-MBT program. They met with an instructor at home and online each week for 6 weeks and were provided resources including books, worksheets, audio recordings, and daily practices to reinforce mindfulness skills. A control group (n = 8) participated in the working memory training only. All PC-MBT and control children, except one, participated in the working memory training. All PC-MBT assigned families completed the PC-MBT program, and a majority utilized all types of the mindfulness training materials. A majority of participants also reported high levels of enjoyment and understanding of the PC-MBT program. This study establishes the feasibility and acceptability of the PC-MBT program and lays the foundation for future studies to assess program efficacy in healthy and clinical populations as well as the utility of PC-MBT to improve engagement and outcomes of other cognitive training programs.
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Affiliation(s)
| | - Rebecca L. Stephens
- Department of Psychiatry, University of North Carolina, Chapel Hill, NC, USA
| | - Macy L. Ratliff
- Department of Psychiatry, University of North Carolina, Chapel Hill, NC, USA
| | - Sarah J. Short
- Department of Psychiatry, University of North Carolina, Chapel Hill, NC, USA
- Department of Educational Psychology and Center for Healthy Minds, University of Wisconsin-Madison, USA
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Lassander M, Hintsanen M, Suominen S, Mullola S, Fagerlund Å, Vahlberg T, Volanen SM. The Effects of School-based Mindfulness Intervention on Executive Functioning in a Cluster Randomized Controlled Trial. Dev Neuropsychol 2020; 45:469-484. [PMID: 33305618 DOI: 10.1080/87565641.2020.1856109] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
Executive functions (EFs) are essential for student's learning and classroom functioning. The current cluster randomized controlled trial examines the effects of mindfulness intervention vs. active control program (i.e., relaxation) focusing on the main EFs (i.e., working memory, response inhibition, cognitive processing, cognitive flexibility and verbal fluency). A total of 131 students from 6th grade and 8th grade (median age 12 and 15) from four comprehensive schools participated. The schools were to equal shares randomized to intervention and active control groups, i.e., groups who underwent a 9-week mindfulness practice or relaxation program, respectively. Participants completed a cognitive test-package at baseline/pre-intervention, post-intervention at 9 weeks and follow-up at 6 months. Both intervention and active relaxation-based control groups improved on a majority of EF measures at both 9 weeks and 6 months. There was no significant difference between the mindfulness intervention group and the active control program in EFs. The current study suggests that mindfulness intervention and active control program do not differ in their effects to EFs, although both may have positive outcomes. Further research with both active and inactive control groups is needed to map the potential benefits of similar programs for cognitive functioning.
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Affiliation(s)
- Maarit Lassander
- Faculty of Medicine, Department of Psychology and Logopedics, University of Helsinki , Helsinki, Finland
| | | | - Sakari Suominen
- Department of Public Health, University of Skövde , Skövde, Sweden.,Department of Public Health, University of Turku , Turku, Finland
| | - Sari Mullola
- Faculty of Educational Sciences, University of Helsinki , Helsinki, Finland.,Teachers College, National Center for Children and Families (NCCF), Columbia University , NY, USA
| | - Åse Fagerlund
- Public Health Research Programme, Folkhälsan Research Center , Helsinki, Finland
| | - Tero Vahlberg
- Department of Biostatistics, University of Turku , Turku, Finland
| | - Salla-Maarit Volanen
- Public Health Research Programme, Folkhälsan Research Center , Helsinki, Finland.,Faculty of Medicine, Department of Public Health, University of Helsinki , Helsinki, Finland
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Crane, PhD C, Ganguli, PhD P, Ball, MSc S, Taylor, PhD L, Blakemore, PhD SJ, Byford, PhD S, Dalgleish, PhD T, Ford, PhD T, Greenberg, PhD M, Kuyken, PhD W, Lord, MA L, Montero-Marin, PhD J, Sonley, MEd A, Ukoumunne, PhD OC, Williams, PhD JMG. Training School Teachers to Deliver a Mindfulness Program: Exploring Scalability, Acceptability, Effectiveness, and Cost-effectiveness. Glob Adv Health Med 2020; 9:2164956120964738. [PMID: 33403157 PMCID: PMC7745556 DOI: 10.1177/2164956120964738] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2019] [Revised: 07/21/2020] [Accepted: 08/13/2020] [Indexed: 02/02/2023] Open
Abstract
BACKGROUND There is growing research support for the use of mindfulness training (MT) in schools, but almost no high-quality evidence about different training models for people wishing to teach mindfulness in this setting. Effective dissemination of MT relies on the development of scalable training routes. OBJECTIVE To compare 4 training routes for school teachers wishing to deliver MT differing in intensity and potential scalability, considering teaching competency, training acceptability, and cost-effectiveness. METHODS Schools were randomized to an existing route comprising an 8-session instructor-led personal mindfulness course, combined with 4-day MT program training, or 1 of 3 more scalable, lower intensity, alternatives: an instructor-led personal mindfulness course combined with 1-day MT program training, a self-taught personal mindfulness course (delivered through a course book) combined with 4-day MT program training, and a self-taught personal mindfulness course combined with 1-day MT program training. RESULTS Attrition from training was substantial across all routes. The instructor-led course was more effective than the self-taught course in increasing teachers' personal mindfulness skills. Even the most intensive (existing) training route brought only 29% of the teachers commencing training, and 56% of those completing the study protocol, to the required minimum competency threshold (an advanced beginner rating on an adapted version of the Mindfulness-based Interventions Teaching Assessment Criteria). The differences in levels of competency achieved by existing training compared with the more scalable alternatives were modest, with economic evaluation suggesting that the existing route was both more expensive and more effective than lower intensity alternatives, but with no statistically significant differences between routes. CONCLUSIONS This research questions the move toward abbreviating teacher training to increase scalability and suggests instead that many teachers require additional support to ensure competency from first delivery of MT in the classroom.
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Affiliation(s)
| | - Poushali Ganguli, PhD
- King’s Health Economics, Institute of Psychiatry, Psychology and Neuroscience at King’s College London, London, UK
| | - Susan Ball, MSc
- NIHR CLAHRC South West Peninsula (PenCLAHRC), University of Exeter Medical School, Exeter, UK
| | - Laura Taylor, PhD
- Department of Psychiatry, University of Oxford, Warneford Hospital, Oxford, UK
| | | | - Sarah Byford, PhD
- King’s Health Economics, Institute of Psychiatry, Psychology and Neuroscience at King’s College London, London, UK
| | - Tim Dalgleish, PhD
- Cognition and Brain Sciences Unit, University of Cambridge, Cambridge, UK
- Cambridgeshire and Peterborough NHS Foundation Trust, Cambridge, UK
| | - Tamsin Ford, PhD
- St Luke's Campus, University of Exeter Medical School, Exeter, UK
| | - Mark Greenberg, PhD
- Edna Bennett Pierce Prevention Research Center, Pennsylvania State University, University Park, Pennsylvania Current address: Tamsin Ford is now with the Department of Psychiatry, University of Cambridge, Cambridge, UK
| | - Willem Kuyken, PhD
- Department of Psychiatry, University of Oxford, Warneford Hospital, Oxford, UK
| | - Liz Lord, MA
- Department of Psychiatry, University of Oxford, Warneford Hospital, Oxford, UK
| | | | - Anna Sonley, MEd
- Department of Psychiatry, University of Oxford, Warneford Hospital, Oxford, UK
| | - Obioha C Ukoumunne, PhD
- NIHR CLAHRC South West Peninsula (PenCLAHRC), University of Exeter Medical School, Exeter, UK
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Effects of mindfulness interventions on depressive symptoms in adolescents: A meta-analysis. Int J Nurs Stud 2020; 115:103848. [PMID: 33383273 DOI: 10.1016/j.ijnurstu.2020.103848] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2020] [Revised: 11/16/2020] [Accepted: 11/17/2020] [Indexed: 12/16/2022]
Abstract
BACKGROUND Depression among adolescents is rising globally and is the leading cause of illness and disability among adolescents. While antidepressants and psychotherapy are effective, only about 40% of depressed adolescents receive treatments due to lack of professionals and barriers such as cost and personal obstacles including stigma, lack of motivation, and negative perceptions of treatment. Use of alternative and complementary treatments for depression is growing. One such treatment is mindfulness meditation. OBJECTIVE We examined the effects of mindfulness interventions on depression among adolescents and explored the moderator effects of participants, methods, and intervention characteristics. METHODS We searched 17 databases from their inception to April 2019 to identify studies written in English. Search terms included depress* AND mindful* OR meditat* AND adolescen* OR student*; 29 studies met inclusion criteria. Two researchers independently coded data from all primary studies. Discrepancies were discussed with a third researcher to reach consensus. Using the random effects model, we computed the effect sizes (ESs) of mindfulness interventions on depression using standardized mean differences (Hedge's g) with 95% confidence intervals (CI). Funnel plot, Q statistics, and I2 were used to test the heterogeneity across studies. We examined moderators to explore sources of heterogeneity. RESULTS Across 29 studies (N=3688), 1839 adolescents participated in mindfulness interventions; 1849 served as controls. Mean ages ranged from 10.2 to 19.5 years. Mindfulness groups showed reduced depression compared to control groups (g=.14, 95%CI[.01-.28], p<.042). Funded studies showed greater improvement in depression (g=.34, 95%CI[.09-.58], p<.008) compared to unfunded (g=.05, 95%CI[-.12-.22], p<.554). Interestingly, while only two research teams studied mindfulness-based cognitive therapy, they showed trends toward improvement (p=0.09) in depression (g=.76, 95%CI[.18-1.34], p<.010, s=2) compared to adapted mindfulness interventions (g=.13, 95%CI[-.04-.30], p<.140, s=16) or mindfulness-based stress reduction (g=.07, 95%CI[-.16-.29], p<.559, s=11). Mindfulness interventions with individual counseling tended (p=0.09) to improve depression (g=.46, 95%CI[.07-.85], p<.021, s=3) more than without (g=.10, 95%CI[-.04-.24], p<.168, s=26). Depression improved more when follow-up measures occurred further from the intervention (Slope=.002, τ2=.74, Qbetween=4.10, p=.043, s=29). No quality indicators moderated the ES of mindfulness interventions on depression. CONCLUSION Mindfulness interventions are mildly effective interventions to reduce depressive symptoms among adolescents. Clinicians trained in mindfulness interventions might encourage mindfulness meditation as adjunctive/alternative treatment for adolescents with mild or moderate depressive symptoms as well as for at-risk adolescents to prevent depression. Funding, type of mindfulness interventions, individual counseling, and time to follow up were moderators of the effects of mindfulness interventions on depression in adolescents.
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Crane R, Koerbel L, Sansom S, Yiangou A. Assessing Mindfulness-Based Teaching Competence: Good Practice Guidance. Glob Adv Health Med 2020; 9:2164956120973627. [PMID: 33240575 PMCID: PMC7673238 DOI: 10.1177/2164956120973627] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2020] [Accepted: 10/07/2020] [Indexed: 11/15/2022] Open
Abstract
Inclusion of assessment of teaching competence in Mindfulness-Based Program (MBP) teacher training enables international benchmarking of standards, which in turn underpins the integrity of this emerging field and the potential to deliver effective, transformative interventions. However, there is a risk that the inclusion of competence assessment could lead to reductionism and undermining of the pedagogical features that make mindfulness-based teaching distinct. It can also make the costs of training prohibitive. The science underpinning the integrity of competence assessment is not yet robust enough to justify wide scale implementation, but when feasible, including the option for assessment enables trainees to engage in rigorous and effective training processes. When assessment is included, it is critically important that the process is held with awareness and sensitivity, and is implemented by experienced assessors with thoughtful governance. Navigating these issues involves balancing rigour with accessibility and pragmatism. This paper lays out some guidelines for good practice for MBP teaching assessment, and raises unresolved dilemmas and questions.
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Affiliation(s)
- Rebecca Crane
- Mindfulness Center, School of Public Health, Bangor University,
Bangor, UK
| | - Lynn Koerbel
- Mindfulness Center, School of Public Health, Brown University,
Providence, Rhode Island
| | - Sophie Sansom
- Mindfulness Center, School of Public Health, Bangor University,
Bangor, UK
| | - Alison Yiangou
- Mindfulness Center, School of Public Health, Bangor University,
Bangor, UK
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Hafeman DM, Ostroff N, Feldman J, Hickey MB, Phillips ML, Creswell D, Birmaher B, Goldstein TR. Mindfulness-based intervention to decrease mood lability in at-risk youth: Preliminary evidence for changes in resting state functional connectivity. J Affect Disord 2020; 276:23-29. [PMID: 32697703 PMCID: PMC7484458 DOI: 10.1016/j.jad.2020.06.042] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/06/2020] [Revised: 06/01/2020] [Accepted: 06/16/2020] [Indexed: 11/25/2022]
Abstract
BACKGROUND In youth at familial risk for bipolar disorder (BD), mood lability is an important precursor to BD onset. Previous work in adults indicates that mindfulness-based interventions (MBI) may improve emotion regulation, in part by increasing resting-state functional connectivity (rsFC) between posterior cingulate cortex (PCC) and executive control network (ECN). In this pilot study, we assessed effects of an MBI on PCC-ECN rsFC and mood lability in at-risk youth. METHODS We recruited 35 youth (10-14 years old) with a first-degree family history of BD and mood lability, and 21 age-matched healthy controls. Eligible at-risk youth were scanned pre/post an 8-week MBI and assessed three months later. Healthy controls were scanned at matched timepoints but did not participate in the MBI. The MBI used age-appropriate strategies to promote non-judgmental, present-moment awareness. We assessed pre/post changes in PCC-ECN rsFC and how rsFC changes were related to mood outcomes. RESULTS Twenty at-risk youth were scanned pre/post MBI; 16 had high-quality rsFC data. Following MBI, at-risk youth showed increased rsFC between PCC and left dorsolateral prefrontal cortex (DLPFC) (BA 9; k = 28; corrected p=.006); healthy controls did not show this increase. Following MBI, at-risk youth reported more mindfulness (F = 7.15, p=.003), less mood lability (F = 7.2, p=.002), and less suppression of negative emotions (F = 5.05, p=.01). PCC-DLPFC rsFC increases predicted less mood lability (t=-2.25, p=.04) and less emotion suppression (t=-2.75, p=.02) at follow-up. LIMITATIONS Small sample and lack of a control intervention. CONCLUSIONS PCC-DLPFC rsFC may be a clinically meaningful neural target of an MBI in at-risk youth, related to improvements in mood lability.
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Affiliation(s)
- Danella M. Hafeman
- University of Pittsburgh, School of Medicine, Department of Psychiatry;,University of Pittsburgh Medical Center
| | | | | | | | - Mary L. Phillips
- University of Pittsburgh, School of Medicine, Department of Psychiatry
| | | | - Boris Birmaher
- University of Pittsburgh, School of Medicine, Department of Psychiatry;,University of Pittsburgh Medical Center
| | - Tina R. Goldstein
- University of Pittsburgh, School of Medicine, Department of Psychiatry
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A Qualitative Study of a Mindfulness-Based Intervention in Educational Contexts in Chile: An Approach Based on Adolescents' Voices. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17186927. [PMID: 32971936 PMCID: PMC7558476 DOI: 10.3390/ijerph17186927] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/05/2020] [Revised: 09/11/2020] [Accepted: 09/18/2020] [Indexed: 11/17/2022]
Abstract
The application of mindfulness-based interventions in school settings has increased considerably in recent years, showing that differences between the characteristics of programmes can impact on the receptivity and effectiveness of mindfulness training. However, few studies have explored the learning process from the perspective of the children and adolescents who participate in mindfulness practice. The goal of this paper is to analyse the subjective experience of a group of adolescents following the completion of a mindfulness-based intervention developed for schools in Chile. The intervention studied is the “.b curriculum”, which is part of the Mindfulness in School Project (MiSP) developed in the UK. Twenty adolescents participated in semi-structured interviews within their school, in which three key areas were explored: pedagogy, perceived effects, and mechanisms of action, each of them being analysed from the perspective of thematic analysis. The results support the view that pedagogy is a very relevant consideration in the implementation, development, and efficacy of mindfulness-based interventions within the school context. We propose that the inclusion of structure, contents, process/mindful practices, and teachers’ expertise provides the pedagogical-relational framework required for students to successfully develop mindfulness skills, which enables them to experience their cognitive, emotional, and somatic effects. These effects are linked to self-regulation strategies, based on paying attention to one’s somatic experience with kindness and curiosity, which works as an attentional anchor. It is hoped that these results will contribute to the spread of mindfulness research in adolescents in Latin America, thus facilitating cross-cultural and international comparisons.
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Heredia L, Torrente M, Vicens P. Spiritual competence, contemplative education and mindfulness in schools ( Competencia espiritual, educación contemplativa y atención plena en la escuela). STUDIES IN PSYCHOLOGY 2020. [DOI: 10.1080/02109395.2020.1794716] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022] Open
Affiliation(s)
- Luis Heredia
- Research Center for Behavior Assesssment (CRAMC), Center of Environmental, Food and Toxicological Technology (TecnATox), Universitat Rovira i Virgili
- Neurocognition, Psychobiology of the Personality and Behavioral Genetics, Biomedical Research Institute of Lleida (IRBLleida), Universitat de Lleida
| | - Margarita Torrente
- Research Center for Behavior Assesssment (CRAMC), Center of Environmental, Food and Toxicological Technology (TecnATox), Universitat Rovira i Virgili
| | - Paloma Vicens
- Research Center for Behavior Assesssment (CRAMC), Center of Environmental, Food and Toxicological Technology (TecnATox), Universitat Rovira i Virgili
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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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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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