Mindfulness

Reduce High School Students’ Anxiety Levels with Mindfulness

psyjdc Leave a comment

Reduce High School Students’ Anxiety Levels with Mindfulness

 

By John M. de Castro, Ph.D.

 

“Anxiety has become a large mental health concern in students, and schools should implement mindfulness to teach students to understand and regulate their anxiety.” – Gina Bradshaw

 

There is a lot of pressure on high school students to excel so that they can get the best jobs or admission into the best universities 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 high school students. It is important to ascertain whether mindfulness can be integrated into the high school curriculum and produce improvements in student mental health.

 

In today’s Research News article “Classroom-Based Mindfulness Training Reduces Anxiety in Adolescents: Acceptability and Effectiveness of a Cluster-Randomized Pilot Study.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7755132/ ) Johnstone and colleagues recruited students taking mandatory health education classes at a private high school. The students in 3 classrooms received 8 weeks of mindfulness training, in 2 classrooms received 8 weeks of wellness training, and in 8 classrooms received the usual health education curriculum. Along with the regular curriculum students in the mindfulness classes received training in meditation, body scan, and yoga while those in the wellness classes received training in time management and conflict resolution strategies. The students were instructed to practice at home for 10 minutes each day. The students completed measures of their expectancies, interventions acceptability, attendance, and their satisfaction with the intervention. Before and after the interventions they completed measures of mindfulness, perceived stress, depression, and anxiety.

 

They found that the students in the mindfulness training classrooms had significant reductions in anxiety after training compared to baseline and the students in the usual health education classes. But they did not significantly differ from the students in the wellness training classes. There were no significant differences between the groups in depression or perceived stress.

 

The students in the study did not have clinical levels of anxiety or depression prior to the study. So, improvements in mental health would be hard to detect given the low baseline. Nevertheless, significant reductions in anxiety were detected. Mindfulness training has been routinely found in prior research to reduce anxiety in both clinical and non-clinical participants. So, the reduced anxiety in the present study was not surprising.

 

Anxiety in high school students is generally high as the students are under pressure to perform in addition to the difficult adjustments ongoing during adolescence. High anxiety tends to interfere with school performance and social adjustments. Reducing these anxiety levels should be quite helpful to these students. Academic performance was not measured in the present study. But it would be predicted that reductions in anxiety in the students would result in better academic performance.

 

So, reduce high school students’ anxiety levels with mindfulness.

,

“With 15 minutes of daily meditation for at least three weeks, the brain becomes more responsive and less reactive — which can be especially helpful to teens prone to anxiety or erratic behavior,” – Jane Ehrman

 

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

 

Johnstone, J. M., Ribbers, A., Jenkins, D., Atchley, R., Gustafsson, H., Nigg, J. T., Wahbeh, H., & Oken, B. (2020). Classroom-Based Mindfulness Training Reduces Anxiety in Adolescents: Acceptability and Effectiveness of a Cluster-Randomized Pilot Study. Journal of restorative medicine, 10(1), 10.14200/jrm.2020.0101. https://doi.org/10.14200/jrm.2020.0101

 

Abstract

Objective:

Many high school students experience a high degree of anxiety and perceived stress. This study examined whether a classroom-based mindfulness program or a wellness program were acceptable and effective as anxiety and stress reduction interventions based on students’ self-reports.

Design, setting, and participants:

Thirteen health education classes (n=285 students, aged 14–16 years) were randomized by classroom to one of three conditions: mindfulness, wellness, or usual health class only (passive control/ waitlist), for 8 weeks.

Outcomes:

Pre- and post-intervention scores compared self-reported measures of depression, anxiety and stress.

Results:

Complete data were available from nine classes (n=202 students). Post-intervention anxiety scores were reduced in students who received the mindfulness intervention compared to those who received only their usual health class (β=−0.07, SE=0.03, P≤0.001; 95% CI=−0.12, −0.02). No significant between group differences were found for depression or stress (P>0.4). Students’ satisfaction with the mindfulness intervention they received withstood baseline credibility and expectancy effects: r=0.21, n=67, P=0.17 for credibility; r=−0.001, n=67, P=0.99 for expectancy. However, students’ satisfaction with the wellness intervention they received was positively correlated with their pre-intervention expectations, r=0.42, n=47, P>0.001. Fifty-two percent of the 68 students assigned to mindfulness (n=35) used the iPad app for mindfulness home practice at least once; of those, 10% used it 10 or more times.

Conclusion:

Eight weeks of classroom-based mindfulness, with limited home practice, reduced self-reported anxiety compared to usual health class, and withstood baseline expectancy effects in this group of high school students, a majority who come from high income families.

Clinical implications:

School- or community-based mindfulness may be an appropriate recommendation for adolescents who experience anxiety.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7755132/

 

Mindfulness is Associated with Better Mental Health in Young Adults

psyjdc Leave a comment

Mindfulness is Associated with Better Mental Health in Young Adults

 

By John M. de Castro, Ph.D.

 

“Mindfulness is recommended as a treatment for people with mental ill-health as well as those who want to improve their mental health and wellbeing.” – Mental Health Foundation

 

Mindfulness stresses present moment awareness, minimizing focus on past memories and future planning. Depression is characterized by a focus on the past while anxiety is characterized by focus on the future. Although awareness of the past and future are important, focus on the present moment generally leads to greater psychological health and well-being. Mindfulness appears to improve the individual’s ability to regulate emotions. It is reasonable to assume that this improvement in emotion regulation may be responsible for the beneficial effects of mindfulness on mental health. There is a need to better understand how mindfulness and emotion regulation produce these benefits.

 

In today’s Research News article “Dispositional mindfulness and mental health in Chinese emerging adults: A multilevel model with emotion dysregulation as a mediator.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7676716/ ) Cheung and colleagues recruited from a university healthy young adults aged 18 to 29 years. They completed measures at baseline and 3 and 6 months later of mindfulness, emotion regulation, depression, anxiety, and well-being. These data were then subjected to regression analysis and multilevel mediation analysis.

 

They found that at all time points the higher the levels of mindfulness the lower the levels of depression, and anxiety, and the higher the levels of emotion regulation, and subjective well-being. They also found that the higher the levels of emotion regulation the lower the levels of depression, and anxiety, and the higher the levels of subjective well-being.

 

The mediation analysis suggested that mindfulness was associated with improved anxiety, depression, and well-being directly and also indirectly through emotion regulation, such that high mindfulness was associated with high emotion regulation which was, in turn, associated with lower anxiety and depression and higher well-being. Over the 3 measurements mental health of the participants appeared to decrease with higher levels of anxiety and depression and lower levels of well-being, perhaps as the stress of the academic year increased. But the relationships of these variables with mindfulness and emotion regulation remained intact over the 3 time periods.

 

These results are correlational and as such conclusions regarding causation cannot be made. But previous research has shown causal connections between mindfulness and emotion regulation, depression, anxiety, and well-being. So, the present results likely also reflect causal influences of mindfulness. The results suggest that mindfulness has direct beneficial effects on mental health and also indirect effects by improving the regulation of emotions. Emotion regulation involves the ability to fully experience emotions but also being able to control response to the emotions. This appears to be strengthened by mindfulness and is an important route by which mindfulness produces better mental health.

 

So, mindfulness is associated with better mental health in young adults.

 

“Young adulthood is an incredibly important time marked by major changes, big life decisions and new pressures. Without proper support and the right skills in place, many young adults can suffer from depression and feelings of anxiety that can manifest as avoidance, substance use and self-harm. Mindfulness techniques help clients attend to their thoughts and feelings non-judgmentally and moment-to-moment. This helps them connect with their inner selves, engage more fully in their present life activities and develop better coping mechanisms for life’s stressors.” – The Dorm

 

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

 

Cheung, R., Ke, Z., & Ng, M. (2020). Dispositional mindfulness and mental health in Chinese emerging adults: A multilevel model with emotion dysregulation as a mediator. PloS one, 15(11), e0239575. https://doi.org/10.1371/journal.pone.0239575

 

Abstract

Using a multilevel model, this study examined emotion dysregulation as a mediator between dispositional mindfulness and mental health among Chinese emerging adults. Participants were 191 Chinese emerging adults (female = 172) between 18 and 27 years old (M = 21.06 years, SD = 2.01 years), who completed a questionnaire that assessed their dispositional mindfulness, emotion dysregulation, and mental health outcomes for three times over 12 months, with a three-month lag between each time point. Within-person analysis revealed that emotion dysregulation mediated between dispositional mindfulness and mental health outcomes, including subjective well-being and symptoms of depression and anxiety. Time was positively associated with emotion dysregulation and negatively associated with symptoms of depression and anxiety. Between-person analysis revealed that emotion dysregulation negatively mediated between dispositional mindfulness and symptoms of depression and anxiety, but not subjective well-being. These findings call attention to within-person versus between-person effects of emotion dysregulation as a mediator between dispositional mindfulness and psychological outcomes, particularly of symptoms of depression and anxiety. Attesting to the relations established in western societies, the relations are also applicable to emerging adults in the Chinese context. Evidence was thus advanced to inform translational research efforts that promote mindfulness and emotion regulation as assets of mental health.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7676716/

Reduce the Impact of Problematic Social Media Use on Depression During the Covid-19 Pandemic with Mindfulness

psyjdc Leave a comment

Reduce the Impact of Problematic Social Media Use on Depression During the Covid-19 Pandemic with Mindfulness

 

By John M. de Castro, Ph.D.

 

“Social media addiction is becoming an increasing problem. . . Mindfulness is a training that helps us become more present, self aware and better able to respond rather than react on autopilot in our everyday lives. It’s been shown to help with impulse control . . .and is a powerful tool for kicking addictions ranging from drugs, to social media.” – Elise Bialylew

 

Over the last few decades, the internet has gone from a rare curiosity to the dominant mode of electronic communications. In fact, it has become a dominant force in daily life, occupying large amounts of time and attention. As useful as the internet may be, it can also produce negative consequences. “Problematic Internet Use” is now considered a behavioral addiction, with almost half of participants in one study considered “Internet addicts”, developing greater levels of “tolerance” and experiencing “withdrawal” and distress when deprived. This phenomenon is so new that there is little understanding of its nature, causes, and consequences and how to treat it.

 

Mindfulness training has been shown to be helpful with each of the components of addictions, decreasing cravings, impulsiveness, and psychological and physiological responses to stress, and increasing emotion regulation.  It is no wonder then that mindfulness training has been found to be effective for the treatment of a variety of addictions. It also has been found to be helpful in overcoming internet and smartphone addictions.

 

Problematic use of the internet and social media has been amplified by the Covid-19 pandemic. It has produced social isolation and interacting over the internet is one of the few means available to communicate. It is not known the extent to which mindfulness may help to prevent social media use from becoming problematic promoting fear and depression.

 

In today’s Research News article “Relationship Between Problematic Social Media Usage and Employee Depression: A Moderated Mediation Model of Mindfulness and Fear of COVID-19.” (See summary below or view the full text of the study at: https://www.frontiersin.org/articles/10.3389/fpsyg.2020.557987/full?utm_source=F-AAE&utm_medium=EMLF&utm_campaign=MRK_1514613_69_Psycho_20201224_arts_A ) Majeed and colleagues recruited adult Pakistanis who were employed during the Covid-19 lockdown. The participants completed online questionnaires measuring problematic social media usage, fear of Covid-19, depression, and mindfulness.

 

They found that the greater the problematic social media usage, the greater the fear of Covid-19, and depression and the lower the level of mindfulness. In addition, the greater the fear of Covid-19, the greater the level of depression and the lower the level of mindfulness. Finally, the greater the level of mindfulness the lower the level of depression. They performed a mediation analysis and found that the fear of Covid-19 mediated the positive relationship of problematic social media usage with depression such that problematic social media usage was associated with greater fear of Covid-19, which was, in turn, associated with greater depression. They further found that this mediation was moderated by mindfulness such that the higher the levels of mindfulness the weaker the mediation of fear of Covid-19.

 

These are correlative findings and as such must be interpreted with caution. But they show that higher problematic social media usage is associated with depression via fear of Covid-19 and this mediation is dampened by mindfulness. “Problematic social media usage is defined as; an excessive use of social media regularly, to the extent that it seems difficult to stay away from it.” It can be speculated that overuse of social media during the pandemic reinforces the fear of the disease and this fear in a lockdown context promotes depression.

 

Mindfulness appears to be somewhat of an antidote reducing the impact of the social media use on fear and depression. To some extent this is not surprising as mindfulness has been repeatedly shown to decrease depression and fear. Mindfulness also has been found to be helpful in overcoming internet and smartphone addictions. What is new here is the effect of mindfulness on the lowering the impact of social media use on fear and depression during a pandemic.

 

So, reduce the impact of problematic social media use on depression during the Covid-19 pandemic with mindfulness.

 

“compulsive mobile SNS use induces stress and that mindfulness has also lowering effects on stress derived from such compulsive behavior,” – Vanessa Apaolaza

 

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

 

Majeed M, Irshad M, Fatima T, Khan J and Hassan MM (2020) Relationship Between Problematic Social Media Usage and Employee Depression: A Moderated Mediation Model of Mindfulness and Fear of COVID-19. Front. Psychol. 11:557987. doi: 10.3389/fpsyg.2020.557987

 

Social media plays a significant role in modern life, but excessive use of it during the COVID-19 pandemic has become a source of concern. Supported by the conservation of resources theory, the current study extends the literature on problematic social media usage during COVID-19 by investigating its association with emotional and mental health outcomes. In a moderated mediation model, this study proposes that problematic social media use by workers during COVID-19 is linked to fear of COVID-19, which is further associated with depression. The current study tested trait mindfulness as an important personal resource that may be associated with reduced fear of COVID-19 despite problematic social media use. The study collected temporally separate data to avoid common method bias. Pakistani employees (N = 267) working in different organizations completed a series of survey questionnaires. The results supported the moderated mediation model, showing that problematic social media use during the current pandemic is linked to fear of COVID-19 and depression among employees. Furthermore, trait mindfulness was found to be an important buffer, reducing the negative indirect association between problematic social media use and depression through fear of COVID-19. These results offer implications for practitioners. The limitations of this study and future research directions are also discussed.

https://www.frontiersin.org/articles/10.3389/fpsyg.2020.557987/full?utm_source=F-AAE&utm_medium=EMLF&utm_campaign=MRK_1514613_69_Psycho_20201224_arts_A

 

Improve the Brain for Better Emotions with Mindfulness

psyjdc 1 Comment

Improve the Brain for Better Emotions with Mindfulness

 

By John M. de Castro, Ph.D.

 

“meditation affects the brain. . .  four regions of meditators’ brains associated with healthy brain function become more substantial, while one of the areas associated with undesirable behavior actually shrinks.” – Mindworks

 

Mindfulness training has been shown to improve health and well-being. It has also been found to be effective for a large array of medical and psychiatric conditions, either stand-alone or in combination with more traditional therapies. There are a number of ways that mindfulness practices produce these benefits, including changes to the brain and physiology.

 

The nervous system is a dynamic entity, constantly changing and adapting to the environment. It will change size, activity, and connectivity in response to experience. These changes in the brain are called neuroplasticity. Over the last decade neuroscience has been studying the effects of contemplative practices on the brain and has identified neuroplastic changes in widespread areas. In other words, mindfulness practice appears to mold and change the brain, producing psychological, physical, and spiritual benefits. It is not clear, however, what effects brief mindfulness training might have on temperament and the brain.

 

In today’s Research News article “Brief Mindfulness Meditation Induces Gray Matter Changes in a Brain Hub.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7704181/ ) Tang and colleagues recruited healthy meditation-naïve college students and randomly assigned them to receive 30 minutes for 20 consecutive days of either Integrative Body-Mind Training or relaxation training. Before and after training they were measured for temperament, including effortful control, negative affect, extraversion/surgency, and orienting sensitivity, and underwent brain scanning with Magnetic Resonance Imaging (MRI).

 

They found that in comparison to the relaxation group and the baseline after training the mindfulness group had a significant increase in the volume of the ventral posterior cingulate cortex in the brain. They also found that the greater the increase in the volume of the ventral posterior cingulate cortex the greater the decrease in negative emotions in the participant. So, 20 days of mindfulness training increased ventral posterior cingulate cortex volume which was, in turn, associated with lower levels of negative emotions.

 

The ventral posterior cingulate cortex is a component of the default mode network in the brain that is associated with emotion processing, self-referential thinking, and mind wandering. Mindfulness training has been shown previously to produce improvements in emotions including more positive and less negative emotions. This suggests that 20 days of mindfulness training reduces negative emotions by producing neuroplastic changes in the default mode network of the brain.

 

So, change the brain for better emotions with mindfulness.

 

“the brains of subjects thickened after an eight-week meditation course.” – Harvard Gazette

 

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

 

Tang, R., Friston, K. J., & Tang, Y. Y. (2020). Brief Mindfulness Meditation Induces Gray Matter Changes in a Brain Hub. Neural plasticity, 2020, 8830005. https://doi.org/10.1155/2020/8830005

 

Abstract

Previous studies suggest that the practice of long-term (months to years) mindfulness meditation induces structural plasticity in gray matter. However, it remains unknown whether short-term (<30 days) mindfulness meditation in novices could induce similar structural changes. Our previous randomized controlled trials (RCTs) identified white matter changes surrounding the anterior cingulate cortex (ACC) and the posterior cingulate cortex (PCC) within 2 to 4 weeks, following 5-10 h of mindfulness training. Furthermore, these changes were correlated with emotional states in healthy adults. The PCC is a key hub in the functional anatomy implicated in meditation and other perspectival processes. In this longitudinal study using a randomized design, we therefore examined the effect of a 10 h of mindfulness training, the Integrative Body-Mind Training (IBMT) on gray matter volume of the PCC compared to an active control—relaxation training (RT). We found that brief IBMT increased ventral PCC volume and that baseline temperamental trait—an index of individual differences was associated with a reduction in training-induced gray matter increases. Our findings indicate that brief mindfulness meditation induces gray matter plasticity, suggesting that structural changes in ventral PCC—a key hub associated with self-awareness, emotion, cognition, and aging—may have important implications for protecting against mood-related disorders and aging-related cognitive declines.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7704181/

 

Improve the Psychological Health of Cancer Patients with Mindfulness Taught over the Internet

psyjdc Leave a comment

Improve the Psychological Health of Cancer Patients with Mindfulness Taught over the Internet

 

By John M. de Castro, Ph.D.

 

“some of the most difficult elements of the cancer experience are very well-suited to a mindfulness practice.” – Linda Carlson

 

Receiving a diagnosis of cancer has a huge impact on most people. Feelings of depression, anxiety, and fear are very common and are normal responses to this life-changing and potentially life-ending experience. But cancer diagnosis is not necessarily a death sentence. Over half of the people diagnosed with cancer are still alive 10 years later and this number is rapidly increasing. But, surviving cancer carries with it a number of problems. Anxiety, depression, fatigue and insomnia are common symptoms in the aftermath of surviving cancer. These symptoms markedly reduce the quality of life of the patients.

 

Mindfulness training has been shown to help with cancer recovery and help to relieve chronic pain. It can also help treat the residual physical and psychological symptoms, including stress,  sleep disturbance, fear, and anxiety and depression. The vast majority of the mindfulness training techniques, however, require a trained therapist. This results in costs that many clients can’t afford. In addition, the participants must be available to attend multiple sessions at particular scheduled times that may or may not be compatible with their busy schedules and at locations that may not be convenient.

 

As an alternative, mindfulness training over the internet have been developed. These have tremendous advantages in decreasing costs, making training schedules much more flexible, and eliminating the need to go repeatedly to specific locations. In addition, research has indicated that mindfulness training online can be effective for improving the health and well-being of the participants. The research has been accumulating. So, it makes sense to step back and summarize what has been learned about the effectiveness of mindfulness training over the internet in treating the psychological symptoms of cancer patients.

 

In today’s Research News article “Mindfulness-Based Programs for Patients With Cancer via eHealth and Mobile Health: Systematic Review and Synthesis of Quantitative Research.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7704284/ ) Matis and colleagues review, summarize, and perform a meta-analysis on the published research studies on the effectiveness of mindfulness training over the internet in treating the psychological symptoms of cancer patients. They identified 24 published research studies including at least 4 weeks of mindfulness training delivered over the internet.

 

They report that the published research studies found that mindfulness training delivered over the internet to cancer patients produced significant decreases in stress, anxiety, depression, pain, fatigue, and sleep problems, and significant increases in mindfulness, posttraumatic growth, and some parameters of general health. In the few studies where long-term follow-up measures were obtained the effects were maintained.

 

These are very promising results that suggest that mindfulness training over the internet is a safe and effective treatment for the psychological issues common in cancer survivors. Mindfulness training, in general, has been shown in a large number of previous studies o be effective in reducing stress, anxiety, depression, pain, fatigue, and sleep problems, and significant increases in mindfulness, posttraumatic growth, and some parameters of general health. So, the present study simply extends these findings to patients with cancer who receive mindfulness training over the internet.

 

These results are important as good mental health, particularly the ability to cope with stress, are predictors of good health outcomes. In addition, the fact that the interventions were provided over the internet allows for cost-effective and convenient delivery to patients. This makes participation and compliance more likely and effective. Hence, internet-based mindfulness training may help relieve the psychological suffering of patients diagnosed with cancer and should be included in their treatment plan.

 

So, improve the psychological health of cancer patients with mindfulness taught over the internet.

 

“Both MBCT and eMBCT significantly reduced fear of cancer recurrence and rumination and increased mental health–related quality of life, mindfulness skills, and positive mental health.” – Matthew Stenger

 

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

 

Matis, J., Svetlak, M., Slezackova, A., Svoboda, M., & Šumec, R. (2020). Mindfulness-Based Programs for Patients With Cancer via eHealth and Mobile Health: Systematic Review and Synthesis of Quantitative Research. Journal of medical Internet research, 22(11), e20709. https://doi.org/10.2196/20709

 

Abstract

Background

eHealth mindfulness-based programs (eMBPs) are on the rise in complex oncology and palliative care. However, we are still at the beginning of answering the questions of how effective eMBPs are and for whom, and what kinds of delivery modes are the most efficient.

Objective

This systematic review aims to examine the feasibility and efficacy of eMBPs in improving the mental health and well-being of patients with cancer, to describe intervention characteristics and delivery modes of these programs, and to summarize the results of the included studies in terms of moderators, mediators, and predictors of efficacy, adherence, and attrition.

Methods

In total, 4 databases (PubMed, PsycINFO, Scopus, and Web of Knowledge) were searched using relevant search terms (eg, mindfulness, program, eHealth, neoplasm) and their variations. No restrictions were imposed on language or publication type. The results of the efficacy of eMBPs were synthesized through the summarizing effect estimates method.

Results

A total of 29 published papers describing 24 original studies were included in this review. In general, the results indicate that eMBPs have the potential to reduce the levels of stress, anxiety, depression, fatigue, sleep problems, and pain, and improve the levels of mindfulness, posttraumatic growth, and some parameters of general health. The largest median of Cohen d effect sizes were observed in reducing anxiety and depression (within-subject: median −0.38, IQR −0.62 to −0.27; between-group: median −0.42, IQR −0.58 to −0.22) and facilitating posttraumatic growth (within-subject: median 0.42, IQR 0.35 to 0.48; between-group: median 0.32, IQR 0.22 to 0.39). The efficacy of eMBP may be comparable with that of parallel, face-to-face MBPs in some cases. All studies that evaluated the feasibility of eMBPs reported that they are feasible for patients with cancer. Potential moderators, mediators, and predictors of the efficacy, attrition, and adherence of eMBPs are discussed.

Conclusions

Although the effects of the reviewed studies were highly heterogeneous, the review provides evidence that eMBPs are an appropriate way for mindfulness practice to be delivered to patients with cancer. Thus far, existing eMBPs have mostly attempted to convert proven face-to-face mindfulness programs to the eHealth mode. They have not yet fully exploited the potential of eHealth technology.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7704284/

 

Improve Mental Health and Blood Biomarker Levels with Meditation and Yoga

psyjdc Leave a comment

Improve Mental Health and Blood Biomarker Levels with Meditation and Yoga

 

By John M. de Castro, Ph.D.

 

“The main purpose of meditation is to access, recognize and enhance the positive qualities of mind. The more we can do this, the less we need to rely on external situations for our happiness and the more we can rely on the natural, positive qualities of mind: love, contentment, well-being and peace.” – Trinlay Rinpoche

 

Over the last several decades, research and anecdotal experiences have accumulated an impressive evidential case that the development of mindfulness has positive benefits for the individual’s mental, physical, and spiritual life. Mindfulness appears to be beneficial both for healthy people and for people suffering from a myriad of mental and physical illnesses. It appears to be beneficial across ages, from children to the elderly. And it appears to be beneficial across genders, personalities, race, and ethnicity. The breadth and depth of benefits is unprecedented. There is no other treatment or practice that has been shown to come anyway near the range of mindfulness’ positive benefits.

 

It is not known exactly how mindfulness training produces these benefits. It is possible that one mechanism is by altering blood bourn hormonal levels. In today’s Research News article “Inner Engineering Practices and Advanced 4-day Isha Yoga Retreat Are Associated with Cannabimimetic Effects with Increased Endocannabinoids and Short-Term and Sustained Improvement in Mental Health: A Prospective Observational Study of Meditators.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7293737/ ) Sadhasivam and colleagues recruited healthy adults and had them attend a 4-day intensive training in yoga and meditation. Before and after the training and 1 month later they were measured for mindfulness, happiness, anxiety, depression, and psychological well-being. They also drew blood before and after training and assayed it for the brain-derived neurotrophic factor (BDNF), and the biomarkers of Endocannabinoids, (anandamide, 2-arachidonoylglycerol (2-AG), 1-arachidonoylglycerol (1-AG), docosatetraenoylethanolamide (DEA), and oleoylethanolamide (OLA)).

 

They found that after the training there were significant decreases in anxiety and depression and significant increases in mindfulness, happiness, and psychological well-being. These changes were maintained at the 1-month follow-up. There were also significant increases in all of the blood biomarkers of Endocannabinoids and also brain-derived neurotrophic factor (BDNF).

 

It should be kept in mind that this was a pilot study that did not have a control, comparison, condition. So, the results might have been due to a number of confounding factors rather than the training itself. But previous controlled research has convincingly demonstrated that mindfulness training increases happiness, and psychological well-being and decreases anxiety and depression. So, these changes were likely due to the training.

 

There were also novel findings in the present study that Endocannabinoids and brain-derived neurotrophic factor (BDNF) were significantly increased by the training. These provide objective measures of the subjective reports of psychological improvements. Endocannabinoids in the blood are associated with positive mood states. BDNF is a neurotrophic factor that is thought to signal neuroplastic changes in the nervous system. Mindfulness training has been previously shown to produce neuroplastic changes in the brain. So, the increases in these biomarkers indicate that the training not only improves the psychological health of the participants but also alters the brain, perhaps making the improvements longer lasting. This suggests a potential mechanism for the ability of meditation and yoga to improve mood, by increasing hormones that improve mood.

 

So, improve mental health and blood biomarker levels with meditation and yoga.

 

“The more you practice invoking states of well-being, the more available they are. Use the following practice to teach your mind and body to experience joy in the moment. As you invite happiness into your life in this way, you will have more access to a joyful life.” – Yoga Journal

 

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

 

Sadhasivam, S., Alankar, S., Maturi, R., Vishnubhotla, R. V., Mudigonda, M., Pawale, D., Narayanan, S., Hariri, S., Ram, C., Chang, T., Renschler, J., Eckert, G., & Subramaniam, B. (2020). Inner Engineering Practices and Advanced 4-day Isha Yoga Retreat Are Associated with Cannabimimetic Effects with Increased Endocannabinoids and Short-Term and Sustained Improvement in Mental Health: A Prospective Observational Study of Meditators. Evidence-based complementary and alternative medicine : eCAM, 2020, 8438272. https://doi.org/10.1155/2020/8438272

 

Abstract

Background

Anxiety and depression are common in the modern world, and there is growing demand for alternative therapies such as meditation. Meditation can decrease perceived stress and increase general well-being, although the physiological mechanism is not well-characterized. Endocannabinoids (eCBs), lipid mediators associated with enhanced mood and reduced anxiety/depression, have not been previously studied as biomarkers of meditation effects. Our aim was to assess biomarkers (eCBs and brain-derived neurotrophic factor [BDNF]) and psychological parameters after a meditation retreat.

Methods

This was an observational pilot study of adults before and after the 4-day Isha Yoga Bhava Spandana Program retreat. Participants completed online surveys (before and after retreat, and 1 month later) to assess anxiety, depression, focus, well-being, and happiness through validated psychological scales. Voluntary blood sampling for biomarker studies was done before and within a day after the retreat. The biomarkers anandamide, 2-arachidonoylglycerol (2-AG), 1-arachidonoylglycerol (1-AG), docosatetraenoylethanolamide (DEA), oleoylethanolamide (OLA), and BDNF were evaluated. Primary outcomes were changes in psychological scales, as well as changes in eCBs and BDNF.

Results

Depression and anxiety scores decreased while focus, happiness, and positive well-being scores increased immediately after retreat from their baseline values (P < 0.001). All improvements were sustained 1 month after BSP. All major eCBs including anandamide, 2-AG, 1-AG, DEA, and BDNF increased after meditation by > 70% (P < 0.001). Increases of ≥20% in anandamide, 2-AG, 1-AG, and total AG levels after meditation from the baseline had weak correlations with changes in happiness and well-being.

Conclusions

A short meditation experience improved focus, happiness, and positive well-being and reduced depression and anxiety in participants for at least 1 month. Participants had increased blood eCBs and BDNF, suggesting a role for these biomarkers in the underlying mechanism of meditation. Meditation is a simple, organic, and effective way to improve well-being and reduce depression and anxiety.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7293737/

 

Mind-Body Skills Training Improves College Student Mental Health and Well-Being

psyjdc Leave a comment

Mind-Body Skills Training Improves College Student Mental Health and Well-Being

 

By John M. de Castro, Ph.D.

 

“By focusing on and controlling our breath, we can change how we think and feel. We can use the breath as a means of changing our emotional state and managing stress.” —Tommy Rosen

 

There is an accumulating volume of research findings to demonstrate that Mind-body practices have highly beneficial effects on the health and well-being of humans. These include meditation, yoga, tai chi, qigong, biofeedback, progressive muscle relaxation, guided imagery, hypnosis, and deep breathing exercises. Because of their proven benefits the application of these practices to relieving human suffering has skyrocketed.

 

There is a lot of pressure on college students to excel. 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. So, it would be expected that training in mind-body practices would improve the psychological health of college students.

 

In today’s Research News article “Impact of a University-Wide Interdisciplinary Mind-Body Skills Program on Student Mental and Emotional Well-Being.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7686595/ ) Novak and colleagues recruited college students who were enrolled to take a mind-body skills program and an equivalent group of control college students. The program consisted of 9-weeks of once a week for 2 hours training and discussion of “mindfulness, guided imagery, autogenic training, biofeedback, and breathing techniques, as well as art, music, and movement practices” in groups of 10. The students were instructed to practice daily at home for 20 minutes. They were measured before and after training for perceived stress, positive and negative emotions, resilience, depression, anxiety, fatigue, sleep disturbance, mindfulness, interpersonal reactivity, and burnout. Subsets of each group were remeasured one year after the completion of the study. There were no significant differences in these measures between the groups at baseline.

 

They found that in comparison to the baseline and the control group, the students who received mind-body skills training had significant decreases in perceived stress, negative affect, depression, anxiety, sleep disturbance, and burnout and significant increases in positive emotions, resilience, mindfulness, empathic concern, and perspective taking. In addition, the higher the levels of mindfulness the lower the levels of perceived stress, negative emotions and depersonalization and the higher the levels of positive emotions, resilience, and perspective taking. Unfortunately, these improvements, except for mindfulness, disappeared by the one year follow up.

 

The present study did not have an active control condition. So, it is possible that confounding factors such as participant expectancy, experimenter bias, attention effects etc. may have been responsible for the results. But in prior controlled research it has been demonstrated that mindfulness training produces decreases in perceived stress, negative emotions, depression, anxiety, sleep disturbance, and burnout and significant increases in positive emotions, resilience, and empathic concern. So, it is likely that the benefits observed in the present study were due to the mind-body skills training.

 

These results then suggest that mind-body skills training produces marked improvements in the psychological health and well-being of college students. But the improvements were not lasting. This may signal the need for better training protocols or periodic booster session to maintain the benefits. Given the great academic stress, pressure, and social stresses of college life, the students were much better off for taking the mind-body skills training program. It was not measured but these benefits would predict increased academic performance and improved well-being in these students.

 

So, mind-body skills training improves college student mental health and well-being.

 

“mind/body approaches to healing and wellness are gaining in popularity in the U.S. and research supports their efficacy in treating a number of psychological and physical health issues that are not easily treated by mainstream medicine.” – Doug Guiffrida

 

CMCS – Center for Mindfulness and Contemplative Studies

 

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

 

Study Summary

 

Novak, B. K., Gebhardt, A., Pallerla, H., McDonald, S. B., Haramati, A., & Cotton, S. (2020). Impact of a University-Wide Interdisciplinary Mind-Body Skills Program on Student Mental and Emotional Well-Being. Global Advances in Health and Medicine, 9, 2164956120973983. https://doi.org/10.1177/2164956120973983

 

Abstract

Background

Positive effects of mind-body skills programs on participant well-being have been reported in health professions students. The success seen with medical students at this university led to great interest in expanding the mind-body skills program so students in other disciplines could benefit from the program.

Objective

The purpose of this study was to assess the effects of a 9-week mind-body skills program on the mental and emotional well-being of multidisciplinary students compared to controls. We also sought to determine if the program’s effects were sustained at 1-year follow-up.

Methods

A cross-sectional pre-post survey was administered online via SurveyMonkey to participants of a 9-week mind-body skills program and a control group of students from 7 colleges at a public university from 2017–2019. Students were assessed on validated measures of stress, positive/negative affect, resilience, depression, anxiety, fatigue, sleep disturbance, mindfulness, empathy, and burnout. Scores were analyzed between-groups and within-groups using bivariate and multivariate analyses. A 1-year follow-up was completed on a subset of participants and controls.

Results

279 participants and 247 controls completed the pre-survey and post-survey (79% response rate; 71% female, 68% white, mean age = 25 years). Participants showed significant decreases in stress, negative affect, depression, anxiety, sleep disturbance, and burnout, while positive affect, resilience, mindfulness, and empathy increased significantly (P < .05). Only sleep disturbance showed a significant decrease in the control group. Follow-up in a subset of participants showed that only mindfulness remained elevated at 1-year (P < .05), whereas the significant changes in other well-being measures were not sustained.

Conclusion

Participation in a 9-week mind-body skills program led to significant improvement in indicators of well-being in multidisciplinary students. A pilot 1-year follow-up suggests that effects are only sustained for mindfulness, but not other parameters. Future programming should focus on implementing mind-body skills booster sessions to help sustain the well-being benefits.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7686595/

 

Mindfulness is Associated with Non-Judging and Positive Emotions which Improve Emotional Health

psyjdc Leave a comment

Mindfulness is Associated with Non-Judging and Positive Emotions which Improve Emotional Health

 

By John M. de Castro, Ph.D.

 

“Almost any approach for cultivating care for others needs to start with paying attention. The beginning of cultivating compassion and concern, or doing something for the benefit of others, is first noticing what something or someone means to you.” – Erika Rosenberg

 

Over the last several decades, research and anecdotal experiences have accumulated an impressive evidential case that the development of mindfulness has positive benefits for the individual’s mental, physical, and spiritual life. One way that mindfulness may be producing its benefits is by improving emotion regulation so that mindful people are better able to experience yet control their responses to emotions. This then improves mental health.

 

Mindfulness, though, is not a unitary concept. It has been segregated into five facets; observing, describing, acting with awareness, non-judgement, and non-reactivity. People differ and an individual can be high or low on any of these facets and any combination of facets. It is not known what pattern of mindfulness facets are most predictive of good mental health. So, it is important to investigate the interrelationships of mindfulness, compassion, and emotions with negative states such as of anxiety, depression, perceived stress, and negative emotions.

 

In today’s Research News article “Network Analysis of Mindfulness Facets, Affect, Compassion, and Distress.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7689647/ ) Medvedev and colleagues recruited college students and also mailed questionnaires to the general population (response rate 12%). They had them complete measures of anxiety, depression, perceived stress, positive and negative emotions, compassion, and mindfulness, including observing, describing, acting with awareness, non-judgement, and non-reactivity facets. These data were subjected to a network analysis.

 

They found two major clusters of variables. The maladaptive factors of anxiety, depression, perceived stress, and negative emotions were highly associated and strongly clustered into a tight node. The adaptive factors of positive emotions, compassion, and mindfulness, including observing, describing, acting with awareness, non-judgement, and non-reactivity facets were also clustered but not as tightly into a second node. Examining which variables were the primary bridge between the two nodes revealed that the mindfulness facet of non-judging of internal experience and positive emotions were by far the strongest negative bridges. Compassion was associated with the maladaptive node by a strong connection with positive emotions that were negatively associated with the maladaptive node.

 

These results are correlative and as such caution must be exercised in reaching causal connections. But mindfulness and its facets have been shown in previous research to reduce anxiety, depression, perceived stress, and negative emotions. So, the associations observed in the present study likely represent causal connections. Nonetheless, the present findings suggest that mindfulness and compassion work to reduce maladaptive emotions through non-judging of internal experience and positive emotions. That is, they increase these bridging factors and thereby reduce the maladaptive emotions.

 

Non-judging of internal experience involves taking a neutral attitude toward one’s own experience. Accepting one’s internal experiences appears to be the key to reducing anxiety, depression, perceived stress, and negative emotions. In other words, if a thought arises that predicts a future negative event it does not evoke anxiety or depression if that thought is not judged, just allowed to happen. The adaptive characteristics also appear to improve one’s emotional state producing greater positive feelings. This also appears to be an antidote to negative feelings. So, mindfulness and compassion increase positive emotions that act to counteract negative feelings.

 

So, mindfulness is associated with non-judging and positive emotions which improve emotional health.

 

“The beauty of self-compassion is that instead of replacing negative feelings with positive ones, new positive emotions are generated by embracing the negative ones. The positive emotions of care and connectedness are felt alongside our painful feelings. When we have compassion for ourselves, sunshine and shadow are experienced simultaneously.” – Kristin Neff

 

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

 

Medvedev, O. N., Cervin, M., Barcaccia, B., Siegert, R. J., Roemer, A., & Krägeloh, C. U. (2020). Network Analysis of Mindfulness Facets, Affect, Compassion, and Distress. Mindfulness, 1–12. Advance online publication. https://doi.org/10.1007/s12671-020-01555-8

 

Abstract

Objectives

Mindfulness, positive affect, and compassion may protect against psychological distress but there is lack of understanding about the ways in which these factors are linked to mental health. Network analysis is a statistical method used to investigate complex associations among constructs in a single network and is particularly suitable for this purpose. The aim of this study was to explore how mindfulness facets, affect, and compassion were linked to psychological distress using network analysis.

Methods

The sample (n = 400) included equal numbers from general and student populations who completed measures of five mindfulness facets, compassion, positive and negative affect, depression, anxiety, and stress. Network analysis was used to explore the direct associations between these variables.

Results

Compassion was directly related to positive affect, which in turn was strongly and inversely related to depression and positively related to the observing and describing facets of mindfulness. The non-judgment facet of mindfulness was strongly and inversely related to negative affect, anxiety, and depression, while non-reactivity and acting with awareness were inversely associated with stress and anxiety, respectively. Strong associations were found between all distress variables.

Conclusions

The present network analysis highlights the strong link between compassion and positive affect and suggests that observing and describing the world through the lens of compassion may enhance resilience to depression. Taking a non-judging and non-reacting stance toward internal experience while acting with awareness may protect against psychological distress. Applicability of these findings can be examined in experimental studies aiming to prevent distress and enhance psychological well-being.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7689647/

 

Improve Brain Systems Underlying Sustained Attention in Sixth Graders with Mindfulness

psyjdc Leave a comment

Improve Brain Systems Underlying Sustained Attention in Sixth Graders with Mindfulness

 

By John M. de Castro, Ph.D.

 

“research suggests that mindfulness meditation can increase awareness of our thoughts, or meta-cognitive awareness, as well as regulate emotion, enhance attention and reduce stress. These changes can also be detected in the brain.” – B. Grace Bullock

 

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, and social domains. Importantly, mindfulness training in school appears to improve attentional ability which is fundamental to success in all aspects of academic performance.

 

There is evidence that mindfulness training improves attention by altering the brain. It appears That mindfulness training increases the size, connectivity, and activity of areas of the brain that are involved in paying attention. Hence, it is important to further study the impact of mindfulness training on the development of attentional ability and associated brain mechanisms in elementary school children.

 

In today’s Research News article “Mindfulness training preserves sustained attention and resting state anticorrelation between default-mode network and dorsolateral prefrontal cortex: A randomized controlled trial.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7670646/ ) Bauer and colleagues recruited 6th grade students and randomly assigned them to receive 45 minute 4 times per week for 8 weeks mindfulness or computer coding training. They were measured before and after training for sustained attention with a 15-minute go-no-go task and had their brains scanned with functional Magnetic Resonance Imaging (fMRI).

 

They found in comparison to baseline and the computer coding group that the mindfulness training produced a significant improvement in sustained attention (Go accuracy) while the computer coding group had a significant decrease in accuracy. The brain scans revealed an anticorrelation between the Default Mode Network (DMN) of the brain and the Central Executive Network (CEN), such that as one becomes active the other becomes less active.

This anticorrelation was related to baseline sustained attention, with better sustained attention correlated with greater anticorrelation. They also found that after mindfulness training the anticorrelation was maintained while it decreased in the computer coding group. In addition, they found that the greater the increase in sustained attention after mindfulness training, the greater the increase in the anticorrelation while this was not true for the compute coding group.

 

The Default Mode Network (DMN) of the brain is a set of interconnected brain structures that is thought to be involved in mind wandering, thoughts not related to the task at hand, while the Central Executive Network (CEN) of the brain is a set of interconnected brain structures that is thought to be involved in high level thinking and attention to the task at hand. The anticorrelation between the two systems indicates that as the brain system underlying attention becomes stronger the brain system underlying mind wandering becomes weaker and vice versa. The strengthening of the anticorrelation indicates better neural processing ability by segregating mind wandering from attention, resulting in better sustained attention.

 

The results suggest that mindfulness training in 6th graders improves sustained attention by improving the brain systems underlying sustained attention with the greater the improvement in attention the greater the increase in the anticorrelation. These results indicate how mindfulness training may improve attention in these children. They suggest that mindfulness training improves neural processing which in turn improves the children’s attentional ability. Although not investigated, improvement in attention should result in better academic performance.

 

So, improve brain systems underlying sustained attention in sixth graders with mindfulness.

 

“a brief 10-min guided mindfulness meditation instruction period can improve executive attentional control even in naïve, inexperienced meditators.” – Catherine Norris

 

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

 

Bauer, C., Rozenkrantz, L., Caballero, C., Nieto-Castanon, A., Scherer, E., West, M. R., Mrazek, M., Phillips, D. T., Gabrieli, J., & Whitfield-Gabrieli, S. (2020). Mindfulness training preserves sustained attention and resting state anticorrelation between default-mode network and dorsolateral prefrontal cortex: A randomized controlled trial. Human brain mapping, 41(18), 5356–5369. https://doi.org/10.1002/hbm.25197

 

Abstract

Mindfulness training can enhance cognitive control, but the neural mechanisms underlying such enhancement in children are unknown. Here, we conducted a randomized controlled trial (RCT) with sixth graders (mean age 11.76 years) to examine the impact of 8 weeks of school‐based mindfulness training, relative to coding training as an active control, on sustained attention and associated resting‐state functional brain connectivity. At baseline, better performance on a sustained‐attention task correlated with greater anticorrelation between the default mode network (DMN) and right dorsolateral prefrontal cortex (DLPFC), a key node of the central executive network. Following the interventions, children in the mindfulness group preserved their sustained‐attention performance (i.e., fewer lapses of attention) and preserved DMN–DLPFC anticorrelation compared to children in the active control group, who exhibited declines in both sustained attention and DMN–DLPFC anticorrelation. Further, change in sustained‐attention performance correlated with change in DMN–DLPFC anticorrelation only within the mindfulness group. These findings provide the first causal link between mindfulness training and both sustained attention and associated neural plasticity. Administered as a part of sixth graders’ school schedule, this RCT supports the beneficial effects of school‐based mindfulness training on cognitive control.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7670646/

 

Mindfulness is Related to Improved Psychological Health During the Covid-19 Pandemic.

psyjdc Leave a comment

Mindfulness is Related to Improved Psychological Health During the Covid-19 Pandemic.

 

By John M. de Castro, Ph.D.

 

“During the current pandemic, there is so much uncertainty concerning the future, and many threats to our security (physical, social, emotional, and financial). It is totally natural and normal to feel anxious, fearful, and frustrated. . . Mindfulness can help us acknowledge this situation, without allowing us to be carried away with strong emotions; it can, in turn, help bring ourselves back to a centered calm. Only then can we see more clearly what it is we have control over and what it is that we do not.” – Michigan Medicine

 

Modern living is stressful under the best of conditions. But with the Covid-19 pandemic the levels of stress have been markedly increased. These conditions markedly increase anxiety. This is true for everyone but especially for healthcare workers and people caring for patients with COVID-19 and for people with pre-existing conditions that makes them particularly vulnerable. But it is also true for healthy individuals who worry about infection for themselves or loved ones.

 

The COVID-19 pandemic has also produced considerable economic stress, with loss of employment and steady income. For the poor this extends to high levels of food insecurity. This not only produces anxiety about the present but also for the future. It is important for people to engage in practices that can help them control their responses to the stress and their levels of anxiety. Mindfulness practices have been found routinely to reduce the psychological and physiological responses to stress, reduce anxiety levels, and improve mood. But there is a need to investigate the relationships of mindfulness to psychological health in relation to knowledge concerning Covid-19.

 

In today’s Research News article “Knowledge of COVID-19 and Its Influence on Mindfulness, Cognitive Emotion Regulation and Psychological Flexibility in the Indian Community.” (See summary below or view the full text of the study at: https://www.frontiersin.org/articles/10.3389/fpsyg.2020.589365/full?utm_source=F-AAE&utm_medium=EMLF&utm_campaign=MRK_1490157_69_Psycho_20201124_arts_A ) Dubey and colleagues recruited adults in India during the Covid-19 lockdown. They were measured online for their knowledge and awareness of Covid-19, depression, anxiety, perceived stress, mindfulness, emotion regulation, and acceptance of private experiences or experiential avoidance.

 

They found that the greater the amount of knowledge of Covid-19 the lower the levels of perceived stress, anxiety, catastrophizing, and depression and the higher the levels of mindfulness and psychological flexibility. In addition, they found that the higher the levels of mindfulness, the higher the levels of knowledge of Covid-19 and psychological flexibility and the lower the levels of perceived stress, anxiety, catastrophizing, and depression.

 

These findings are correlational and thus caution must be exercised in concluding causation. But in previous research it has been shown that mindfulness produces better emotion regulation by increasing psychological flexibility and by lowering the levels of psychological distress by lowering the levels of perceived stress, anxiety, catastrophizing, and depression. So, the relationships seen here are likely caused by mindfulness.

 

It is interesting that knowledge and awareness of Covid-19 appears to be crucial in dealing with its psychological impact on the individual. Higher levels of knowledge appear to mitigate the negative emotional effects of the pandemic, perhaps by improving the ability to be cognitively flexible in coping with it. When it comes to the pandemic ignorance is not bliss, rather it evokes grater psychological distress.

 

The Covid-19 lockdown was obviously a time of great fear and anxiety, not only for the individual’s physical health but also for their economic stability. Being able to deal with the negative emotions produced is essential not only for the individual’ mental health but also for evoking constructive and adaptive responses. Mindfulness and knowledge of the pandemic appear to be important for doing just that.

 

So, mindfulness is related to improved psychological health during the Covid-19 Pandemic.

 

“These are trying times, but incorporating mindful practices into your daily routine can help calm anxiety and build healthy coping skills.” – Rae Jacobson

 

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

 

Dubey N, Podder P and Pandey D (2020) Knowledge of COVID-19 and Its Influence on Mindfulness, Cognitive Emotion Regulation and Psychological Flexibility in the Indian Community. Front. Psychol. 11:589365. doi: 10.3389/fpsyg.2020.589365

 

ABSTRACT

The current global pandemic caused by COVID-19 has brought about an immense effect on the mental health of the general public. Considering the escalation in number of cases, mankind is facing a myriad of psychological problems, ranging from those related to taking precautions and maintaining safety to the ones caused by separation and bereavement. The current study aims to explore whether there is a significant difference between individuals with excellent, good, fair and vague knowledge of COVID-19 with respect to depression, anxiety, stress, level of mindfulness, specific cognitive emotion regulation strategies and psychological flexibility; to find out whether there is any significant relationship among these variables; and to determine whether knowledge of COVID-19, level of mindfulness, specific cognitive emotion regulation strategies and psychological flexibility are significant predictors of depression, anxiety and stress in the sample of the current study. The sample consisted of 402 individuals selected from the community following the research criteria. Data was collected using digital consent form, information schedule and questionnaires, from 3rd May to 13th May, 2020. The questionnaires consisted of a semi-structured interview schedule to assess knowledge of COVID-19, Depression, Anxiety and Stress Scale – 21, Five Facet Mindfulness Questionnaire-Short Form, Cognitive Emotion Regulation Questionnaire-Short version and Acceptance and Action Questionnaire-II. The data was statistically analyzed using analysis of variance test, correlational analysis and linear regression. The findings show that significant differences were present among individuals having varying degrees of knowledge of COVID-19 with respect to anxiety, level of mindfulness and psychological flexibility. Significant relationships were found to be present among the variables of the present study, having differing trends brought forward by the COVID-19 crisis. Certain socio-demographic characteristics and study variables were found to significantly predict the existing levels of depression, anxiety and stress in the current sample. The study suggests the necessity to formulate and implement appropriate mindfulness-based therapeutic interventions to address the mental health concerns arising as a result of the pandemic.

https://www.frontiersin.org/articles/10.3389/fpsyg.2020.589365/full?utm_source=F-AAE&utm_medium=EMLF&utm_campaign=MRK_1490157_69_Psycho_20201124_arts_A