contemplative practice

Improve Learning and Well-Being in College Students with Mindfulness and Coaching

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Improve Learning and Well-Being in College Students with Mindfulness and Coaching

 

By John M. de Castro, Ph.D.

 

“academic benefits of mindfulness include improved memory and focus, as well as relief from stress and anxiety. (Better test scores, anyone?) Mindfulness can also be a remedy for procrastination, which, as it turns out, is an “emotion management problem.” – Priya Thomas

 

In the modern world education is a key for success. Where a high school education was sufficient in previous generations, a college degree is now required to succeed in the new knowledge-based economies. There is a lot of pressure on 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. It is, for the most part, beyond the ability of the individual to change the environment to reduce stress, so it is important that methods be found to reduce the college students’ responses to stress; to make them more resilient when high levels of stress occur.

 

Mindfulness training has been shown through extensive research to be effective in improving physical and psychological health and particularly with the physical and psychological reactions to stress and resilience in the face of stress. It has also been found to promote the well-being of college students. Academically, it has been shown to improve memory, focused attention, and school performance. Academic coaching has long been known to also assist college students in their studies. The combination of mindfulness and academic coaching, however, has not been well explored.

 

In today’s Research News article “Mindfulness and Coaching to Improve Learning Abilities in University Students: A Pilot Study.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7142624/) Corti and Gelati compared meditation naïve college students who signed up for and completed a short 10-module intervention called Mindful Effective Learning to students who did not sign up. Each module lasted for 3.5 hours. Modules trained students for mindfulness meditation, effective self-awareness and attention regulation, self-regulated study, study planning and time management, study techniques and mnemonics. The participants were measured before and after training for study organization, elaboration, self-evaluation, use of strategies, and metacognition, self-regulation, emotion regulation, anxiety, resilience, and mindfulness. They also completed a survey 6 months later about their experiences and one year later reported their grades.

 

They found that in comparison to baseline and to the no-treatment control group, the group that received Mindful Effective Learning training had significantly greater improvements in all measured variables. In other words, they had better study skills, mindfulness, self-regulation, motivation, and well-being. In addition, a year later, the trained students had improved grades.

 

This study is interesting but must be interpreted cautiously as the control group was not active and did not receive and training of any kind. This opens the study up to alternative interpretations including attention effects, participant expectancy effects, experimenter bias etc. In addition, the students self-selected whether to participate in Mindful Effective Learning training or not. This suggests that there may have been systematic differences between the students in the two groups.

 

It would have been better if the control group was active, receiving some form of training such as coping with college training. It would have been more interesting if a control group was included that received all of the study skills training without mindfulness meditation. This would help to determine if mindfulness or study skills training was the important component. Regardless, the pilot study was successful and provides rationale for performing a more extensive better controlled study.

 

So, improve learning and well-being in college students with mindfulness and coaching.

 

“Mindfulness and meditation are both great ways for students to improve their health. And the benefits of these practices can also trickle into their academic lives.” – Kenya McCullum

 

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

 

Corti, L., & Gelati, C. (2020). Mindfulness and Coaching to Improve Learning Abilities in University Students: A Pilot Study. International journal of environmental research and public health, 17(6), 1935. https://doi.org/10.3390/ijerph17061935

 

Abstract

This pilot study investigated the effects of a short 10-module intervention called MEL (Mindful Effective Learning), which integrates mindfulness, coaching, and training on study strategies, to improve learning abilities among university students. Inspired by ample research on the learning topics that points out how effective learning and good academic results depend simultaneously on self-regulation while studying combined with emotional and motivational factors, the intervention aimed to train students simultaneously in these three aspects. The intervention group participants (N = 21) and the control group participants (N = 24) were surveyed pre- and post-intervention with the Italian questionnaire AMOS (Abilities and Motivation to Study) and the Italian version of the Mindful Attention Awareness Scale (MAAS). The results showed that, regarding self-regulation in study, trained students improved their self-awareness, self-evaluation ability, metacognition skills, and organizational and elaborative ability to manage study materials; regarding emotional aspects, they improved their anxiety control; regarding motivation they developed an incremental theory of Self and improved their confidence in their own intelligence. Moreover, two follow-up self-report surveys were conducted, and trained students reported positive assessments of the MEL intervention. Findings suggest that a short intervention based on mindfulness and coaching and training on study strategies may improve students’ effective learning.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7142624/

 

Improve Medically Unexplained Symptoms with Mindfulness

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Improve Medically Unexplained Symptoms with Mindfulness

 

By John M. de Castro, Ph.D.

 

“Mindful people might have lower blood pressure, lower blood sugar, and better heart health. One study found that people who got a flu vaccine after 8 weeks of mindfulness training developed more antibodies against the flu than those who only got the vaccine. It may relieve symptoms of irritable bowel syndrome and cut down on migraines, too.” – WebMD

 

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 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.

 

A number of patients come to see a physician with long-lasting subjective symptoms that do not have a clear medical explanation. Examples are fibromyalgia, chronic fatigue syndrome, and irritable bowel syndrome. It is important to establish if mindfulness may also be effective for these medically unexplained symptoms. The evidence has been accumulating. It is important, then, to step back and summarize what has been learned.

 

In today’s Research News article “What Works in Mindfulness Interventions for Medically Unexplained Symptoms? A Systematic Review.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7373253/) Billones and Saligan review and summarize the published research studies on the effectiveness of mindfulness training for the treatment of patients with medically unexplained symptoms including fibromyalgia, chronic fatigue syndrome, irritable bowel syndrome and post-traumatic stress disorder. They identified 24 controlled trials which included a total of 2126 participants who were primarily female (98%).

 

They report that the published studies found that in comparison to control conditions and baseline, mindfulness-based interventions produced significant reductions in symptom severity with moderate to large effect sizes. There were also significant improvements in pain, anxiety, and depression. The results suggest that mindfulness training is highly effective in reducing the symptoms of medically unexplained symptoms.

 

So, improve medically unexplained symptoms with mindfulness.

 

“it’s encouraging to know that something that can be taught and practiced can have an impact on our overall health—not just mental but also physical—more than 2,000 years after it was developed. That’s reason enough to give mindfulness meditation a try.” – Jill Suttie

 

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

 

Billones, R., & Saligan, L. (2020). What Works in Mindfulness Interventions for Medically Unexplained Symptoms? A Systematic Review. Asian/Pacific Island Nursing Journal, 5(1), 1–11. https://doi.org/10.31372/20200501.1082

 

Abstract

Background/Purpose: Mindfulness-based interventions (MBIs) have been used in medically unexplained symptoms (MUS). This systematic review describes the literature investigating the general effect of MBIs on MUS and identifies the effects of specific MBIs on specific MUS conditions. Methods: The Preferred Reporting Items for Systematic Reviews and Meta-Analysis Guidelines (PRISMA) and the modified Oxford Quality Scoring System (Jadad score) were applied to the review, yielding an initial 1,556 articles. The search engines included PubMed, ScienceDirect, Web of Science, Scopus, EMBASE, and PsychINFO using the search terms: mindfulness, or mediations, or mindful or MBCT or MBSR and medically unexplained symptoms or MUS or Fibromyalgia or FMS. A total of 24 articles were included in the final systematic review. Results/Conclusions: MBIs showed large effects on: symptom severity (d  = 0.82), pain intensity (d  = 0.79), depression (d  = 0.62), and anxiety (d  = 0.67). A manualized MBI that applies the four fundamental elements present in all types of interventions were critical to efficacy. These elements were psycho-education sessions specific to better understand the medical symptoms, the practice of awareness, the nonjudgmental observance of the experience in the moment, and the compassion to ones’ self. The effectiveness of different mindfulness interventions necessitates giving attention to improve the gaps that were identified related to home-based practice monitoring, competency training of mindfulness teachers, and sound psychometric properties to measure the mindfulness practice.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7373253/

 

Normalize Heart Rate Processes with Yoga Practice

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Normalize Heart Rate Processes with Yoga Practice

 

By John M. de Castro, Ph.D.

 

“Heart Rate Variability is the ability of the heart rate to change from beat to beat., which is based off the activity of the nervous system. HRV is a more accurate measure of a person’s health than examining only the heart rate.” – Zelinda Yañez

 

In our lives we are confronted with a variety of situations and environments. In order to successfully navigate these differing situations, we must be able to adapt and self-regulate. The Autonomic Nervous System (ANS) is designed to adapt physiologically to the varying demands on us. It is composed of 2 divisions; the sympathetic division underlies activation, including increases in heart rate and blood pressure, while the parasympathetic division underlies relaxation, including decreases in heart rate and blood pressure. A measure of the balance between these systems is provided by the variability of the heart rate.

 

Heart Rate Variability (HRV) refers to the change in the time intervals between consecutive heart beats. Higher levels of HRV are indicative of flexibility in the Autonomic Nervous System and are associated with adaptability to varying environments. Mindfulness has been associated with psychological flexibility and a greater ability to adapt appropriately to differing situations. Indeed, mindfulness practice improves Heart Rate Variability (HRV). It makes sense to determine if yoga practice can also improve heart rate variability.

 

In today’s Research News article “Changes in Heart Rate Variability after Yoga are Dependent on Heart Rate Variability at Baseline and during Yoga: A Study Showing Autonomic Normalization Effect in Yoga-Naïve and Experienced Subjects.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7336948/) Shinba and colleagues recruited adults who were either experienced yoga practitioners or yoga naïve. The engaged in 20 minutes of seated breath awareness and yogic breathing exercises. Their electrocardiogram heart rates were recorded before, during, and after the practice.

 

They found that the low frequency component of heart rate variability and the ratio of the low frequency to the high frequency component were normalized after yoga practice such that when the baseline levels were low the components increased as a result of yoga practice and when the baseline levels were high the components decreased. No significant changes in the high frequency component was observed.

 

The results do not replicate previous findings that yoga practice increases the high frequency component of heart rate variability reflecting an increase in parasympathetic activity which is associated with physiological relaxation. This lack of replication may be due to the brevity of the practice or to the nature of the practice where only breath awareness and breathing exercises were included. It is possible that more active components such as postures are needed to produce increases in parasympathetic activity.

 

The low frequency component of heart rate variability reflects the regulation of the heart rate based upon blood pressure. This reflects the maintenance of an adequate blood flow at all times. Hence, the present brief breath-oriented yoga practice appears to regularize blood flows. This, in turn, may reflect an increased ability of the physiology to deal with stresses.

 

So, normalize heart rate processes with yoga practice.

 

“HRV is an interesting and noninvasive way to identify these ANS imbalances. If a person’s system is in more of a fight-or-flight mode, the variation between subsequent heartbeats is low. If one is in a more relaxed state, the variation between beats is high. In other words, the healthier the ANS the faster you are able to switch gears, showing more resilience and flexibility.” – Marcelo Campos

 

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

 

Shinba, T., Inoue, T., Matsui, T., Kimura, K. K., Itokawa, M., & Arai, M. (2020). Changes in Heart Rate Variability after Yoga are Dependent on Heart Rate Variability at Baseline and during Yoga: A Study Showing Autonomic Normalization Effect in Yoga-Naïve and Experienced Subjects. International journal of yoga, 13(2), 160–167. https://doi.org/10.4103/ijoy.IJOY_39_19

 

Abstract

Background:

Yoga therapy is widely applied to the maintenance of health and to treatment of various illnesses. Previous researches indicate the involvement of autonomic control in its effects, although the general agreement has not been reached regarding the acute modulation of autonomic function.

Aim:

The present study aimed at revealing the acute effect of yoga on the autonomic activity using heart rate variability (HRV) measurement.

Methods:

Twenty-seven healthy controls participated in the present study. Fifteen of them (39.5 ± 8.5 years old) were naïve and 12 (45.1 ± 7.0 years old) were experienced in yoga. Yoga skills included breath awareness, two types of asana, and two types of pranayama. HRV was measured at the baseline, during yoga, and at the resting state after yoga.

Results:

In both yoga-naïve and experienced participants, the changes in low-frequency (LF) component of HRV and its ratio to high-frequency (HF) component (LF/HF) after yoga were found to be correlated negatively with the baseline data. The changes in LF after yoga were also correlated with LF during yoga. The changes in HF as well as the raw HRV data after yoga were not related to the baseline HRV or the HRV during yoga.

Conclusion:

The results indicate that yoga leads to an increase in LF when LF is low and leads to a decrease in LF when it is high at the baseline. This normalization of LF is dependent on the autonomic modulation during yoga and may underlie the clinical effectiveness of yoga therapy both in yoga-naïve and experienced subjects.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7336948/

 

Improve Recovery from Substance Abuse with Rolling Mindfulness Training

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Improve Recovery from Substance Abuse with Rolling Mindfulness Training

 

By John M. de Castro, Ph.D.

 

“By facilitating conscious awareness with a nonjudgmental perspective, mindfulness can decrease the vicious circles of anxiety, fear, anger, sadness, depression, guilt, regret, and shame that make so many recovering people vulnerable to relapse.” – Dan Mager

 

Substance abuse is a major health and social problem. There are estimated 22.2 million people in the U.S. with substance dependence. It is estimated that worldwide there are nearly ¼ million deaths yearly as a result of illicit drug use which includes unintentional overdoses, suicides, HIV and AIDS, and trauma. Obviously, there is a need to find effective methods to prevent and treat substance abuse. There are a number of programs that are successful at stopping the drug abuse, including the classic 12-step program emblematic of Alcoholics Anonymous. Unfortunately, the majority of drug and/or alcohol abusers’ relapse and return to substance abuse. Hence, it is important to find an effective method to treat substance abuse and prevent relapse.

 

Mindfulness practices have been shown to improve recovery from various addictions. Mindfulness-based Relapse Prevention (MBRP) has been developed to specifically assist in relapse prevention and has been shown to be effective. “MBRP integrates mindfulness practices with cognitive-behavioral Relapse Prevention therapy and aims to help participants increase awareness and acceptance of difficult thoughts, feelings, and sensations to create changes in patterns of reactive behavior that commonly lead to relapse. Mindfulness training in MBRP provides clients with a new way of processing situational cues and monitoring internal reactions to contingencies, and this awareness supports proactive behavioral choices in the face of high-risk relapse situation.” – Grow et al. 2015

 

Typically, Mindfulness-based Relapse Prevention (MBRP) is administered with a group together from start to end. In practice in residential treatment programs, however, individuals enter treatment at different times. It would be important to examine whether MBRP with rolling admissions, where participants enter the therapy program at different times, is effective in treating substance abuse patients.

 

In today’s Research News article “An open trial of rolling admission mindfulness-based relapse prevention (Rolling MBRP): feasibility, acceptability, dose-response relations, and mechanisms.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6660179/) Roos and colleagues recruited residents in a short-term residential substance abuse disorders treatment program. They were provided 50 minute, twice per week, for 8 weeks group Mindfulness-based Relapse Prevention (MBRP) program. Participants could enter the program at any time during a 10-month period. They were measured before and after treatment for abstinent days, dependence severity, self-compassion, mindfulness, mental health, craving, and self-efficacy.

 

They found that the participants completed, on average, 3.69 sessions and the participants rated the sessions as very helpful. They found that in comparison to baseline and patients who did not participate, the rolling Mindfulness-based Relapse Prevention (MBRP) group had significantly decreased cravings, and increased mental health, mindfulness, and self-compassion. In addition, for attendees, the greater the amounts of formal and informal mindfulness practice, the greater the improvements in cravings, mental health, mindfulness, and self-compassion.

 

Prior studies demonstrated that mindfulness training improves mental health and self-compassion and is effective in improving the mental health of patients with a variety of addictions and in preventing substance abuse relapse. The present study is important in demonstrating that Mindfulness-based Relapse Prevention (MBRP) offered on a rolling basis is also effective. Such a rolling entry treatment program is better suited to the intake of patients in residential substance abuse treatment programs and makes MBRP more useable in these programs.

 

So, improve recovery from substance abuse with rolling mindfulness training.

 

“Learning about your personal triggers, developing the ability to breathe through discomfort, and creating a mindfulness based lifestyle in recovery can be lifesavers in both early sobriety and throughout the rest of your life.” -Clear Mind Treatment

 

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

 

Roos, C., Kirouac, M., Stein, E., Wilson, A., Bowen, S., & Witkiewitz, K. (2019). An open trial of rolling admission mindfulness-based relapse prevention (Rolling MBRP): feasibility, acceptability, dose-response relations, and mechanisms. Mindfulness, 10(6), 1062–1073. https://doi.org/10.1007/s12671-018-1054-5

 

Abstract

Mindfulness-based relapse prevention (MBRP) is an effective treatment for substance use disorders (SUD). However, evidence is primarily based on studies of closed groups, and few studies support flexible formats of MBRP, such as rolling groups. This nonrandomized, open trial evaluated feasibility, acceptability, dose-response relations, and mechanisms of rolling admission MBRP (“Rolling MBRP”) offered as part of short-term residential treatment for SUD. Rolling MBRP was developed prior to the trial through an iterative process over several years. Participants included 109 adults (46% female, 74.3% racial/ethnic minorities, mean age=36.40). Rolling MBRP was offered to all patients in the program 2x/week and attendance was tracked. Outcomes were craving, self-efficacy, mental health, mindfulness, and self-compassion at discharge. Self-reported out-of-session mindfulness practice was examined as a mediator of attendance-outcome relations. Analyses involved multiple regression and mediation models. Feasibility was demonstrated by good attendance rates. Acceptability was demonstrated by high engagement in mindfulness practice and high satisfaction ratings. Total sessions attended did not predict outcomes at discharge. However, attending 2+ sessions (versus 1 or none) significantly predicted better mental health and higher mindfulness at discharge, and these effects were mediated by informal and formal mindfulness practice. Total sessions attended had significant indirect effects on craving, self-compassion, mindfulness, and mental health, via mindfulness practice. Results support the feasibility and acceptability of Rolling MBRP and suggest mindfulness practice may be a key mechanism driving effects of MBRP on other key mechanisms during the recovery process, such as decreased craving and improved mental health.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6660179/

 

Improve Schizophrenia with Mindfulness

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Improve Schizophrenia with Mindfulness

 

By John M. de Castro, Ph.D.

 

“Research shows that some mindfulness-based interventions for psychotic symptoms can afford people a greater acceptance and insight into their experiences. They can also reduce the symptoms of anxiety and depression which often accompany, and may exacerbate, psychotic disorders.” – Adrianna Mendrek

 

Schizophrenia is the most common form of psychosis. Its effects about 1% of the population worldwide. It appears to be highly heritable and involves changes in the brain. It is characterized by both positive and negative symptoms. Positive symptoms include hallucinations; seeing and, in some cases, feeling, smelling or tasting things that aren’t there, or delusions; unshakable beliefs that, when examined rationally, are obviously untrue. Negative symptoms include a reduced ability to function normally, neglect of personal hygiene, lack of emotion, blank facial expressions, speaking in a monotone, loss of interest in everyday activities, social withdrawal, an inability to experience pleasure, and a lack of insight into their symptoms. The symptoms of schizophrenia usually do not appear until late adolescence or early adulthood.

 

Schizophrenia is very difficult to treat with psychotherapy and is usually treated with antipsychotic drugs. These drugs, however, are not always effective, sometimes lose effectiveness, and can have some difficult side effects. Mindfulness training has been shown to be beneficial for a variety of mental health problems, including psychosis. Mindfulness has also been shown to associated with lower symptom severity of schizophrenia. The evidence is accumulating. So, it makes sense to step back and summarize what has been learned.

 

In today’s Research News article “Mindfulness-Based Interventions for People with Schizophrenia: 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/PMC7369977/) Hodann-Caudevilla and colleagues review, summarize, and perform a meta-analysis of the published research studies on the effectiveness of mindfulness training on the symptoms of schizophrenia. The identified 10 published studies that included a total of 1096 participants. The trainings usually included treatment as usual, mindfulness training, psychoeducation, and group exercises.

 

They report that the published research studies found that mindfulness training resulted in significant increases in mindfulness and significant improvements of overall schizophrenic symptoms after training and also 6-months later with large effect sizes. These improvements were in both the positive and negative symptoms of schizophrenia and the individual’s awareness of their illness.

 

These results are excellent and suggest that mindfulness training when provided along with the usual treatments produce large and significant improvements in the symptoms of schizophrenia. There has been, for a long time, a worry that mindfulness training for individuals with psychosis might actually exacerbate the illness. But the review suggests that the opposite, in fact, is true with mindfulness training greatly improving the illness.

 

So, improve schizophrenia with mindfulness.

 

“There is emerging evidence that mindfulness for psychosis – when used in an adapted form – is safe and therapeutic.” – Paul Charwick

 

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

 

Hodann-Caudevilla, R. M., Díaz-Silveira, C., Burgos-Julián, F. A., & Santed, M. A. (2020). Mindfulness-Based Interventions for People with Schizophrenia: A Systematic Review and Meta-Analysis. International journal of environmental research and public health, 17(13), 4690. https://doi.org/10.3390/ijerph17134690

 

Abstract

(1) Background: There is increasing interest in the practice of mindfulness-based interventions (MBIs) to treat people with schizophrenia, as evidenced by the publication of different randomized controlled trials (RCTs). However, no meta-analysis of RCTs has been carried out to date with the exclusive inclusion of this type of interventions. (2) Objective: To analyze empirical evidence regarding the effectiveness of MBIs for the improvement of clinical parameters associated with schizophrenia. Method: A systematic review and meta-analysis was conducted of RCTs published in the databases PsycINFO, PubMed, WOS, and Cochrane Library. (3) Results: A total of 10 articles (n = 1094) fulfilled the criteria for inclusion in the review. The analysis of these studies suggests that MBIs combined with standard interventions are able to generate significant improvements in a variety of clinical schizophrenia-related parameters, such as the intensity of overall symptomatology (g = 0.72), positive symptoms (g = 0.32), negative symptoms (g = 0.40), functioning level (g = 1.28), and awareness of illness (g = 0.65). (4) Conclusions: There is evidence that supports the effectiveness and safety of MBIs for the treatment of people with schizophrenia. The results obtained by MBIs are comparable to those obtained by cognitive-behavioral therapy for psychosis. However, given the heterogeneity of the applied interventions and the methodological limitations found in the reviewed trials, the results should be interpreted with caution.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7369977/

 

Improve Children with Intellectual and Developmental Disabilities, their Caregivers, and the Agency with Mindfulness

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Improve Children with Intellectual and Developmental Disabilities, their Caregivers, and the Agency with Mindfulness

 

By John M. de Castro, Ph.D.

 

“mindfulness practices could be helpful for these caregivers because they encourage a nonjudgmental interpretation of their child’s situation, and increased acceptance of their reality.” – Emily Nauman

 

There is a tremendous demand for caregiving in the US. It is estimated that over 65 million (29% of the adult population) provides care to someone who is ill, disabled or aged, averaging 20 hours per week spent caring for their loved ones. This caregiving comes at a cost exacting a tremendous toll on caregivers’ health and well-being. Caregiving has been associated with increased levels of depression and anxiety as well as higher use of psychoactive medications, poorer self-reported physical health, compromised immune function, and increased mortality.

 

Caring for children with intellectual and developmental disabilities can be particularly difficult. Developmental disabilities are a group of conditions due to an impairment in physical, learning, language, or behavior areas. These conditions begin during the developmental period, may impact day-to-day functioning, and usually last throughout a person’s lifetime. Recent estimates in the United States show that about one in six, or about 15%, of children aged 3 through 17 years have a one or more developmental disabilities.

 

The challenges of caring for a child with intellectual and developmental disabilities require that the caregiver be able to deal with stress, to regulate their own emotions, and to be sensitive and attentive to the child. These skills are exactly those that are developed in mindfulness training. It improves the psychological and physiological responses to stress. It improves emotion regulation, it improves the ability to maintain attention and focus in the face of high levels of distraction, and can reduce burnout.

 

In today’s Research News article “Comparative Effectiveness of Caregiver Training in Mindfulness-Based Positive Behavior Support (MBPBS) and Positive Behavior Support (PBS) in a Randomized Controlled Trial.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7223775/) Singh and colleagues recruited caregivers from a home for children with intellectual and developmental disabilities. They were randomly assigned to receive either Mindfulness-Based Positive Behavior Support (MBPBS) of Positive Behavior Support (PBS).  The interventions were for 10 weeks and consisted of “an 8-h day on the first day of week 1 of training, followed by daily practice for 4 weeks. . .  a second part included five 8-h days (i.e., 40 h) during week 5, followed by daily practice for 4 weeks. . . and third part was again an 8-h day on the first day of week 10, followed by daily practice for the rest of the week.” During the next 30 weeks data were collected. The caregivers were measured before and after training for compassion satisfaction, compassion fatigue, perceived stress, professional quality of life, and meditation practice. The children’s behavior was rated for aggressive events, staff injury, and peer injury. The agency was evaluated for the use of physical restraints, emergency medication, staffing, and cost effectiveness.

 

They found that both interventions produced significantly increased compassion satisfaction, and decreased perceived and traumatic stress, and burnout for the caregivers. The Mindfulness-Based Positive Behavior Support (MBPBS) group, however, had significantly greater improvements than the Positive Behavior Support (PBS) group. Similar results were found for the children’s behavior with both treatments producing significant decreases with aggression, staff injuries, and peer injuries. Once again, the mindfulness group had significantly superior results. For the agency outcomes Mindfulness-Based Positive Behavior Support (MBPBS) produced significantly reduced use of physical restraints, emergency medication, and one-on-one staffing. In addition, the mindfulness treatment had significantly greater cost effectiveness.

 

These are very encouraging results that demonstrate that Mindfulness-Based Positive Behavior Support (MBPBS) is highly effective in improving the situation for staff, children, and the agency in an institution for children with intellectual and developmental disabilities. It increased

caregivers’ well-being and the children’s behavior, and decreased the strains on the agency. Amazingly, the mindfulness-based treatment was even more cost-effective.

 

So, improve children with intellectual and developmental disabilities, their caregivers, and the agency with mindfulness.

 

“the greater effects associated with mindfulness techniques may be due to “the immediacy of physiologic relaxation responses incurred in mindfulness practice, including strengthened attention to bodily sensations, and less reliance on rumination or other automatic emotions.” – Summer Allen

 

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

 

Singh, N. N., Lancioni, G. E., Medvedev, O. N., Myers, R. E., Chan, J., McPherson, C. L., Jackman, M. M., & Kim, E. (2020). Comparative Effectiveness of Caregiver Training in Mindfulness-Based Positive Behavior Support (MBPBS) and Positive Behavior Support (PBS) in a Randomized Controlled Trial. Mindfulness, 11(1), 99–111. https://doi.org/10.1007/s12671-018-0895-2

 

Abstract

Caregivers of individuals with intellectual and developmental disabilities are often stressed due to the demands of the job, including the nature and severity of challenging behaviors of the clients, work conditions, degree of management support for the staff, and the demands of implementing some interventions under adverse conditions. Mindfulness-Based Positive Behavior Support (MBPBS) and PBS alone have been shown to be effective in assisting caregivers to better manage the challenging behaviors of clients with intellectual and developmental disabilities. The aim of the present study was to undertake a head-to-head assessment of the effectiveness of MBPBS and PBS alone in a 40-week randomized controlled trial. Of the 123 caregivers who met inclusion criteria, 60 were randomly assigned to MBPBS and 63 to PBS alone, with 59 completing the trial in the MBPBS condition and 57 in the PBS alone condition. Results showed both interventions to be effective, but the caregiver, client, and agency outcomes for MBPBS were uniformly superior to those of PBS alone condition. In addition, the MBPBS training was substantially more cost-effective than the PBS alone training. The present results add to the evidence base for the effectiveness of MBPBS and, if independently replicated, could provide an integrative health care approach in the field of intellectual and developmental disabilities.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7223775/

 

Improve Well-Being and Emotion Regulation Strategies in Primary School Children with Mindfulness

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Improve Well-Being and Emotion Regulation Strategies in Primary School Children with Mindfulness

 

By John M. de Castro, Ph.D.

 

“In today’s rush we all think too much, seek too much, want too much and forget about the joy of just Being.” -Eckhart Tolle-

 

Childhood is a miraculous period during which the child is dynamically absorbing information from every aspect of its environment. It is here that behaviors, knowledge, skills, and attitudes are developed that shape the individual. But what is absorbed depends on the environment. If it is replete with speech, the child will learn speech, if it is replete with trauma, the child will learn fear, if it is replete with academic skills the child will learn these, and if it is replete with interactions with others, the child will learn social skills. If it is replete with mindfulness, the child will learn to value the present moment.

 

Elementary school environments have a huge effect on development. They are also excellent times to teach children the skills to adaptively negotiate its environment. Mindfulness training in school, at all levels has been shown to have very positive effects. These include academic, cognitive, psychological, and social domains. Importantly, mindfulness training in school appears to improve the student’s self-concept. It also improves attentional ability and reduces stress, which are keys to successful learning in school. Since, what occurs in the early years of school can have such a profound, long-term effect on the child it is important to further study the impact of mindfulness training on the development of emotion regulation and thinking skills in elementary school children.

 

In today’s Research News article “Mindfulness in primary school children as a route to enhanced life satisfaction, positive outlook and effective emotion regulation.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7341670/) Amundsen and colleagues recruited 5th grade students aged 9 to 10 years and assigned different classrooms to either a wait-list control condition or to receive 6 weekly 1 hour sessions of either living mindfully training or well-being training. The children were measured before and after treatment and 3 months later for mindfulness, positive and negative emotions, positive outlook, positive emotional states, student life satisfaction, and emotion regulation.

 

They found that in comparison to baseline and the wait-list and well-being training groups the children who received living mindfully training had significant increases in mindfulness, positive outlook, and student life satisfaction at the end of training and 3 months later. They also report that the greater the changes in mindfulness produced by the program the larger the increases in positive emotional states, positive outlook, satisfaction with life, and reappraisal emotion regulation and the larger the decreases in negative emotions

 

A strength of the study was the use of an active control condition, well-being training. This helps eliminate a number of potential confounding effects of participant expectations, attention effects etc. This then strengthens the case that living mindfully training has positive effects on the psychological well-being of 5th grade children and may improve their ability to reappraise and thereby better regulate their emotions. It was not examined whether these benefits resulted in better academic performance.

 

So, improve well-being and emotion regulation strategies in primary school children with mindfulness.

 

“For children, mindfulness can offer relief from whatever difficulties they might be encountering in life. It also gives them the beauty of being in the present moment.” – Annaka Harris

 

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

 

Amundsen, R., Riby, L. M., Hamilton, C., Hope, M., & McGann, D. (2020). Mindfulness in primary school children as a route to enhanced life satisfaction, positive outlook and effective emotion regulation. BMC psychology, 8(1), 71. https://doi.org/10.1186/s40359-020-00428-y

 

Abstract

Background

Mindfulness programmes as a potential avenue of enhancing pupil wellbeing are beginning to show great promise. However, research concerning the effectiveness of mindfulness training for primary aged school children (7–11 years of age) has been neglected.

Methods

Building on methodological limitations of prior research, this study employed an active controlled design to assess the longer term wellbeing and emotion regulation outcomes after a 6 week mindfulness programme (Living Mindfully Programme, UK), for a group of school children aged between 9 and 10. The programme was delivered by class teachers as part of their normal curriculum entitlement. One hundred and eight children took part from across three schools in North East of England. Participants formed a treatment group (n = 64), active control (n = 19) and wait list control (n = 25). Self-report measures of wellbeing, mindfulness and emotion regulation were collected at pre and post training as well as at 3 months follow up.

Results

Reliable findings, judged by medium to large effect sizes across both post intervention, follow-up and between both controls, demonstrated enhancement in a number of domains. Immediately after training and follow up, when compared with the wait list control, children who received mindfulness training showed significant improvements in mindfulness (d = .76 and .77), Positive Outlook (d = .55 and .64) and Life Satisfaction (d = .65 and 0.72). Even when compared to an active control, the effects remained although diminished reflecting the positive impact of the active control condition. Furthermore, a significant positive relationship was found between changes in mindfulness and changes in cognitive reappraisal.

Conclusions

Taken together, this study provides preliminary evidence that the Living Mindfully Primary Programme is feasibly delivered by school staff, enjoyed by the children and may significantly improve particular components of wellbeing. Importantly, higher levels of mindfulness as a result of training may be related to effective emotional regulatory and cognitive reappraisal strategies.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7341670/

 

Mindfulness May Mediate the Effects of Childhood Trauma on Romantic Relationships

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Mindfulness May Mediate the Effects of Childhood Trauma on Romantic Relationships

 

By John M. de Castro, Ph.D.

 

“As mindfulness is the ever-unfolding compassionate, non-judgmental awareness of each and every moment, mindfulness practice and relationships go hand-in-hand.” – Gillian Florence Sanger

 

Childhood changes the victim forever. It changes the trusting innocence of childhood to a confused, guilt ridden, frightening, and traumatized existence. It not only produces short-term trauma which includes both psychological and physical injury, it has long-term consequences. It damages the victim’s self-esteem and creates difficulties entering into intimate relationship in adulthood.  Relationships under any conditions can be difficult. This is amplified in cohabitation where the couple interacts daily and frequently have to resolve difficult issues. All this can be amplified with when one of the partners has experienced childhood trauma.

 

Mindfulness trainings have been shown to improve a variety of psychological issues including emotion regulation, stress responses, trauma, fear and worry, anxiety, and depression, and self-esteem. Mindfulness training has also been found to improve relationships and to be useful in treating sexual problems. In addition, mindfulness has been shown to be helpful in resolving the residual symptoms of childhood trauma. But there is little empirical research on the influence of mindfulness on the relationships of couples where childhood trauma exists.

 

In today’s Research News article “Cumulative Childhood Trauma and Couple Satisfaction: Examining the Mediating Role of Mindfulness.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7334265/) Gobout and colleagues recruited couples involved in romantic relationships and had them complete questionnaires measuring childhood trauma, couple satisfaction, and mindfulness. These data were then analyzed with regression and path analysis techniques.

 

Shockingly, they found that 87% of the sample had experienced some form of childhood trauma, including sexual or physical abuse, psychological violence or neglect, physical neglect, interparental physical or psychological violence, or bullying. They further found that the higher the levels of mindfulness, the higher the levels of couples’ satisfaction and the higher the levels of childhood trauma the lower the levels of couple satisfaction and mindfulness. A path analysis revealed that childhood trauma affected couples’ satisfaction by being associated with lower levels of mindfulness that in turn were associated with lower couples’ satisfaction. The mediation was significant for overall mindfulness and also the observing, describing inner experience, and non-judging facets of mindfulness.

 

These findings are correlational and as such causation cannot be determined. But prior research has shown the mindfulness is effective in treating the symptoms of childhood trauma and it also improves relationships. Hence, it is reasonable to suggest that the relationships observed in the current study represent underlying causal connections. This suggests the childhood trauma, at least in part, reduces mindfulness which is important for relationship satisfaction. This infers that mindfulness training may be effective in reducing the impact of childhood trauma on the individual’s ability to engage in satisfying relationships.

 

These results also suggest that being sensitive to inner experience and not judging it is important for relationships. In other words, being aware of one’s feelings but not judging them helps the individual to better relate to a partner. Experiencing childhood trauma appears to make the individual somewhat numb to their feelings making it more difficult to be aware of their emotions in relating to another. Overcoming tis effect of experience trauma in childhood may be a key for allowing these victims to relate effectively to their partners and thereby having a satisfying relationship.

 

So, mindfulness may mediate the effects of childhood trauma on romantic relationships.

 

“When you are mindful of the love in your life you open yourself up to the opportunity for love to grow. And not just romantic love, but self-love, and loving friendships as well.” – Mindful

 

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

 

Gobout, N., Morissette Harvey, F., Cyr, G., & Bélanger, C. (2020). Cumulative Childhood Trauma and Couple Satisfaction: Examining the Mediating Role of Mindfulness. Mindfulness, 11(7), 1723–1733. https://doi.org/10.1007/s12671-020-01390-x

 

Abstract

Objectives

Cumulative childhood trauma (CCT) survivors are at a higher risk of suffering from interpersonal problems including couple dissatisfaction. Dispositional mindfulness is increasingly proposed as a potential explanatory mechanism of post-traumatic symptomatology and has been documented as a predictor of couple satisfaction. Most authors operationalize mindfulness as a multidimensional disposition comprised of five facets (i.e., Describing, Observing, Non-judgment of inner experiences, Non-reactivity, and Acting with awareness), but the role of these facets in the link between CCT and couple satisfaction has yet to be understood. This study aimed to assess mindfulness as a potential mediator in the relationship between CCT and couple satisfaction and to examine the distinctive contributions of mindfulness facets in this mediation.

Methods

A sample of 330 participants from the community completed measures of couple satisfaction, mindfulness, and exposure to eight types of childhood maltreatment experiences.

Results

Path analysis results revealed that mindfulness mediated the relationship between CCT and couple satisfaction. More precisely, two mindfulness facets acted as specific mediators, namely, Describing and Non-judgment of inner experiences. The final integrative model explained 14% (p < .001) of the variance in couple satisfaction.

Conclusions

Findings suggest that mindfulness may be a meaningful mechanism in the link between CCT and couple satisfaction. They also highlight that description of inner experiences and a non-judgmental attitude of these experiences may act as key components to understand the influence of CCT on adults’ lower couple satisfaction.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7334265/

 

Improve Balance in the Elderly with Traditional Tai Chi or Augmented Reality-Assisted Tai-Chi

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Improve Balance in the Elderly with Traditional Tai Chi or Augmented Reality-Assisted Tai-Chi

 

By John M. de Castro, Ph.D.

 

‘Tai chi is an ancient Chinese exercise that can help older adults improve their balance and lower their fall risk.” – Harvard Health

 

The process of aging affects every aspect of the physical and cognitive domains. Every system in the body deteriorates including motor function with a decline in strength, flexibility, and balance. Impaired balance is a particular problem as it can lead to falls. In the U.S. one third of people over 65 fall each year and 2.5 million are treated in emergency rooms for injuries produced by falls. About 1% of falls result in deaths making it the leading cause of death due to injury among the elderly.

 

Falls, with or without injury, also carry a heavy quality of life impact. A growing number of older adults, fear falling and, as a result, limit their activities and social engagements. This can result in further physical decline, depression, social isolation, and feelings of helplessness. It is obviously important to discover methods to improve balance and decrease the number of falls in the elderly.

 

Tai Chi training is designed to enhance and regulate the functional activities of the body through regulated breathing, mindful concentration, and gentle movements. It includes balance training and has been shown to improve balance and coordination. Indeed, Tai Chi training has been shown to reduce the frequency of falls in the elderly. It is not known, however, whether augmented reality can improve the effectiveness of Tai Chi training in improving balance.

 

In today’s Research News article “Augmented reality-assisted training with selected Tai-Chi movements improves balance control and increases lower limb muscle strength in older adults: A prospective randomized trial.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7265060/) Chen and colleagues recruited healthy elderly over 65 years of age and randomly assigned them to an 8-week training in either traditional 24 movement Yang Tai Chi or to an Augmented form of Tai Chi. Augmented Tai Chi involved a computerized monitoring of movements and video feedback on the movements and only 8 of the 24 Yang style movements were included. They were measured before and after training for balance, functional reach, timed up-and-go, and lower extremity muscle strength.

 

They found that both Tai Chi groups had significant improvements in dynamic balance and lower extremity muscle strength. While only static balance was significantly improved in the traditional Tai Chi group, both static and dynamic balance and mobility (timed up-and-go) were significantly improved in the simplified augmented Tai Chi group. The augmented Tai Chi group improved more in all measures that the traditional Tai Chi group, but the differences were not statistically significant.

 

The results demonstrate that Tai Chi training is effective in improving balance and leg muscle strength in the elderly. This is important to prevent falls. There was evidence that practicing a simplified program with computerized augmentation may produce superior results, but a larger study is needed to have the statistical power to determine if this is in fact a reliable difference. It will also be important to determine if the simplification of the movements (8 rather than 24) or the augmentation, or both are responsible for better performance.

 

One drawback of the augmented program is that it requires practice in the lab. A strength of traditional Tai Chi practice is that it can be practiced without professional supervision and in groups making it inexpensive to deliver and fun to engage in. So, although the augmented program may produce superior results, there are still considerable advantages to traditional Tai Chi for improving the health and well-being of the elderly..

 

So, improve balance in the elderly with traditional Tai Chi or augmented reality-assisted Tai-Chi.

 

“When you’re practicing the movements, you’re shifting your weight from one foot to the other to maintain balance. By doing (tai chi), you become more aware of the position of your body in space — which is something we become less aware of as we age.” – Michael Irwin

 

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, P. J., Penn, I. W., Wei, S. H., Chuang, L. R., & Sung, W. H. (2020). Augmented reality-assisted training with selected Tai-Chi movements improves balance control and increases lower limb muscle strength in older adults: A prospective randomized trial. Journal of exercise science and fitness, 18(3), 142–147. https://doi.org/10.1016/j.jesf.2020.05.003

 

Abstract

Background

Tai-Chi benefits older adults by enhancing balance control and increasing the muscle strength of the lower limbs. However, a complete set of traditional Tai-Chi exercises is sometimes too difficult for beginners. We investigated whether practicing augmented reality-assisted training with selected Tai-Chi movements tailored to the practitioner’s ability (selected Tai-Chi, or sTC) is as effective as performing a complete set of Tai-Chi sequences (complete traditional Tai-Chi, or tTC).

Methods

In this prospective randomized trial carried out in the Beitou District of Taipei City, Taiwan, community-dwelling adults aged ≥65 and without any debilitating diseases (n = 28) were included. Participants were randomly assigned to the sTC group (n = 14) or the tTC group (n = 14). Participants in the sTC group practiced selected Tai-Chi movements using the augmented reality Tai-Chi training system. Participants of the tTC group were asked to complete the 24-form Yang-style Tai-Chi following the instructions of Tai-Chi masters. Each training session lasted 30 min, with 3 sessions per week for 8 weeks. Pre- and post-intervention evaluations included functional balance tests, comprising the Berg Balance Scale (BBS), Timed Up and Go test (TUG), and Functional Reach Test (FRT), as well as muscle strength measurements of the lower extremities.

Results

Pre-intervention evaluations showed significant differences in FRT (p = 0.034) and left hip abductor muscle strength (p = 0.046) between the sTC and tTC groups. After 8 weeks of training, the BBS, TUG, and FRT scores in the sTC group showed significant improvement overall. Although all three functional balance test scores improved in the tTC group, only the improvement in BBS was statistically significant (p = 0.001). After 8 weeks, all muscle strength measurements increased by an average of 3.1 ± 1.0 kgw in the sTC group and 1.6 ± 0.8 kgw in the tTC group.

Conclusions

The augmented reality-assisted training with selected Tai-Chi movements, designed based on objective measurements of the practitioner’s capability, improved balance control and muscle strength of lower limbs at least as effectively as the complete sequence of traditional Tai-Chi exercises.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7265060/

 

Meditate to Alter the Brain and Overcome Attention and Hyperactivity Problems Resulting from Childhood Neglect

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Meditate to Alter the Brain and Overcome Attention and Hyperactivity Problems Resulting from Childhood Neglect

 

By John M. de Castro, Ph.D.

 

“Without appropriate clinical interventions, individuals exposed to relational trauma in childhood are at greater risk for difficulties in adult relationships and parenting.” At present, there is not much in the way of treatment for individual adults who have experienced childhood maltreatment: this study shows that mindfulness could help change that.” – Emily Nauman

 

“Child maltreatment is the abuse and neglect that occurs to children under 18 years of age. It includes all types of physical and/or emotional ill-treatment, sexual abuse, neglect, negligence and commercial or other exploitation, which results in actual or potential harm to the child’s health, survival, development or dignity in the context of a relationship of responsibility, trust or power.” (World Health Organization, 2016)

 

Childhood neglect is traumatic and can leave in its wake symptoms which can haunt the victims for the rest of their lives. These include cognitive impairments such as attentional difficulties, difficulty concentrating, and hyperactivity. Unfortunately, childhood neglect can continue to affect mental and physical health throughout the individual’s life. Fortunately, mindfulness training has been found to help. Indeed, mindfulness has been found to be effective for relieving trauma symptoms even in adults who were maltreated in childhood..

 

In today’s Research News article “Closed-loop digital meditation for neurocognitive and behavioral development in adolescents with childhood neglect.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7235252/) Mishra and colleagues recruited adolescents (aged 10-18 years) who had experienced childhood neglect. They were randomly assigned to either a no-treatment control condition or to receive over the internet 30 sessions over 6 weeks of 30 minutes of either breath following meditation or attention to sensory information video games. They were measured before and after training and one year later for sustained attention, attention with distractors, inattention behaviors, hyperactivity, and academic performance. They also had their brains scanned with Resting-state functional magnetic resonance imaging (rs-fMRI).

 

They found that in comparison to baseline and the no-treatment and the attention to sensory information groups, the breath following meditation group after treatment had significant increases in attentional ability, both sustained and with distractors and a significant improvement in academic performance. In addition, the breath following meditation groups had a significant decrease in hyperactivity at the 1-year follow-up. The resting-state functional magnetic resonance imaging (rs-fMRI) revealed that the greater the level of childhood neglect experienced by the adolescents the lower the functional connectivity of the dorsal anterior cingulate cortex. After treatment only the breath following meditation group had a significant increase in the functional connectivity of the dorsal anterior cingulate cortex and the greater the increase in connectivity the greater the improvements in sustained attention and hyperactivity.

 

These are interesting and potentially important findings. Childhood neglect appears to result in impairments in the connectivity of a key brain area involved in regulating attention, the dorsal anterior cingulate cortex. This could explain why neglected children have a higher likelihood of developing attention deficit hyperactivity (ADHD) disorder in adolescents. Importantly, training in breath following meditation appears to some extent reverse the loss of functional connectivity and the attentional and hyperactivity symptoms of the adolescents and result in improved performance in school. Hence, training in breath following meditation may be very helpful in preventing childhood neglect from producing ADHD in adolescents and impairing their academic performance.

 

Another important aspect of the present study was that the treatment was provided over the internet. This greatly increases its availability, convenience, and utility and reduces cost. So, the treatment can be cost effectively scaled up to treat large numbers of adolescents scattered over wide geographic regions. This makes it available to adolescents who are neither near a therapist or can afford therapy.

 

Hence, meditate to alter the brain and overcome attention and hyperactivity problems resulting from childhood neglect.

 

“The absence of emotional support in childhood can be as damaging and long-lasting as other traumas. But, because you can’t point to exactly where and when the wounding happened, it can be hard to identify and overcome it.” – Andrea Brandt

 

CMCS – Center for Mindfulness and Contemplative Studies

 

This and other Contemplative Studies posts are available at the Contemplative Studies Blog http://contemplative-studies.org/wp/

They are also available on Google+ https://plus.google.com/106784388191201299496/posts and on Twitter @MindfulResearch

 

Study Summary

 

Mishra, J., Sagar, R., Parveen, S., Kumaran, S., Modi, K., Maric, V., Ziegler, D., & Gazzaley, A. (2020). Closed-loop digital meditation for neurocognitive and behavioral development in adolescents with childhood neglect. Translational psychiatry, 10(1), 153. https://doi.org/10.1038/s41398-020-0820-z

 

Abstract

Adverse childhood experiences are linked to poor attentive behaviors during adolescence, as well as increased risk for mental health disorders in adults. However, no study has yet tested targeted interventions to optimize neurocognitive processes in this population. Here, we investigated closed-loop digital interventions in a double-blind randomized controlled study in adolescents with childhood neglect, and evaluated the outcomes using multimodal assessments of neuroimaging, cognitive, behavioral, and academic evaluations. In the primary neuroimaging results, we demonstrate that a closed-loop digital meditation intervention can strengthen functional connectivity of the dorsal anterior cingulate cortex (dACC) in the cingulo-opercular network, which is critically developing during the adolescent period. Second, this intervention enhanced sustained attention and interference-resolution abilities, and also reduced behavioral hyperactivity at a 1-year follow-up. Superior academic performance was additionally observed in adolescents who underwent the digital meditation intervention. Finally, changes in dACC functional connectivity significantly correlated with improvements in sustained attention, hyperactivity, and academic performance. This first study demonstrates that closed-loop digital meditation practice can facilitate development of important aspects of neurocognition and real-life behaviors in adolescents with early childhood neglect.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7235252/