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

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

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/

 

Improve Primary School Students’ Attention and Behavior with Mindfulness

Improve Primary School Students’ Attention and Behavior with Mindfulness

 

By John M. de Castro, Ph.D.

 

For kids who have suffered from prolonged stress or trauma, mindfulness seems to offer a way of “short-circuiting” the fight-or-flight response. It helps kids with the greatest self-regulation challenges adapt to slower, more methodical classroom settings.” – Amanda Moreno

 

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.

 

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 thinking skills in elementary school children.

 

In today’s Research News article “The Effect of a Mindfulness-Based Intervention on Attention, Self-Control, and Aggressiveness in Primary School Pupils.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7178275/), Suárez-García and colleagues recruited two 3rd grade primary school classes with children between the ages of 7 to 10 years. One class received 8 weekly mindfulness training sessions with 10 minutes of daily practice. At the end of the 8 weeks of training for the first class, the second class received the mindfulness training. They were measured before and after each intervention for intellectual ability and attentional ability. In addition, the teachers were asked to evaluate the children for attentional problems, self-control deficits, and aggressiveness.

 

They found that in comparison to the control classroom and the baseline the mindfulness trained children had significant reductions in attentional problems and self-control deficits. The second class after their mindfulness training also showed significant reductions in attentional problems and self-control deficits. No significant changes in aggressiveness were observed.

 

The results are similar to findings with adults that mindfulness training improves attention and self-control and that mindfulness training can be successfully implemented in schools producing improvements in attentional ability. The findings that mindfulness training in 3rd grade classrooms can also improve attention and self-control is important as these abilities are essential to the education of the students. The improvements would also contribute to better management of the classroom. Changes in academic progress were not measured. But the results suggest that the children would perform better in school after mindfulness training.

 

So, improve primary school students’ attention and behavior with mindfulness.

 

for students specifically, mindfulness has been shown to improve cognitive performance, so students can focus and concentrate better.” – Anya Kamenetz

 

CMCS – Center for Mindfulness and Contemplative Studies

 

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

 

Study Summary

 

Suárez-García, Z., Álvarez-García, D., García-Redondo, P., & Rodríguez, C. (2020). The Effect of a Mindfulness-Based Intervention on Attention, Self-Control, and Aggressiveness in Primary School Pupils. International journal of environmental research and public health, 17(7), 2447. https://doi.org/10.3390/ijerph17072447

 

Abstract

The objective of this study was to examine the effect of Mindkeys Training, a mindfulness-based educational intervention, on attention, self-control, and aggressiveness in third-year primary school pupils. In order to achieve this aim, a switching replications design was used. Two groups of third year primary students (nGE1 = 40; nGE2 = 33), aged between 7 and 10 years old (M = 8.08; DT = 0.49), had the intervention at different time points, such that while one served as the experimental group, the other served as the control group. Longitudinal differences were examined in both groups, and cross-sectional differences were examined between the two groups at three time points; at the start of the study, and following the intervention with each group. To that end, measurements of problems of attention, deficits of self-control, and aggressiveness for students were obtained via a teacher rating scale. The intervention program demonstrated a positive effect on the reduction of pupils’ attention problems, deficits of self-control, and aggressiveness. The effects were greater on the cognitive variables that the intervention worked on directly (attention and self-control). Attention was the variable on which the intervention exhibited the longest term effects.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7178275/

 

Improve Anxiety and Depression in Children and Adolescents with Yoga Practice

Improve Anxiety and Depression in Children and Adolescents with Yoga Practice

 

By John M. de Castro, Ph.D.

 

Yoga appears to be a promising complementary therapy and stress-management tool for children and adolescents, with very low reports of adverse effects. Yoga, as a therapeutic intervention, has positive effects on psychological functioning, especially in children coping with emotional, mental, and behavioral health problems.” – Pediatrics

 

Childhood and adolescence can be difficult times, fraught with challenges. During this time the child transitions to young adulthood; including the development of intellectual, psychological, physical, and social abilities and characteristics. There are so many changes occurring during this time that the child or adolescent can feel overwhelmed and unable to cope with all that is required.

 

Mindfulness training for children and adolescents has been shown to have very positive effects. These include academic, cognitive, psychological, and social domains. Mindfulness training has been shown to improve emotion regulation and to benefit the psychological and emotional health of adolescents. Importantly, mindfulness training with children and adolescents appears to improve the self-conceptimproves attentional ability and reduces stress. Yoga is a mindfulness practice that includes physical exercise. This may be better suited to children and adolescents than quiet meditation practices. The research findings on the psychological benefits of yoga practice for children and adolescents is accumulating. So, it makes sense to step back and review what has been learned.

 

In today’s Research News article “Yoga as an Intervention for the Reduction of Symptoms of Anxiety and Depression in Children and Adolescents: A Systematic Review.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7082809/), James-Palmer and colleagues review, summarize, and perform a meta-analysis of the effects of yoga practice on anxiety and depression in children and adolescents (< 18 years of age). They identified 27 published research studies.

 

They report that the studies generally showed reductions in symptoms of anxiety and marginal reductions in symptoms of depression. The studies did not produce clear-cut positive results. On the other hand, in adults, yoga practice produces clear and significant improvements in depression and anxiety. One difference may be the durations of yoga practice. In the reviewed studies the majority of studies that failed to find significant improvements employed less than 6 weeks of yoga practice. Studies in adults frequently include 6 months or so of practice.

 

Regardless, the results of the published research are promising and suggest that yoga practice is a safe and effective treatment to relieve anxiety and depression in children and adolescents. The findings justify conducting larger well controlled studies in the future that employ longer durations of yoga practice.

 

So, improve anxiety and depression in children and adolescents with yoga practice.

 

Being healthy is important for all children and can be especially important for children with depression or anxiety. In addition to getting the right treatment, leading a healthy lifestyle can play a role in managing symptoms of depression or anxiety.” – Centers for Disease Control and Prevention

 

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

 

James-Palmer, A., Anderson, E. Z., Zucker, L., Kofman, Y., & Daneault, J. F. (2020). Yoga as an Intervention for the Reduction of Symptoms of Anxiety and Depression in Children and Adolescents: A Systematic Review. Frontiers in pediatrics, 8, 78. https://doi.org/10.3389/fped.2020.00078

 

Abstract

Purpose: The purpose of this review is to evaluate the implementation and effectiveness of yoga for the reduction of symptoms of anxiety and depression in youth. To our knowledge, there are no systematic reviews to date looking at the reduction of symptoms of both anxiety and depression.

Methods: Numerous scientific databases were searched up to November 2018 for experimental studies assessing changes in symptoms of anxiety and/or depression in youths following yoga interventions. Quality and level of evidence were assessed, and information was synthesized across studies.

Results: Twenty-seven studies involving youth with varying health statuses were reviewed. Intervention characteristics varied greatly across studies revealing multiple factors that may impact intervention efficacy, however 70% of the studies overall showed improvements. For studies assessing anxiety and depression, 58% showed reductions in both symptoms, while 25% showed reductions in anxiety only. Additionally, 70% of studies assessing anxiety alone showed improvements and 40% of studies only assessing depression showed improvements.

Conclusion: The studies reviewed, while of weak to moderate methodological quality, showed that yoga, defined by the practice of postures, generally leads to some reductions in anxiety and depression in youth regardless of health status and intervention characteristics.

Keywords: child, adolescent, anxiety disorder, depressive disorder, mental health, complementary therapies, exercise, yoga

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7082809/

 

Improve Body Size, Endocrine Function, and Anxiety in Anxious Obese Children with Mindfulness

Improve Body Size, Endocrine Function, and Anxiety in Anxious Obese Children with Mindfulness

 

By John M. de Castro, Ph.D.

 

Mindfulness is a promising tool to be used as an adjunctive therapy for childhood obesity, either because of its potential to decrease stress or because it could counter act the stressful condition imposed by a restrictive dietary regimen,” – Mardia López-Alarcón

 

Obesity has become an epidemic in the industrialized world. In the U.S. the incidence of obesity, defined as a Body Mass Index (BMI) of 30 or above has more than doubled over the last 35 years to currently around 35% of the population, while two thirds of the population are considered overweight or obese (BMI > 25). Sadly, children and adolescents have not been spared with 1 in 5 school age children and young people (6 to 19 years) classified as obese.

 

Although the incidence rates have appeared to stabilize, the fact that over a third of the population is considered obese is very troubling. This is because of the health consequences of obesity. Obesity has been found to shorten life expectancy by eight years and extreme obesity by 14 years. This occurs because obesity is associated with cardiovascular problems such as coronary heart disease and hypertension, stroke, metabolic syndrome, diabetes, cancer, arthritis, and others.

 

Obviously, there is a need for effective treatments to prevent or treat obesity. But, despite copious research and a myriad of dietary and exercise programs, there still is no safe and effective treatment. Mindfulness is known to be associated with lower risk for obesityalter eating behavior and improve health in obesity. This suggests that mindfulness training may be an effective treatment for overeating and obesity in children alone or in combination with other therapies. It would seem reasonable to attack the problem early in life with the children and adolescents. Hence, the benefits of mindfulness practice for obese children should be investigated.

 

In today’s Research News article “Mindfulness affects stress, ghrelin, and BMI of obese children: a clinical trial.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7040861/), López-Alarcón and colleagues recruited obese children and adolescents aged 10-17 years who scored high in anxiety levels and provided them with an 8-week, once a week for a half hour conventional nutritional intervention including recommendations for a 700 Kcal reduction in intake. They were then randomly assigned to receive either no further treatment or to receive an 8-week, once a week for 2 hours Mindfulness-Based Stress Reduction-Eat Mindful program based upon the Mindfulness-Based Stress Reduction (MBSR) program consisting on training in meditation, body scan, breathing exercises, mindful eating, and discussions of using mindfulness in everyday life. They were measured before and after the program and 8 weeks later for body size, perceived stress, and anxiety. Blood was drawn and assayed for insulin, cortisol, ghrelin, and leptin and a salivary sample was assayed for cortisol levels.

 

They found that in comparison to the baseline and the nutritional intervention only, the children and adolescents who received mindfulness training had significant reduction in anxiety levels of all forms, including phobias, generalized anxiety, obsessive-compulsive disorder, and separation anxiety. Also, there were significant reductions in body fat, cortisol, and ghrelin levels. In addition, at the 8- and 16-week follow-ups there were significant reductions in body size.

 

These are exciting results. Childhood obesity is major problem and the results of this study suggests that a mindfulness training program combined with a conventional nutritional intervention is safe and effective in improving the physical and psychological effects of obesity and in reducing body size. Mindfulness interventions have been shown to be effective in reducing anxiety in adults. But these programs have been found to have only small or mixed effectiveness in the treatment of adult obesity. But the present results suggest that mindfulness interventions may be particularly effective when applied to obese children and adolescents. A long-term follow up of these children is needed to determine the long-term effectiveness of mindfulness training.

 

So, improve body size, endocrine function, and anxiety in anxious obese children with mindfulness.

 

We think mindfulness could recalibrate the imbalance in the brain connections associated with childhood obesity,” – Ronald Cowan

 

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

 

López-Alarcón, M., Zurita-Cruz, J. N., Torres-Rodríguez, A., Bedia-Mejía, K., Pérez-Güemez, M., Jaramillo-Villanueva, L., Rendón-Macías, M. E., Fernández, J. R., & Martínez-Maroñas, P. (2020). Mindfulness affects stress, ghrelin, and BMI of obese children: a clinical trial. Endocrine connections, 9(2), 163–172. https://doi.org/10.1530/EC-19-0461

 

Abstract

Childhood obesity is associated with stress. However, most treatment strategies include only dietary and physical activity approaches. Mindfulness may assist in weight reduction, but its effectiveness is unclear. We assessed the effect of mindfulness on stress, appetite regulators, and weight of children with obesity and anxiety. A clinical study was conducted in a pediatric hospital. Eligible children were 10–14 years old, BMI ≥95th percentile, Spence anxiety score ≥55, and who were not taking any medication or supplementation. Participants were assigned to receive an 8-week conventional nutritional intervention (CNI) or an 8-week mindfulness-based intervention plus CNI (MND-CNI). Anthropometry, body composition, leptin, insulin, ghrelin, cortisol, and Spence scores were measured at baseline and at the end of the intervention. Anthropometry was analyzed again 8 weeks after concluding interventions. Log-transformed and delta values were calculated for analysis. Thirty-three MND-CNI and 12 CNI children finished interventions; 17 MND-CNI children accomplished 16 weeks. At the end of the intervention, significant reductions in anxiety score (−6.21 ± 1.10), BMI (−0.45 ± 1.2 kg/m2), body fat (−1.28 ± 0.25%), ghrelin (−0.71 ± 0.37 pg/mL), and serum cortisol (−1.42 ± 0.94 µg/dL) were observed in MND-CNI children. Changes in anxiety score, ghrelin, and cortisol were different between groups (P < 0.05). Children who completed 16 weeks decreased BMI after intervention (−0.944 ± 0.20 kg/m2, P < 0.001) and remained lower 8 weeks later (−0.706 ± 0.19 kg/m2, P = 0.001). We concluded that mindfulness is a promising tool as an adjunctive therapy for childhood obesity. However, our findings need confirmation in a larger sample population.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7040861/

 

Less Negative Emotions Occur in Mindful Children and Adolescents

Less Negative Emotions Occur in Mindful Children and Adolescents

 

By John M. de Castro, Ph.D.

 

We ultimately want to give children (and teens, and adults!) the ability to notice however they feel in the moment, and the tools to manage and respond appropriately to their inner and outer experience.” – Oren Jay Sofer

 

Childhood and adolescence are times of mental, physical, social, and emotional growth. But they can be difficult times, fraught with challenges. During these times the individual transitions from childhood to young adulthood; including the development of intellectual, psychological, physical, and social abilities and characteristics. There are so many changes occurring during these times that the child can feel overwhelmed and unable to cope with all that is required. This can heighten negative emotions and anxiety. Indeed, up to a quarter of adolescents suffer from depression or anxiety disorders, and an even larger proportion struggle with subclinical symptoms.

 

Mindfulness training in adults has been shown to reduce anxietydepression, and perceived stress levels and improve emotional regulation. In addition, in adolescents it has been shown to improve emotion regulation and to benefit the psychological and emotional health. On the other hand, getting lost in thought (mind wandering) has been shown to be associated with negative emotions. Hence, there is a need to explore the relationship between mindfulness, getting lost in thought, and emotions in children and adolescents.

 

In today’s Research News article “Cognitive Fusion Mediates the Relationship between Dispositional Mindfulness and Negative Affects: A Study in a Sample of Spanish Children and Adolescent School Students.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6926870/), García-Gómez and colleagues recruited children and adolescents between the ages of 8 to 16 years. They were measured for cognitive fusion, experiential avoidance, mindfulness, positive and negative emotions, and anxiety.

 

They found that the higher the levels of mindfulness the lower the levels of cognitive fusion, experiential avoidance, negative emotions, and anxiety. A mediation analysis revealed that mindfulness had both direct and indirect associations such that mindfulness was negatively associated directly with both negative emotions and anxiety and also indirectly by way of its negative association with cognitive fusion which was in turn negatively associated with negative emotions and anxiety. Higher levels of mindfulness were associated with lower levels of cognitive fusion which, in turn, were associated with lower levels of negative emotions and anxiety.

 

These results are correlational and thus causation cannot be determined. Also, this study employed only children and adolescents, So, it is not established if similar findings would occur in adults. But there are a large number of studies that demonstrate a causal effect of mindfulness on negative emotions and anxiety with adults. Indeed, in the present study, age did not moderate the results. Hence the present results probably are due to the effects of mindfulness on cognitive fusion and on these negative emotions and occur regardless of age.

 

“Cognitive fusion is a process by which the individual becomes entangled with memories, thoughts, judgments, and evaluations and adjust behavior to the internal experiences.” Hence cognitive fusion is the antithesis of mindfulness. One cannot be mindful and at the same time be lost in thoughts. This suggests that being lost in thought (cognitive fusion) tends to produce negative emotions, while being mindful tends to reduce these negative emotions. This suggests that mindfulness by focusing the individual on the present moment improves the individual’s emotional state and also tends to prevent getting lost in thought which also improves the individual’s emotional state.

 

So, reduce getting lost in thought and negative emotions with mindfulness.

 

When I look at childhood anxiety I see an enormous problem and a precursor to other problems in adolescents and adults,” – Randye Semple

 

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

 

García-Gómez, M., Guerra, J., López-Ramos, V. M., & Mestre, J. M. (2019). Cognitive Fusion Mediates the Relationship between Dispositional Mindfulness and Negative Affects: A Study in a Sample of Spanish Children and Adolescent School Students. International journal of environmental research and public health, 16(23), 4687. doi:10.3390/ijerph16234687

 

Abstract

Nowadays, mindfulness-based interventions (MBI) have experienced a remarkable development of studies among childhood and adolescent interventions. For this reason, dispositional mindfulness (DM) measures for children and adolescents have been developed to determine the effectiveness of MBI at this age stage. However, little is known about how key elements of DM (for example, cognitive de/fusion or experiential avoidance that both confirm psychological inflexibility) are involved in the mechanisms of the children and adolescents’ mental health outcomes. This research examined the mediating effect of cognitive fusion between DM and anxiety and other negative emotional states in a sample of 318 Spanish primary-school students (aged between 8 and 16 years, M = 11.24, SD = 2.19, 50.8% males). Participants completed the AFQ-Y (Avoidance and Fusion Questionnaire for youth), which is a measure of psychological inflexibility that encompasses cognitive defusion and experiential avoidance; CAMM (DM for children and adolescents), PANAS-N (positive and negative affect measure for children, Spanish version of PANASC), and STAIC (an anxiety measure for children). The study accomplished ethical standards. As MBI relevant literature has suggested, cognitive defusion was a significant mediator between DM and symptoms of both negative emotions and anxiety in children and adolescents. However, experiential avoidance did not show any significant mediating relationship. Probably, an improvement of the assessment of experiential avoidance is needed. MBI programs for children and adolescents may include more activities for reducing effects of the cognitive defusion on their emotional distress.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6926870/

 

Mindfulness Training Might Improve Need Satisfaction and Anxiety in Children with Learning Disabilities

Mindfulness Training Might Improve Need Satisfaction and Anxiety in Children with Learning Disabilities

 

By John M. de Castro, Ph.D.

 

Mindfulness is a practice that can help children with LD manage stress and anxiety • Daily meditation gives children a relaxation tool they can call upon when stress levels rise.” – Marcia Eckerd

 

Learning disabilities are quite common, affecting an estimated 4.8% of children in the U.S. These disabilities present problems for the children in learning mathematics, reading and writing. These difficulties, in turn, affect performance in other academic disciplines. The presence of learning disabilities can have serious consequences for the psychological well-being of the children, including their self-esteem and social skills. In addition, anxiety, depression, and conduct disorders often accompany learning disabilities.

 

Mindfulness training has been shown to lower anxiety and depression and to improve self-esteem and social skills, and to improve conduct disorders. It has also been shown to improve attentionmemory, and learning and increase success in school. So, it would make sense to explore the application of mindfulness training for the treatment of children with severe learning disabilities.

 

In today’s Research News article “Impact of a Mindfulness-Based Intervention on Basic Psychological Need Satisfaction and Internalized Symptoms in Elementary School Students With Severe Learning Disabilities: Results From a Randomized Cluster Trial.” (See summary below or view the full text of the study at: https://www.frontiersin.org/articles/10.3389/fpsyg.2019.02715/full?utm_source=F-AAE&utm_medium=EMLF&utm_campaign=MRK_1184693_69_Psycho_20191217_arts_A), Malboeuf-Hurtubise and colleagues recruited children with severe learning disabilities who were 9 to 12 years of age and attended a special education class. They received an 8-week training program that met once a week for 60 minutes. One group received mindfulness training, including body scan, walking, and breath meditations. The second group received social skills development training, including finding purpose in life, becoming responsible and engaged citizens, and developing a sense of belonging to the school and community. The children were measured before and after training and 3 months later for anxiety, depression, and need satisfaction, including autonomy, competence, and relatedness.

 

They found that in comparison to baseline both groups had significant improvements in competence and significant decreases in anxiety. There were no significant differences between the mindfulness and social skills groups. Because there wasn’t a no-treatment condition present it is not possible to discern if both conditions produced the observed improvements or that they were due to a contaminating factor such as participant of experimenter bias, Hawthorn effects, or simply time-based effects. But mindfulness training has been repeatedly found in highly controlled experiments to reduce anxiety. So, it is likely that the change observed in this study was due to the mindfulness training.

 

This is a very vulnerable group of children and improvements in emotions and feelings of competence are potentially very significant for the improvement of their lives. So, further research is warranted.

 

mindful meditation decreases anxiety and detrimental self-focus, which, in turn, promotes social skills and academic success for students with learning disabilities.” – Kristine Burgess

 

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

 

Malboeuf-Hurtubise C, Taylor G and Mageau GA (2019) Impact of a Mindfulness-Based Intervention on Basic Psychological Need Satisfaction and Internalized Symptoms in Elementary School Students With Severe Learning Disabilities: Results From a Randomized Cluster Trial. Front. Psychol. 10:2715. doi: 10.3389/fpsyg.2019.02715

 

Background: Mindfulness is hypothesized to lead to more realistic appraisals of the three basic psychological needs, which leads people to benefit from high levels of need satisfaction or helps them make the appropriate changes to improve need satisfaction. Mindfulness-based interventions (MBIs) have also shown promise to foster greater basic psychological need satisfaction in students with learning disabilities (LDs).

Objective: The goal of the present study was to evaluate the impact of a MBI on the satisfaction of the basic psychological needs and on internalized symptoms in students with severe LDs. A randomized cluster trial was implemented to compare the progression of need satisfaction, anxiety, and depression symptoms in participants pre- to post-intervention and at follow-up.

Method: Elementary school students with severe LDs (N = 23) in two special education classrooms took part in this study and were randomly attributed to either an experimental or an active control group.

Results: Mixed ANOVAs first showed that the experimental condition did not moderate change over time such that similar effects were observed in the experimental and active control groups. Looking at main effects of time on participants’ scores of autonomy, competence, and relatedness across time, we found a significant within-person effect for the competence need (p = 0.02). Post hoc analyses showed that for both groups, competence scores were significantly higher at post-intervention (p = 0.03) and at follow-up (p = 0.04), when compared to pre-intervention scores. A significant main effect was also found for anxiety levels over time (p = 0.008). Post hoc analyses showed that for both groups, scores were significantly lower at post-intervention (p = 0.01) and at follow-up (p = 0.006), when compared to pre-intervention scores.

Conclusion: Although the MBI seemed useful in increasing the basic psychological need of competence and decreasing anxiety symptoms in students with severe LDs, it was not more useful than the active control intervention that was used in this project. Future studies should verify that MBIs have an added value compared to other types of interventions that can be more easily implemented in school-based settings.

https://www.frontiersin.org/articles/10.3389/fpsyg.2019.02715/full?utm_source=F-AAE&utm_medium=EMLF&utm_campaign=MRK_1184693_69_Psycho_20191217_arts_A

 

Improve Attention Deficit Hyperactivity Disorder (ADHD) Symptoms in Children with Yoga

Improve Attention Deficit Hyperactivity Disorder (ADHD) Symptoms in Children with Yoga

 

By John M. de Castro, Ph.D.

 

research reports that yoga may help relieve attention-deficit hyperactivity disorder (ADHD) in children.” – Elaine Gavalas

 

Attention Deficit Hyperactivity Disorder (ADHD) is most commonly found in children, but for about half it persists into adulthood. It’s estimated that about 5% of the adult population has ADHD. Hence, this is a very large problem that can produce inattention, impulsivity, hyperactivity, and emotional issues, and reduce quality of life. The most common treatment is drugs, like methylphenidate, Ritalin, which helps reducing symptoms in about 30% of the people with ADHD. Unfortunately, the effectiveness of the drugs appears to be markedly reduced after the first year. In addition, the drugs often have troublesome side effects, can be addictive, and can readily be abused. So, drugs, at present, do not appear to be a good solution, only affecting some, only for a short time, and with unwanted side effects.

 

There are indications that mindfulness training may be an effective treatment for ADHD. It makes sense that it should be, as the skills and abilities strengthened by mindfulness training are identical to those that are defective in ADHD,  attentionimpulse controlexecutive functionemotion control, and mood improvement. In addition, unlike drugs, it is a relatively safe intervention that has minimal troublesome side effects. Yoga is both an exercise and a mindfulness practice. This could be particularly attractive for kids with ADHD.

 

In today’s Research News article “Effects of Yoga on Attention, Impulsivity, and Hyperactivity in Preschool-Aged Children with Attention-Deficit Hyperactivity Disorder Symptoms.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5871620/), Cohen and colleagues recruited preschool children (3-5 years of age) who had at least 4 symptoms of Attention Deficit Hyperactivity Disorder (ADHD). They were randomly assigned to either 6 weeks of Yoga practice or a wait-list control condition. Yoga practice consisted of breathing exercises and poses and occurred twice a week at school in a group setting for 30 minutes and on other days at home guided by a DVD. Before and after the intervention and 6 weeks and 3 months later the parents and teachers completed measures of the children’s ADHD symptoms, emotional symptoms, conduct problems, peer problems, hyperactivity/inattention and prosocial behaviors. The children were also directly measured for attention in a computer-based test and for heart rate variability.

 

They found that for children with high Attention Deficit Hyperactivity Disorder (ADHD) symptom scores, yoga practice produced significant reductions in inattention and hyperactivity/inattention ratings by the parents. On the attention task, after the yoga intervention the children had significantly improved attention but also significantly higher distractibility. These findings were maintained at follow-up.

 

The results suggest that yoga practice is particularly beneficial for children who are high in Attention Deficit Hyperactivity Disorder (ADHD) symptoms improving their attentional ability and hyperactivity. These findings require further investigation to look closer at students with lower ADHD scores. But, they suggest that yoga practice may be beneficial in treating ADHD  in preschool children. Intervening this early in development may help to prevent ADHD development and/or prevent its transition into adulthood.

 

So, improve attention deficit hyperactivity disorder (ADHD) symptoms in children with yoga.

 

Pairing a hyperactive child with a quiet, slow form of exercise may sound counterintuitive and even disastrous, but it turns out yoga can be incredibly helpful for children with attention deficit hyperactivity disorder (ADHD).” – Dennis Thompson

 

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

 

Cohen, S., Harvey, D. J., Shields, R. H., Shields, G. S., Rashedi, R. N., Tancredi, D. J., … Schweitzer, J. B. (2018). Effects of Yoga on Attention, Impulsivity, and Hyperactivity in Preschool-Aged Children with Attention-Deficit Hyperactivity Disorder Symptoms. Journal of developmental and behavioral pediatrics : JDBP, 39(3), 200–209. doi:10.1097/DBP.0000000000000552

 

Abstract

Objective

Behavioral therapies are first line treatments for preschoolers with ADHD. Studies support yoga as an intervention for school age children with ADHD; this study evaluated the effects of yoga in preschoolers on parent and teacher rated attention/challenging behaviors; attentional control (KiTAP); and heart rate variability (HRV).

Methods

This randomized waitlist-controlled trial tested a 6-week yoga intervention in preschoolers with ≥ 4 ADHD symptoms on the ADHD Rating Scale-IV Preschool Version. Group 1 (n=12) practiced yoga first; Group 2 (n=11) practiced yoga second. We collected data at four time points: baseline, T1 (6 wk), T2 (12 wk), follow-up (3 mo after T2).

Results

At baseline, there were no significant differences between Group 1 and 2 on any measure. At T1, Group 1 had faster reaction times on the KiTAP Go/No go task (p=.01, 95% CI: −371.1, −59.1, d=−1.7), fewer Distractibility errors of omission (p=.009, 95% CI: −14.2, −2.3, d=−1.5), but more commission errors (p=.02, 95% CI:1.4, 14.8, d=1.3) than Group 2. Children in Group 1 with more severe symptoms at baseline showed improvement at T1 not seen in Group 2 on parent-rated Strengths and Difficulties Questionnaire hyperactivity-inattention (β=−2.1, p=.04, 95% CI: −4.0, −0.1) and inattention on the ADHD Rating Scale (β=−4.4, p=.02, 95% CI: −7.9, −0.9). HRV measures did not differ between groups.

Conclusions

Yoga was associated with modest improvements on an objective measure of attention (KiTAP) and selective improvements on parent ratings. Yoga may be a promising treatment for ADHD symptoms in preschoolers.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5871620/

 

Meditation Practice is Growing Rapidly Among Children and Adolescents

Meditation Practice is Growing Rapidly Among Children and Adolescents

 

By John M. de Castro, Ph.D.

 

“It’s almost as though meditation was designed for kids. They just ‘get it’ – there is this elasticity and freedom in their minds which allows them to be present in the moment and free from any external thoughts or pressures.” – Andy Puddicombe

 

Childhood is a miraculous period during which the child is dynamically absorbing information from every aspect of its environment. This occurs almost without any intervention from the adults as the child appears to be programmed to learn. It is here that behaviors, knowledge, skills, and attitudes are developed that shape the individual. Adolescence is a time of mental, physical, social, and emotional growth. It is during this time that higher levels of thinking, sometimes called executive function, develops.

 

Childhood and adolescence can be difficult times, fraught with challenges. During this time the child transitions to young adulthood; including the development of intellectual, psychological, physical, and social abilities and characteristics. There are so many changes occurring during this time that the child or adolescent can feel overwhelmed and unable to cope with all that is required.

 

Mindfulness training for children and adolescents has been shown to have very positive effects. These include academic, cognitive, psychological, and social domains. Mindfulness training has been shown to improve emotion regulation and to benefit the psychological and emotional health of adolescents. Importantly, mindfulness training with children and adolescents appears to improve the self-conceptimproves attentional ability and reduces stress. These benefits are becoming more widely appreciated and should have led to greater numbers of children and adolescents practicing meditation.

 

In today’s Research News article “Prevalence, patterns, and predictors of meditation use among U.S. children: Results from the National Health Interview Survey.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6502253/), Wang and Gaylord analyzed the data from the 2017 National Health Interview Survey, separating that  obtained from children and adolescents. They recorded meditation use, health records, and health care utilization.

 

They found that 7.4% of the children and adolescents practiced meditation. This was a very large increase from the 1.6% that was found in 2012. 1.0% of the children and adolescents used mantra meditation, 1.6% used mindfulness meditation, 4.0% used spiritual meditation, and 3.0% practiced meditation as part of yoga, tai chi, or qigong. They also found that meditation was more likely to be used by youths whose parent completed some college, had headaches, depression, or a respiratory allergy, and who lived in the western U.S. Children or adolescents who had medical conditions were more likely to use mindfulness meditation. Surprisingly, neither age, gender, race, nor socioeconomic status was associated with different frequencies of meditation use.

 

These results are interesting and document the tremendous increase in the acceptability and utilization of meditation practice by children and adolescents over the last 5 years. This has probably occurred due to the increased recognition of the benefits of mindfulness practices for the physical and psychological health of children and adolescents and it’s increased practice in schools. It will be interesting to see if this trend continues over the next 5 years.

 

“Our kids’ brains are tired, and children of all ages really need opportunities where they can take time out each day “unplugged” to relax and focus. Meditation offers this break and helps kids function more effectively and clearly.” – Healthy Children

 

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

 

Wang, C., Li, K., & Gaylord, S. (2019). Prevalence, patterns, and predictors of meditation use among U.S. children: Results from the National Health Interview Survey. Complementary therapies in medicine, 43, 271–276. doi:10.1016/j.ctim.2019.02.004

 

Abstract

Objectives:

The purpose of the study is to examine the characteristics of various types of meditation use (i.e., mantra, mindful, and spiritual meditation) among U.S. children.

Methods:

Using 2017 National Health Interview Survey, we examined the prevalence, patterns, and potential predictors of meditation use among U.S. children aged 4 to 17 years. Descriptive statistics, Wald F chi-square test, and multivariable logistic regression were used for data analysis (n = 6925).

Results:

Overall meditation use has increased substantially from 1.6% in 2012 to 7.4% in 2017 among children in the US. Children with chronic medical conditions were more likely to use mindful meditation (Adjusted Odds Ratio (AOR) = 1.9–3.6, 95% CI [1.0–7.4]). Regularly taking prescription medication had an inverse relation with mantra meditation use (AOR = 0.4, 95% CI [0.2–0.9]). Children with delayed medical care due to access difficulties were more likely to use spiritual meditation, compared to those who did not (AOR = 1.7, 95% CI [1.1–2.6]).

Conclusions:

Meditation use has rapidly increased among U.S. children within the past few years. Future studies should explore the underlying reasons for this increase and its potential benefits for pediatric meditators.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6502253/

 

Improve Psychological Need Satisfaction in School Students with Mindfulness

Improve Psychological Need Satisfaction in School Students with Mindfulness

 

By John M. de Castro, Ph.D.

 

mindfulness does much more than just create a positive classroom culture. Some of the purported benefits of mindfulness include decreasing stress and anxiety, improving self-esteem and self-regulation, and increasing calm.” – Lily Jones

 

Adolescence is a time of mental, physical, social, and emotional growth. But adolescence can be a difficult time, fraught with challenges. During this time the child transitions to young adulthood; including the development of intellectual, psychological, physical, and social abilities and characteristics. There are so many changes occurring during this time that the child can feel overwhelmed and unable to cope with all that is required. Indeed, up to a quarter of adolescents suffer from depression or anxiety disorders, and an even larger proportion struggle with subclinical symptoms. The stresses can create difficulties in satisfying the adolescent’s needs and create frustration with the lack of need satisfaction.

 

Mindfulness training has been shown in adolescents to improve emotion regulation and to benefit the psychological and emotional health. Autonomy-supportive teaching involves taking students’ perspectives, offering choices to students, and providing rationales to decision making. This type of teaching may help adolescents to make better decisions and be better able to satisfy their needs. So, it would make sense to study the relationships of mindfulness and autonomy-supportive teaching on need satisfaction and frustration in adolescents.

 

In today’s Research News article “Autonomy-Supportive Teaching and Basic Psychological Need Satisfaction among School Students: The Role of Mindfulness. International journal of environmental research and public health.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6679142/), Li and colleagues recruited Chinese secondary school children (grades 7-12) and had them complete a questionnaire. They answered questions as to the autonomy-supportiveness of their Physical Education teacher, their need satisfaction, need frustration, and mindfulness.

 

They found that the higher the levels of autonomy-supportive teaching the higher the levels of mindfulness and need satisfaction and the lower the levels of need frustration. In addition, they found that the higher the levels of mindfulness the higher the levels of need satisfaction and the lower the levels of need frustration. Multiple regression analysis revealed that the relationship of autonomy-supportive teaching with higher need satisfaction and lower need frustration was greater with greater levels of mindfulness. A path analysis revealed the mindfulness was related to higher need satisfaction and lower need frustration both directly and indirectly by being associated with higher levels of autonomy-supportive teaching.

 

It should be kept in mind that the study was correlational and as such causation cannot be determined. Regardless, the study suggests that a teaching strategy of encouraging autonomy and decision making may enhance mindfulness and in turn improve ability to satisfy needs and decrease frustration. That mindfulness may enhance the influence of autonomy-supportive teaching makes sense as the development of mindfulness may provide a more accurate and non-judgmental awareness of the current environment allowing autonomous decision making to be better tailored to the current state of affairs and thereby be more effective.

 

So, improve psychological need satisfaction in school students with mindfulness.

 

“Students who received the mindfulness training reported that their stress levels went down after the training, while the students in the control group did not. Students in the mindfulness training group also reported fewer negative feelings, such as sadness or anger, after the training.” – Science Daily

 

CMCS – Center for Mindfulness and Contemplative Studies

 

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

 

Study Summary

 

Li, C., Kee, Y. H., Kong, L. C., Zou, L., Ng, K. L., & Li, H. (2019). Autonomy-Supportive Teaching and Basic Psychological Need Satisfaction among School Students: The Role of Mindfulness. International journal of environmental research and public health, 16(14), 2599. doi:10.3390/ijerph16142599

 

Abstract

Grounded in self-determination theory, the purpose of this study was to investigate the relationships between autonomy-supportive teaching, mindfulness, and basic psychological need satisfaction/frustration. Secondary school students (n = 390, Mage = 15) responded to a survey form measuring psychological constructs pertaining to the research purpose. A series of multiple regression analysis showed that autonomy-supportive teaching and mindfulness positively predicted need satisfaction and negatively predicted need frustration. In addition, the associations between autonomy-supportive teaching and need satisfaction/frustration were moderated by mindfulness. Students higher in mindfulness were more likely to feel need satisfaction and less likely to experience need frustration, even in a low autonomy-supportive teaching environment. These results speak to the relevance of creating autonomy-supportive teaching environments and highlight mindfulness as a potential pathway to basic psychological need satisfaction in educational settings.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6679142/