Month: October 2021

Improve Cognitive Function in Older Adults with Tai Chi Practice

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Improve Cognitive Function in Older Adults with Tai Chi Practice

 

By John M. de Castro, Ph.D.

 

“The practice of Tai Chi promotes the preservation of cognitive abilities including global cognitive functions, semantic memory, verbal learning/memory, self-perception of memory, and visuospatial skills in the elderly.” – Karine Huy-Leng Lim

 

The aging process involves a systematic progressive decline of the body and the brain. Every system in the body deteriorates including cognitive function (thinking ability) and motor function with a decline in strength, flexibility, and balance. There is some hope as there is evidence that these declines can be slowed. For example, a healthy diet and a regular program of exercise can slow the physical and cognitive decline of the body with aging. Also, contemplative practices such as meditation, yoga, and tai chi or qigong have all been shown to be beneficial in slowing or delaying physical and mental decline.

 

Tai Chi has been practiced for thousands of years with benefits for health and longevity. Tai Chi training is designed to enhance function and regulate the activities of the body through regulated breathing, mindful concentration, and gentle movements. Tai Chi is not strenuous, involving slow gentle movements, and is safe, having no appreciable side effects, it is appropriate for all ages including the elderly and for individuals with illnesses that limit their activities or range of motion. Tai Chi has been shown to help the elderly improve attention, balance, reducing falls, arthritis, cognitive function, memory, and reduce age related deterioration of the brain. The research has been accumulating. So, it makes sense to step back and summarize what has been learned about the effectiveness of Tai Chi practice for cognition in older adults.

 

In today’s Research News article “Dose-Response Association of Tai Chi and Cognition among Community-Dwelling Older Adults: A Systematic Review and Meta-Analysis.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8003349/ ) Chen and colleagues review, summarize, and perform a meta-analysis of the effects of Tai Chi practice on cognitive ability in older adults (55 years old and older) living in the community. They identified 16 published research studies.

 

They report that the published research studies found that Tai Chi practice produced significant improvements in cognitive function with moderate to large effect sizes. But there were no relationships between the amount of Tai Chi practice and the amount of improvement in cognitive function, including session duration, amount of practice per week, or amount of practice over the entire study.

 

These meta-analysis findings suggest that Tai Chi practice has large and significant effects on the high-level thinking ability of community dwelling older adults. It would appear that even the smallest dose of Tai Chi practice is capable of producing these improvements. These improvements in cognition may be important for preventing or mitigating cognitive decline with aging and prevent age related dementia. This makes the safe and fun Tai Chi practice and almost ideal practice for maintaining cognitive ability with aging.

 

So, improve cognitive function in older adults with Tai Chi practice.

 

“A regular tai chi exercise regimen enlarges the brain and enhances the cognitive abilities of the elderly.” – Hans Villarica

 

CMCS – Center for Mindfulness and Contemplative Studies

 

This and other Contemplative Studies posts are also available on Google+ https://plus.google.com/106784388191201299496/posts and on Twitter @MindfulResearch

 

Study Summary

 

Chen, M. L., Wotiz, S. B., Banks, S. M., Connors, S. A., & Shi, Y. (2021). Dose-Response Association of Tai Chi and Cognition among Community-Dwelling Older Adults: A Systematic Review and Meta-Analysis. International journal of environmental research and public health, 18(6), 3179. https://doi.org/10.3390/ijerph18063179

 

Abstract

Previous studies indicated that Tai Chi might be an effective way to improve or prevent cognitive impairments in older populations. However, existing research does not provide clear recommendations about the optimal dose of Tai Chi practice, which is the most effective in improving cognitive function in older adults. The purpose of this systematic review and meta-analysis was to investigate the dose–response relationship between Tai Chi and cognition in community-dwelling older adults. A total of 16 studies with 1121 subjects were included in this study. Meta-regression analyses of Tai Chi duration (Tai Chi session duration, Tai Chi practice duration per week, study duration, and Tai Chi practice duration for the entire study) on the study effect size (ES) were performed to examine the dose–response association of Tai Chi and cognition. The results showed that there was a positive effect of Tai Chi on cognitive function, but there were no statistically significant dose duration effects on cognition. The findings suggest that Tai Chi has beneficial effects on cognitive function, but a longer duration was not associated with larger effects. In order to establish evidence-based clinical interventions using Tai Chi, future research should clearly demonstrate intervention protocol, particularly the style and intensity of Tai Chi.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8003349/

 

Improve Lung Function in Children with Duchenne Muscular Dystrophy with Physiotherapy and Yoga

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Improve Lung Function in Children with Duchenne Muscular Dystrophy with Physiotherapy and Yoga

 

By John M. de Castro, Ph.D.

 

“It’s not just about the physical movement, although that can really benefit people. Yoga is more about the inner experience than the outer experience. For people who have disabilities, I focus on deep breathing and meditation. Even when a pose requires the use of muscles impacted by neuromuscular disease, I tell my students they can close their eyes and visualize the body part that won’t move the way they think it should.” – Chelsea Singer

 

Muscular dystrophy is a relatively rare inherited disease that damages and weakens muscles over time due to the lack of a protein called dystrophin, which is necessary for normal muscle function. The absence of this protein can cause problems with walking, swallowing, and muscle coordination. Eventually sufferers lose the ability to walk and require a wheelchair. Muscular dystrophy can occur at any age, but most diagnoses occur in childhood. Duchenne muscular dystrophy is the most common form in children occurring in 1 out of 3,500 births. The symptoms include trouble walking and standing, breathing difficulties, swallowing problems, and lung and heart weakness.

 

There is no cure for Duchenne muscular dystrophy. Drugs and surgery are used to slow progression and relieve symptoms. Respiratory problems are often treated with physiotherapy. Yoga practice has been shown to improve pulmonary function. It is not known, however, if yoga practice in addition to physiotherapy can help improve pulmonary function in children with Duchenne muscular dystrophy in children.

 

In today’s Research News article “Effect of Yoga and Physiotherapy on Pulmonary Functions in Children with Duchenne Muscular Dystrophy – A Comparative Study.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8191220/ ) Dhargave and colleagues recruited boys 5-10 years old who were diagnosed with Duchenne muscular dystrophy and randomly assigned them to receive daily physiotherapy or the combination of physiotherapy plus yoga for 1 year. Physiotherapy occurred at home for 45 minutes twice a day in the morning and afternoon. The yoga group received physiotherapy in the morning and 45 minutes of yoga in the afternoon, including postures and breathing exercises. They were measure before and after training and every 3 months during the year of training for pulmonary function.

 

They found that in comparison to baseline both groups had significant improvements in pulmonary function over the year of training including improvements in vital capacity, peak expiratory flow rate, maximum voluntary ventilation, and tidal volume during maximum voluntary ventilation. Hence, replacing one daily physiotherapy session with yoga produced equivalent improvements in pulmonary function to 2 daily physiotherapy sessions. Both of the programs increased the respiratory muscle strength, maintained the resilience of lung tissue, and improved the lung capacities. Hence, yoga practice can be employed to supplement physiotherapy in the treatment of children diagnosed with Duchenne muscular dystrophy.

 

So, improve lung function in children with Duchenne muscular dystrophy with physiotherapy and yoga.

 

“Although there is no cure, yoga can help to ease the symptoms of Muscular Dystrophy and improve quality of life. Yoga’s gentle movements in combination with pranayama (breathing techniques) can improve muscle tone and reduce pain, increasing the flow of oxygen, nutrients, and energy through the body, and enabling the more efficient expulsion of toxins.” – YogaClicks

 

CMCS – Center for Mindfulness and Contemplative Studies

 

This and other Contemplative Studies posts are also available on Google+ https://plus.google.com/106784388191201299496/posts and on Twitter @MindfulResearch

 

Study Summary

 

Dhargave, P., Nalini, A., Nagarathna, R., Sendhilkumar, R., James, T. T., Raju, T. R., & Sathyaprabha, T. N. (2021). Effect of Yoga and Physiotherapy on Pulmonary Functions in Children with Duchenne Muscular Dystrophy – A Comparative Study. International journal of yoga, 14(2), 133–140. https://doi.org/10.4103/ijoy.IJOY_49_20

 

Abstract

Context:

Abnormal respiratory function is known to be detectable almost as soon as it can be measured reliably. Studies have identified the effect of respiratory muscle training as well as breathing exercises in improving pulmonary functions in children with Duchenne muscular dystrophy (DMD).

Aims:

This study aims to identify the add-on effect of yoga over physiotherapy on pulmonary functions in children with DMD.

Settings and Design:

One hundred and twenty-four patients with DMD were randomized to two groups. Group I received home-based physiotherapy and Group II received physiotherapy along with yoga intervention.

Materials and Methods:

Pulmonary function test (PFT) was assessed before the intervention (baseline data) and at regular intervals of 3 months for a period of 1 year.

Statistical Analysis Used:

Normality was assessed using Shapiro–Wilk normality test. The baseline data were analyzed using Mann–Whitney U-test to identify the homogeneity. Repeated measures analysis of variance was used to assess significant changes in study parameters during the assessment of every 3 months, both within and between the two groups of patients.

Results:

A total of 88 participants completed all the 5 assessments, with a mean age of 7.9 ± 1.5 years. PFT parameters such as forced vital capacity (FVC), peak expiratory flow rate, maximum voluntary ventilation (MVV), and tidal volume during maximum voluntary ventilation (MVt) demonstrated significant improvements in Group I. In Group II, FVC and MVt significantly improved from baseline up to 1 year, whereas MVV improved from baseline up to 9 months. Tidal volume did not show any changes in both the groups.

Conclusions:

The findings suggest that introduction of yoga with physiotherapy intervention at an early age can be considered as one of the therapeutic strategies in improving pulmonary functions in patients with DMD.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8191220/

Mindfulness is Associated with Reduced Depression and Fatigue in Patients with Multiple Sclerosis

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Mindfulness is Associated with Reduced Depression and Fatigue in Patients with Multiple Sclerosis

 

By John M. de Castro, Ph.D.

 

“Mindfulness can help people with MS learn to distinguish between actual physical discomfort and the stories they tell themselves about the pain (like “I’ll never feel better). Mindfulness can also help improve the anxiety and depression people with the disease may experience.” – Meryl Davids Landau

 

Multiple Sclerosis (MS) is a progressive demyelinating disease which attacks the coating on the neural axons which send messages throughout the body and nervous system. It affects about 2 million people worldwide and about 400,000 in the U.S. It is most commonly diagnosed in people between the ages of 20 and 50 years.

 

Unfortunately, there is no cure for multiple sclerosis. There are a number of approved medications that are used to treat MS but are designed to lessen frequency of relapses and slow the progression of the disease, but they don’t address individual symptoms. But MS is not fatal with MS patients having about the same life expectancy as the general population. Hence, most MS sufferers have to live with the disease for many years. Mindfulness practices have been shown to improve the symptoms of multiple sclerosis.

 

In today’s Research News article “Trait mindfulness is primarily associated with depression and not with fatigue in multiple sclerosis (MS): implications for mindfulness-based interventions.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7962308/ ) Sauder and colleagues recruited adult patients diagnosed with multiple sclerosis and had them complete measures of depression, fatigue, and mindfulness.

 

They found that the higher the reported levels of mindfulness, the lower the levels of depression, physical fatigue, and cognitive fatigue. A mediation analysis indicated that depression entirely mediated the relationship between mindfulness and fatigue such that mindfulness was associated with depression and depression was in turn associated with both cognitive and physical fatigue. So, the entire relationship between mindfulness and fatigue resulted from the relationship of mindfulness with depression.

 

These results are correlational and as such causation cannot be determined. Previous research, however, has demonstrated that mindfulness reduces depression and fatigue. So, the current relationships are likely due to causal relationships. Hence, mindful patients with multiple sclerosis are less depressed and this makes them less fatigued. The reason that these patients experience fatigue appears to be due to their depression and mindfulness reduces this depression. This suggests that mindfulness training may be useful in improving the psychological well-being of patients with multiple sclerosis.

 

So, mindfulness is associated with reduced depression and fatigue in patients with Multiple Sclerosis.

 

“One of the reasons that mindfulness training is so promising is because it is an easily accessible treatment for all patients. Anyone can use mindfulness — even individuals with limited mobility, who often find other training techniques, like exercise training, to be more challenging,” – Science Daily

 

CMCS – Center for Mindfulness and Contemplative Studies

 

This and other Contemplative Studies posts are also available on Google+ https://plus.google.com/106784388191201299496/posts and on Twitter @MindfulResearch

 

Study Summary

 

Sauder, T., Keune, P. M., Müller, R., Schenk, T., Oschmann, P., & Hansen, S. (2021). Trait mindfulness is primarily associated with depression and not with fatigue in multiple sclerosis (MS): implications for mindfulness-based interventions. BMC neurology, 21(1), 115. https://doi.org/10.1186/s12883-021-02120-z

 

Abstract

Objectives

Persons with MS (PwMS) often display symptoms of depression and fatigue. Mindfulness-based interventions are known to counteract these symptoms. However, to-date the exact relations between trait mindfulness, depression and fatigue remain to be examined. Fatigue is generally regarded as a symptom immanent to the disease and as a direct neurobiological consequence of increased cytokine levels and cortical atrophy. In depression on the other hand, psychosocial factors in the context of adaptation difficulties are probably of higher relevance. Hence, one may argue that mindfulness, as a trait that promotes successful adaption, may show a strong negative association with depression and a relatively minor negative association with fatigue in PwMS.

Methods

In the current study, the association between self-reported trait mindfulness, fatigue and depression was examined in a sample of 69 PwMS.

Results

Trait mindfulness showed highly significant negative correlations with both, depression and fatigue. Mediation analyses however, revealed that depression mediated the relation between mindfulness and fatigue.

Conclusion

It may be concluded that in PwMS, trait mindfulness shows a genuine negative association with depression, but that it is only secondarily associated with fatigue. Implications for mindfulness-based interventions in MS are discussed. Based on the results of the current study, it may be feasible to promote the acceptance of default fatigue symptoms, instead of an actual reduction of fatigue symptoms.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7962308/

 

Improve the Psychological Well-Being of University Students with Mindfulness

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Improve the Psychological Well-Being of University Students with Mindfulness

 

By John M. de Castro, Ph.D.

 

“Mindfulness apps offer modest but clear benefits to users in terms of improved mental health. They present a promising supplement to traditional mental health services.” – Oskari Lahtinen

 

There is a lot of pressure on university students to excel so that they can get the best jobs after graduation. This stress might in fact be counterproductive as the increased pressure can actually lead to stress and anxiety which can impede the student’s physical and mental health, well-being, and school performance. Mindfulness training has been shown through extensive research to be effective in improving physical and psychological health. Indeed, these practices have been found to improve psychological health in college students.

 

In today’s Research News article “The Mental Health and Wellbeing of University Students: Acceptability, Effectiveness, and Mechanisms of a Mindfulness-Based Course.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8199969/ ) Medlicott and colleagues recruited university students who attended an 8-week mindfulness training. The program was based upon Mindfulness-Based Cognitive Therapy (MBCT) and was delivered in 8 weekly 90 minute sessions along with daily home practice. The participants were measured before and after the program and 6 weeks later for expected benefits from the program, wellbeing, mental health, mindfulness, self-compassion, resilience, and academic goals.

 

They found that following the course there were significant improvement in wellbeing. mental health, mindfulness, self-compassion, resilience, and orientation toward their academic goals that were maintained 6 weeks later. The effects were greater for participants who had mental health problems at the beginning of the program. In addition, the greater the amount of home practice, the greater the improvements observed. The amount of change in mindfulness and self-compassion produced by the course was related to the amount of improvement in wellbeing and mental health while the amount of change in resilience was related to the improvements in wellbeing.

 

It has to be recognized that the study did not contain a control, comparison, condition, so it is open to numerous alternative, confounding, explanations. But previous controlled research has demonstrated that mindfulness training produces improvements in wellbeing, mental health, mindfulness, self-compassion, and resilience. So, it is likely that the present findings are the result of the effects of the mindfulness training program rather than some alternative explanation.

 

These results suggest that participating in a mindfulness training program produces significant benefits for the psychological health and wellbeing of university students. The fact their orientation to academic goals was also improved suggests that the program may also improve their academic performance. Indeed, it would be expected that improvement in the students wellbeing and mental health would improve the likelihood of academic success.

 

So, improve the psychological well-being of university students with mindfulness.

 

“In college, it’s easy to compile all of the problems we’re facing and place it in to one big feeling of paranoia or stress. Headspace helps sort that out and filter what I should be worried about.” – Ryan Coughlin

 

CMCS – Center for Mindfulness and Contemplative Studies

 

This and other Contemplative Studies posts are also available on Google+ https://plus.google.com/106784388191201299496/posts and on Twitter @MindfulResearch

 

Study Summary

 

Medlicott, E., Phillips, A., Crane, C., Hinze, V., Taylor, L., Tickell, A., Montero-Marin, J., & Kuyken, W. (2021). The Mental Health and Wellbeing of University Students: Acceptability, Effectiveness, and Mechanisms of a Mindfulness-Based Course. International journal of environmental research and public health, 18(11), 6023. https://doi.org/10.3390/ijerph18116023

 

Abstract

Mental health problems are relatively common during university and adversely affect academic outcomes. Evidence suggests that mindfulness can support the mental health and wellbeing of university students. We explored the acceptability and effectiveness of an 8-week instructor-led mindfulness-based course (“Mindfulness: Finding Peace in a Frantic World”; Williams and Penman, 2011) on improving wellbeing and mental health (self-reported distress), orientation and motivation towards academic goals, and the mechanisms driving these changes. Eighty-six undergraduate and post-graduate students (>18 years) participated. Students engaged well with the course, with 36 (48.0%) completing the whole programme, 52 (69.3%) attending 7 out of 8 sessions, and 71 (94.7%) completing at least half. Significant improvements in wellbeing and mental health were found post-intervention and at 6-week follow-up. Improvements in wellbeing were mediated by mindfulness, self-compassion, and resilience. Improvements in mental health were mediated by improvements in mindfulness and resilience but not self-compassion. Significant improvements in students’ orientation to their academic goal, measured by “commitment” to, “likelihood” of achieving, and feeling more equipped with the “skills and resources” needed, were found at post-intervention and at 6-week follow-up. Whilst exploratory, the results suggest that this mindfulness intervention is acceptable and effective for university students and can support academic study.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8199969/

 

Improve Psychological Health with Extended Confinement with Mindfulness

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Improve Psychological Health with Extended Confinement with Mindfulness

 

By John M. de Castro, Ph.D.

 

“During a long-term professional containment, as implied by a long-term submarine patrol, mindful disposition appears as a protective functioning to efficiently manage with the constraints due to the confinement.” – Barbara Lefranc

 

Confinement for extended periods of time can have very detrimental effects on the psychological well-being of individuals. Solitary confinement is thought of as extreme punishment due to its negative psychological impact. But even when prolonged confinement is social, as in submarine deployment, it also has psychological consequences including problematic moods and decreases in cognitive ability. Mindfulness has been shown to improve cognition and mood even in confinement as occurs in prisons. So, it would be expected that mindfulness would be related to an individual’s ability to cope with the stresses of the prolonged confinement characteristic of life on deployed submarines.

 

In today’s Research News article “Subsurface Confinement: Evidence from Submariners of the Benefits of Mindfulness.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8267514/ ) Aufauvre-Poupon and colleagues recruited male submariners and had them complete measures of mindfulness, psychological functioning, interoception, sleep, food and appetite, and physical activity before during and after a deployment of at least 60 days. They then separated the participants based on factor analysis into a mindful and non-mindful group.

 

They report that as the patrol progressed the participants had significant decreases in positive experiences, sleep, and interoception and significant increases in negative experiences and emotions. In comparison to the non-mindful group, the mindfulness group had significantly greater positive experiences and interoception and significantly lower negative experiences and emotions during the deployment.

 

These results suggest not surprisingly that during a deployment in a confined space interoceptive ability and psychological health deteriorates. It should be noted that mindfulness was not manipulated. Rather those participants who were already mindful were compared to those who were not. Hence, the two groups were composed of different individuals who likely differed in many ways other than mindfulness and these differences may account for the results. Nevertheless, the mindful group had significantly less deterioration during the deployment.

 

A deployment in a confined space is very stressful and this could produce the deterioration in psychological well-being. Mindfulness though may be an antidote. It is known to improve the individual’s psychological and physical responses to stress. It is possible, then, that mindful submariners are better able to cope with the stress and thereby have smaller deceases in psychological health during the extended confinement of the deployment. This improved ability to cope with confinement may account for the ability of mindfulness to improve psychological health during confinement due to the Covid-19 pandemic.

 

So, improve psychological health with extended confinement with mindfulness.

 

“On many journeys, the hours are long and the days blend together. Nonetheless, these seafaring professionals have systems in place that allow them to be productive, keep their sanity, and even enjoy themselves.” – Kelly Chase

 

CMCS – Center for Mindfulness and Contemplative Studies

 

This and other Contemplative Studies posts are also available on Google+ https://plus.google.com/106784388191201299496/posts and on Twitter @MindfulResearch

 

Study Summary

 

Aufauvre-Poupon, C., Martin-Krumm, C., Duffaud, A., Lafontaine, A., Gibert, L., Roynard, F., Rouquet, C., Bouillon-Minois, J. B., Dutheil, F., Canini, F., Pontis, J., Leclerq, F., Vannier, A., & Trousselard, M. (2021). Subsurface Confinement: Evidence from Submariners of the Benefits of Mindfulness. Mindfulness, 1–11. Advance online publication. https://doi.org/10.1007/s12671-021-01677-7

 

Abstract

Objectives

The subsurface ballistic missile nuclear submarine (SSBN) is an extreme professional environment in which personnel are both isolated and confined during patrols, which can last longer than 2 months. This environment is known to degrade submariners’ mood and cognition.

Methods

This exploratory, empirical study followed a cohort of 24 volunteer submariners. Dispositional mindfulness was assessed with the Freiburg Mindfulness Inventory, in order to identify two groups (mindful and non-mindful) and compare change in emotional state, interoception, and health behaviors during the patrol.

Results

Overall, psychological health deteriorated during the patrol. However, mindful submariners demonstrated better psychological adaptation and interoception than the non-mindful group. This was associated with better subjective health behaviors (sleeping and eating).

Conclusions

Dispositional mindfulness appears to protect against the negative effects of long-term containment in a professional environment, such as a submarine patrol. Our work highlights that mindfulness may help individuals to cope with stress in such situations. Developing mindfulness could also be an important preventive healthcare measure during quarantine imposed by the outbreak of a serious infectious disease.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8267514/

 

Improve Cognitive Ability in Elementary School Children with Mindfulness

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Improve Cognitive Ability in Elementary School Children with Mindfulness

 

By John M. de Castro, Ph.D.

 

“mindfulness [has been linked] to two core social-emotional skills: self-regulation and self-awareness. Skills in these areas teach students not only how to recognize their thoughts, emotions, and actions, but also how to react to them in positive ways.” – Waterford.org

 

Childhood is a miraculous period during which the child is dynamically absorbing information from every aspect of its environment. This is particularly evident during the elementary school years. Mindfulness training in school has been shown to have very positive effects. These include improvements in the academic, cognitive, psychological, emotional and social domains. Importantly, mindfulness training in school appears to improve attentional ability which is fundamental to success in all aspects of academic performance. But there have been few studies comparing the effects of mindfulness training to other types of training for elementary schoolchildren.

 

In today’s Research News article “Mindfulness-Based Versus Story Reading Intervention in Public Elementary Schools: Effects on Executive Functions and Emotional Health.” (See summary below or view the full text of the study at: https://www.frontiersin.org/articles/10.3389/fpsyg.2021.576311/full?utm_source=F-AAE&utm_medium=EMLF&utm_campaign=MRK_1679696_a0P58000000G0YfEAK_Psycho_20210713_arts_A ) Milaré and colleagues recruited 2 classrooms of children 8-9 years of age. One class received an 8-week mindfulness training that met twice a week for 30 minutes. The instructions were on awareness, generosity, and heartfulness. The other class received 8 weeks of story reading that met twice a week for 15 minutes. The stories were targeted to moral and emotional issues appropriate for children. They were measured before and after training for stress, anxiety, depression, positive and negative emotions, and executive functions including attention.

 

They found that in comparison to baseline both groups had significant improvements in executive functions including attention, processing speed, and controlled attention. On the other hand, the story reading but not mindfulness group had decreases in depression and negative emotions.

 

It should be noted that there wasn’t a control condition, so improvements from baseline might have been due to a number of confounding factors including practice effects, expectancy effects, experimenter bias etc. In addition, there wasn’t random assignment of the children to condition. But in adults it is well established that mindfulness training produces improvements in executive functions including attention. This is not surprising as mindfulness training involves focusing attention which is important for cognitive performance. The present study suggests that these benefits also accrue to 8-9 year-old children. Improving cognitive skills particularly attention in children is important and may well lead to improved academic performance.

 

It is interesting that targeted story reading produced similar cognitive benefits and also some emotional improvements. This may be due to the fact that the stories included emotional issues pertinent to children while the mindfulness training did not include mindfulness of emotions. This suggests that the mindfulness program could be improved by including paying attention to emotions.

 

So, improve cognitive ability in elementary school children with mindfulness.

 

”Students . . . have been spending anywhere from 10 to 12 minutes per day on mindfulness exercises. But classes appear to be gaining more instruction time as a result because there are fewer outbursts and disruptions.” – Emily DeRuy

 

CMCS – Center for Mindfulness and Contemplative Studies

 

This and other Contemplative Studies posts are also available on Google+ https://plus.google.com/106784388191201299496/posts and on Twitter @MindfulResearch

 

Study Summary

 

Milaré CAR, Kozasa EH, Lacerda S, Barrichello C, Tobo PR and Horta ALD (2021) Mindfulness-Based Versus Story Reading Intervention in Public Elementary Schools: Effects on Executive Functions and Emotional Health. Front. Psychol. 12:576311. doi: 10.3389/fpsyg.2021.576311

 

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.

Highlights

This study contributes to the scientific evidence of the positive effects of Mindfulness and Story reading on executive functions and emotional well-being in children. Neither intervention had significant effects on depression, anxiety, stress, positive, and negative affect (although Story reading showed a trend in reducing negative affect and depression), while the Mindfulness-Based Intervention had relatively broader effects on executive functions.

https://www.frontiersin.org/articles/10.3389/fpsyg.2021.576311/full?utm_source=F-AAE&utm_medium=EMLF&utm_campaign=MRK_1679696_a0P58000000G0YfEAK_Psycho_20210713_arts_A