Mind-body Skills Research Articles

The impact of a virtual mind-body program on symptoms of depression and anxiety among international English-speaking adults with neurofibromatosis.

The neurofibromatoses (NFs) are a set of incurable genetic disorders that predispose individuals to nervous system tumors. Although many patients experience anxiety and depression, there is little research on psychosocial interventions in this population. The present study examined the effects of a mind-body intervention on depression and anxiety in adults with NF. This is a secondary analysis of the Relaxation Response Resiliency Program for NF (3RP-NF), an 8-week virtual group intervention that teaches mind-body skills (e.g., relaxation, mindfulness) to improve quality of life. Participants were randomized to 3RP-NF or the Health Enhancement Program for NF (HEP-NF) consisting of health informational sessions and discussion. We evaluated depression (PHQ-9) and anxiety (GAD-7) at posttreatment, 6 months, and 12 months. Both groups improved in depression and anxiety between baseline and posttest, 6 months, and 12 months. The 3RP-NF group showed greater improvements in depression scores from baseline to 6 months compared with HEP-NF and with lower rates of clinically significant depressive symptoms. There were no between-group differences for anxiety. Both interventions reduced distress and anxiety symptoms for individuals with NF. The 3RP-NF group may be better at sustaining these improvements. Given the rare nature of NF, group connection may facilitate reduced distress.

Adolescent Perspectives on a School-Based Mind-Body Intervention

Background Poor mental health among adolescents increased over the last decade prompting recommendations for school-based primary prevention programs that promote mental health. Mind-body modalities offer an evidence-based approach to support well-being, however few studies have evaluated the adolescent experience of participating in these groups. Objective To engage high school students in a mind-body skills group (MBSG) to assess acceptability in an afterschool setting, learn about the adolescent experience of participating in a MBSG, and get recommendations to enhance program acceptability. To collect preliminary data on mindfulness, social support, emotional regulation, and quality of life. Methods Ten high school students participated in an afterschool MBSG. A focus group was conducted 1-week post-intervention. Surveys were administered at baseline, 1-week post-intervention (T1), and 10-weeks post-intervention (T2). The research team used qualitative thematic analysis with inductive and thematic coding. Descriptive statistics of survey scores were calculated, but the study was not powered to detect statistical significance. Results Participants deemed the group to be acceptable. They valued the sense of community derived from the group and enjoyed learning a variety of mind-body skills. Participants recommended adaptations to build connections sooner within the group, offer more interactive experiences with mind-body skills, and prioritize social, emotional, and physical comfort. Mindfulness, emotional regulation, and quality of life scores increased from baseline to T1. All survey scores improved from baseline to T2. Conclusion This study offers insights into the adolescent experience and recommendations for program adaptations for a MBSG in an afterschool setting. Understanding the adolescent perspective is essential for the development of an acceptable MBSG, which has implications for program implementation, utilization, and effectiveness.

Effect of Mind-Body Skills Training on Quality of Life for Geographically Diverse Adults With Neurofibromatosis

Neurofibromatoses (NF; NF1, NF2, and schwannomatosis) are hereditary tumor predisposition syndromes with a risk for poor quality of life (QOL) and no evidence-based treatments. To compare a mind-body skills training program, the Relaxation Response Resiliency Program for NF (3RP-NF), with a health education program (Health Enhancement Program for NF; HEP-NF) for improvement of quality of life among adults with NF. This single-blind, remote randomized clinical trial randomly assigned 228 English-speaking adults with NF from around the world on a 1:1 basis, stratified by NF type, between October 1, 2017, and January 31, 2021, with the last follow-up February 28, 2022. Eight 90-minute group virtual sessions of 3RP-NF or HEP-NF. Outcomes were collected at baseline, after treatment, and at 6-month and 1-year follow-up. The primary outcomes were physical health and psychological domain scores of the World Health Organization Quality of Life Brief Version (WHOQOL-BREF). Secondary outcomes were the social relationships and environment domain scores of the WHOQOL-BREF. Scores are reported as transformed domain scores (range, 0-100, with higher scores indicating higher QOL). Analysis was performed on an intention-to-treat basis. Of 371 participants who underwent screening, 228 were randomized (mean [SD] age, 42.7 [14.5] years; 170 women [75%]), and 217 attended 6 or more of 8 sessions and provided posttest data. Participants in both programs improved from baseline to after treatment in primary outcomes of physical health QOL score (3RP-NF, 5.1; 95% CI, 3.2-7.0; P < .001; HEP-NF, 6.4; 95% CI, 4.6-8.3; P < .001) and psychological QOL score (3RP-NF, 8.5; 95% CI, 6.4-10.7; P < .001; HEP-NF, 9.2; 95% CI, 7.1-11.2; P < .001). Participants in the 3RP-NF group showed sustained improvements after treatment to 12 months; posttreatment improvements for the HEP-NF group diminished (between-group difference for physical health QOL score, 4.9; 95% CI, 2.1-7.7; P = .001; effect size [ES] = 0.3; and psychological QOL score, 3.7; 95% CI, 0.2-7.6; P = .06; ES = 0.2). Results were similar for secondary outcomes of social relationships and environmental QOL. There were significant between-group differences from baseline to 12 months in favor of the 3RP-NF for physical health QOL score (3.6; 95% CI, 0.5-6.6; P = .02; ES = 0.2), social relationships QOL score (6.9; 95% CI, 1.2-12.7; P = .02; ES = 0.3), and environmental QOL score (3.5; 95% CI, 0.4-6.5; P = .02; ES = 0.2). In this randomized clinical trial of 3RP-NF vs HEP-NF, benefits from 3RP-NF and HEP-NF were comparable after treatment, but at 12 months from baseline, 3RP-NF was superior to HEP-NF on all primary and secondary outcomes. Results support the implementation of 3RP-NF in routine care. ClinicalTrials.gov Identifier: NCT03406208.

Mindfulness Has Parallels to Indigenous Cultural Practices

Mindfulness Has Parallels to Indigenous Cultural Practices

Mind-body skills groups for treatment of war-traumatized veterans: A randomized controlled study.

This study evaluated the effects of a mind-body skills group (MBSG) intervention on posttraumatic stress disorder (PTSD) symptoms. Veterans (n = 108; mean age = 55.97 [SD = 11.72]; 96% male) at a PTSD specialty clinic in the Veterans Affairs Health Care System were randomized to a 10-week MBSG program or standard treatment. PTSD was the primary outcome measure. Secondary outcomes included anger, sleep, depression, anxiety, posttraumatic growth, and health-related quality of life. MBSG participants had significantly greater improvement in the total PTSD score after 10 weeks compared to the standard treatment group. Hyperarousal and avoidance scores significantly improved at 10 weeks and improvements in the hyperarousal symptoms were maintained at 2-month follow-up. MBSG participants also had significant decreases in anger and sleep disturbance. There were no significant differences in the other secondary outcomes. This MBSG intervention offers promise in helping Veterans with PTSD and its related symptoms. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

744 Integrative Nursing framework in Burn ICU

IntroductionPatient and staff experiences are enhanced through a holistic and relationship-based approach of care. An integrative nursing (IN) framework was created utilizing various therapeutic modalities to augment healing for patients. Additionally, staff RNs were encouraged to utilize some IN modalities to aid in their own well-being. In 2019, the Burn ICU (BICU) was selected as one of five pilot units in the hospital to implement the IN framework. Post-implementation, staff were surveyed on their attitudes regarding the IN framework.MethodsThe IN framework was created utilizing the IN principles and hospital policies. Two selected RN champions promoted this framework for staff and patients. In the BICU, over 95% of the RNs completed all five IN training modules: IN in Action, Acupressure, Clinical Massage, Aromatherapy, and Mind-Body skills. BICU was stocked with supplies, not limited to aromatherapy products, breathing ball, and massager chair. Additional resources were added including virtual reality (VR) and spiritual care. RNs documented interventions for pain/stress, anxiety/sleep, and nausea in the patient record. Post implementation, a self-report survey by RNs was utilized evaluated the IN framework.ResultsA total of 27 surveys were collected from 29 available RNs. Aromatherapy, VR, therapeutic touch were the most utilized patient modalities, while staff mostly utilized the massage chair, aromatherapy, and deep tissue massager. Lack of time and personal discomfort were the highest reported barriers to utilization of the IN modalities.ConclusionsCreating and implementing an IN framework is achievable and can assist with improving patient and staff experiences in the hospital. Most staff and patients who utilized IN tools believed it provided benefits. Addition of IN modalities is the next step in providing patients with holistic care that treats not only the physical wounds but the whole patient.

Do adolescents consider mind-body skills groups an acceptable treatment for depression: results from a pilot study

BackgroundMind-Body Skills Groups (MBSGs) have shown promise in reducing adolescent depression symptoms; however, little is known about adolescents’ perspectives on this treatment. The objective of this study was to understand the acceptability of a new treatment for depressed adolescents in primary care settings.MethodsAdolescents participating in a 10-week MBSG treatment were interviewed to understand their perspectives on the acceptability and effectiveness of the treatment. Interviews were collected at post-intervention and at a 3-month follow-up visit.ResultsA total of 39 adolescents completed both the post-intervention and 3-month follow-up interview. At post-intervention and follow-up, 84% of adolescents stated the MBSGs helped them. When asked how the MBSGs helped them, 3 areas were identified: learning new MBSG activities and skills, social connection with others within the group, and outcomes related to the group. Many adolescents reported no concerns with the MBSGs (49% at post- intervention; 62% at follow-up). Those with concerns identified certain activities as not being useful, wanting the group to be longer, and the time of group (after school) being inconvenient. Most adolescents reported that their life had changed because of the group (72% at post-intervention; 61% at follow-up), and when asked how, common responses included feeling less isolated and more hopeful.ConclusionsAdolescents found the MBSGs to be helpful and acceptable as a treatment option for depression in primary care. Given the strong emphasis on treatment preference autonomy and the social activities within the group, MBSGs appear well-suited for this age group.Trial registrationNCT03363750; December 6th, 2017.

A qualitative investigation of activity measurement and change following a mind-body activity program for chronic pain

Increasing activity is important yet challenging among people with chronic pain. Objective assessment of activity using accelerometers (i.e., ActiGraph) has gained popularity, but reactivity to assessment and non-adherence to wearing the ActiGraph may bias data. We explored: 1) experiences of wearing the ActiGraph to identify ways to increase adherence and facilitate accurate assessment of activity; and 2) barriers and facilitators to increasing activity following two mind-body activity programs to optimize future interventions. We conducted semi-structured exit interviews with 13 participants with heterogenous chronic pain who completed a randomized controlled trial of two mind-body activity programs. We analyzed transcripts using a framework approach to generate themes. Participants indicated that receiving reminders increased ActiGraph wear adherence and reported that program skills such as gratitude, pacing, mindfulness, and deep breathing were facilitators to increasing activity, while medical problems were barriers. Interventions aiming to increase activity may benefit from emphasizing mind-body skills and sending ActiGraph wear reminders.

Transforming Trauma With Lifestyle Medicine.

A common misconception is that trauma-"injury" to the mind, body, and spirit-comes only to those individuals who have experienced threats of death, sexual violence, or serious injury. The SARS-CoV-2 (COVID-19) and the widespread disruption, anxiety, and stress it has left in its wake have shown us that this is not the case; trauma is universal. Left unaddressed, trauma can have long-term physical and psychological consequences. It appears that the consequences of trauma can also be transmitted from generation to generation through modifications in the DNA of the exposed individual that alter the function of one or more genes. Meditation and other practical, evidence-based mind-body skills can reverse what has been damaged by traumatic events and long-term stress. The Center for Mind-Body Medicine (CMBM), established in 1991, has developed a comprehensive, innovative, and evidence-based model that has been used by diverse populations to heal psychological trauma and promote resilience. Comprehensive, easily available programs of self-care and group support, such as The CMBM's Mind-Body Skills Group Model, can ensure that children and adults everywhere have the psychological skills they need to address the trauma of the COVID-19 pandemic.

Getting Active Mindfully: Rationale and Case Illustration of a Group Mind-body and Activity Program for Chronic Pain.

Chronic pain is associated with substantial decreases in physical and emotional health. Psychosocial and physical restoration interventions, although potentially helpful, typically show small-to-moderate improvementsthat are limited to the short term, and often exhibit problematic adherence. Here, we present GetActive-Fitbit, a novel 10-week group program that integrates mind-body skills, pain coping and gradual increases in activity reinforced by a commercially available digital monitoring device (Fitbit). We illustrate the program among a group of 4 adults with heterogeneous chronic pain. We also highlight pre to post-program improvements in physical function (objective, performance-based and self-report), emotional function (depression and anxiety) and other relevant outcomes targeted by the program (e.g., pain intensity, catastrophizing, mindfulness, coping, kinesiophobia, emotional support, social isolation, pain resilience, program satisfaction and impression of change). Group participants' experiences suggest that GetActive-Fitbit is credible, useful, and shows potential to improve physical and emotional function among this challenging population.Clinical trial number: NCT03412916.

Live Video Adaptations to a Mind-Body Activity Program for Chronic Pain and Cognitive Decline: Protocol for the Virtual Active Brains Study.

BackgroundChronic pain (CP) and cognitive decline (CD) are costly, challenging to treat, prevalent among older adults, and worsen each other over time. We are iteratively developing Active Brains-Fitbit (AB-F), a live video program for older adults with CP and CD that teaches mind-body skills and gradual increases in step count. AB-F has demonstrated feasibility; acceptability; and signs of improvement in emotional, physical, and cognitive functions when delivered in person to older adults.ObjectiveWe are conducting a feasibility randomized controlled trial (RCT) of AB-F versus a time- and dose-matched educational control (health enhancement program [HEP]) in older adults with CP and CD. Here, we describe virtual adaptions to our study protocol, manualized treatments, evaluation plan, and study design in response to feedback from former participants and COVID-19. We will evaluate the feasibility benchmarks and the potential of AB-F to improve physical, emotional, and cognitive functions.MethodsThis is a single-blind pilot RCT. Participants are randomized to AB-F or HEP. Patients are recruited through pain clinic referrals, institutional registries, and flyers. Interested participants are screened for eligibility via telephone and provide electronic informed consent. After randomization, participants are mailed all study documents, including their treatment manual, an ActiGraph accelerometer, and a Fitbit (separate envelope for AB-F only). Both conditions are manualized and delivered over 8 weekly sessions via Zoom. Participants complete self-report and performance-based (6-min walk test and Montreal Cognitive Assessment) outcome measures via Zoom at baseline and post intervention. Primary outcomes are a priori set feasibility (recruitment, quantitative measures, and adherence), acceptability, credibility, expectancy, and satisfaction benchmarks. Secondary outcomes are physical, cognitive, and emotional functions as well as intervention targets (social function, pain intensity, pain-specific coping, and mindfulness).ResultsThe trial is ongoing. We have recruited 21 participants (10 AB-F and 11 HEP) across 2 rounds. Only 2 participants have withdrawn (1 before baseline and 1 before the first session). All 19 remaining participants have completed the baseline assessment. In the first round, attendance is high (11 out of 12 participants completed all 4 sessions so far), and AB-F participants are adherent to their Fitbit and step goals (5 out of 6 participants).ConclusionsPreliminary findings are promising for the feasibility of our completely virtual AB-F intervention. However, these findings need to be confirmed at the trial conclusion. This study will answer important questions about the feasibility of delivering a completely virtual mind-body activity program to older adults with comorbid CP and CD, which, to our knowledge, is unprecedented. Details on integrating multiple digital platforms for virtual assessments and intervention delivery will inform treatment development for older adults and those with comorbid CP and CD, which is crucial during the COVID-19 pandemic.Trial RegistrationClinicalTrials.gov NCT04044183; https://clinicaltrials.gov/ct2/show/NCT04044183International Registered Report Identifier (IRRID)DERR1-10.2196/25351

Acceptability of a Virtual Mind-Body Intervention for Parents of Children With Autism or Learning Disabilities.

ObjectiveParents of children with learning/attentional disabilities (LAD) and autism spectrum disorder (ASD) are at elevated risk for chronic stress. Types of stress and treatment needs differ between these parent groups. We adapted our evidence-based mind–body intervention (SMART-3RP) for parents of children with LAD and ASD, delivered via videoconferencing. Preliminary results from our two wait-list randomized pilot trials suggest the programs were feasible and efficacious. To gain an in-depth understanding of acceptability, the purpose of this secondary analysis from the RCTs is to (1) explore feedback regarding the virtual SMART-3RP and (2) compare feedback across LAD and ASD parents.MethodsParticipants were randomized to immediate or delayed SMART-3RP (separate groups for LAD and ASD) and completed a feedback questionnaire post-intervention (N = 33 LAD, N = 37 ASD; 93% female, 93% white, Mage = 45.52, SD = 6.50).ResultsParticipants reported the intervention had the right number of sessions (69%), session duration (83%), and amount of structure (83%). They felt comfortable during sessions (89%) and found mind–body skills helpful (89%). There were no significant differences between parent groups other than a trend for more ASD parents reporting sessions were too long (22% ASD vs. 6% LAD, X2 = 5.67, p =0.06). Qualitative themes were similar across parents and included that video delivery had some technical challenges but enabled participation; group support and mind–body skills were helpful; and further SMART-3RP sessions or therapy is needed.ConclusionLAD and ASD parents found a synchronous video-based mind–body resiliency program acceptable. Technology limitations notwithstanding, online delivery was very satisfactory and overcame obstacles to participation.

Supplemental Material for Mind-Body Skills Groups for Treatment of War-Traumatized Veterans: A Randomized Controlled Study

Supplemental Material for Mind-Body Skills Groups for Treatment of War-Traumatized Veterans: A Randomized Controlled Study

Impact of a University-Wide Interdisciplinary Mind-Body Skills Program on Student Mental and Emotional Well-Being.

BackgroundPositive effects of mind-body skills programs on participant well-being have been reported in health professions students. The success seen with medical students at this university led to great interest in expanding the mind-body skills program so students in other disciplines could benefit from the program.ObjectiveThe purpose of this study was to assess the effects of a 9-week mind-body skills program on the mental and emotional well-being of multidisciplinary students compared to controls. We also sought to determine if the program’s effects were sustained at 1-year follow-up.MethodsA cross-sectional pre-post survey was administered online via SurveyMonkey to participants of a 9-week mind-body skills program and a control group of students from 7 colleges at a public university from 2017–2019. Students were assessed on validated measures of stress, positive/negative affect, resilience, depression, anxiety, fatigue, sleep disturbance, mindfulness, empathy, and burnout. Scores were analyzed between-groups and within-groups using bivariate and multivariate analyses. A 1-year follow-up was completed on a subset of participants and controls.Results279 participants and 247 controls completed the pre-survey and post-survey (79% response rate; 71% female, 68% white, mean age = 25 years). Participants showed significant decreases in stress, negative affect, depression, anxiety, sleep disturbance, and burnout, while positive affect, resilience, mindfulness, and empathy increased significantly (P < .05). Only sleep disturbance showed a significant decrease in the control group. Follow-up in a subset of participants showed that only mindfulness remained elevated at 1-year (P < .05), whereas the significant changes in other well-being measures were not sustained.ConclusionParticipation in a 9-week mind-body skills program led to significant improvement in indicators of well-being in multidisciplinary students. A pilot 1-year follow-up suggests that effects are only sustained for mindfulness, but not other parameters. Future programming should focus on implementing mind-body skills booster sessions to help sustain the well-being benefits.

Responding to COVID-19 Stress: Disseminating Mind-Body Resiliency Approaches.

The COVID-19 pandemic has resulted in unprecedented stress and uncertainty, particularly among vulnerable populations such as healthcare workers who are facing a multitude of current and looming economic and psychosocial stressors. As clinician-scientists delivering mind-body interventions in our hospital, we suggest applying evidence-based mind-body techniques that promote resiliency and adaptive coping during these difficult times. Interventions that package a variety of mind-body skills into one cohesive program, such as the Stress Management and Resiliency Training – Relaxation Response Resiliency Program (SMART-3RP), offer promise for meeting the variety of stress management needs (e.g., health concerns, isolation) present during the COVID-19 pandemic. From our work with frontline healthcare clinicians and other caregiver populations, we offer recommendations for adapting the delivery, modality, and content of mind-body practices during the COVID-19 pandemic and suggest key skills for promoting resiliency and buffering against the future stressors that lie ahead for everyone.

Mindful Mentors: Is a Longitudinal Mind-Body Skills Training Pilot Program Feasible for Pediatric Cardiology Staff?

Stress and burnout among medical professionals are common and costly, placing professionals, organizations, and patients at risk. To determine feasibility and acceptability of a longitudinal mind-body skills training initiative to help staff decrease stress and burnout, improve well-being, and empower them to utilize basic mindfulness methods with coworkers, patients, and families. Prospective cohort, mixed methods approach. Nurses, doctors, technicians, social workers, child life specialists were eligible to participate. The 12-month curriculum consisted of 16 hours of intensive education/practice over 2 days, with training in mindfulness skills, self-compassion, nonviolent communication, overcoming barriers to practice, and mindful listening/speaking, followed by monthly 1 hour booster/debriefing sessions. A total of 37 staff participated (RN = 18, MD = 5, Technician = 6, Social Worker = 3, Child life = 3, others = 2) in the initial training, and 24 (65%) completed the 3- and 12-month follow-up surveys. Compared with pretraining scores, there were significant improvements 3 to 12 months after the initial training in stress (P < .0001), distress (P ≤ .04), anxiety (P = .01), self-efficacy in providing non-drug therapies (P < .0001), mindfulness (P = .002), burnout (P < .0001), and confidence in providing compassionate care (P < .0001). In addition, 25 (67%) participants initiated projects incorporating what they learned into staff/patient wellness activities. This longitudinal pilot program was feasible and was associated with improvements in measures of psychological well-being over the 12-month intervention. The innovative approach of training participants to teach basic techniques to coworkers and other staff can increase the impact of this program beyond any individual participant. Future research will investigate the aspects of implementation and potential effects on patient care and experience.

Skills-Based Psychotherapy Training for Inpatient Psychiatry Residents: a Needs Assessment and Evaluation of a Pilot Curriculum.

The study's objectives were to assess the psychotherapy interests and needs of psychiatry residents, to develop a psychotherapy didactic curriculum for psychiatry residents on the inpatient service, and to evaluate residents' self-reported understanding and confidence with skills-based interventions. Psychiatry residents within a major metro region in the Northeast were asked if they would voluntarily participate in a survey to assess their interest and skills. Based on the results of this survey, the authors devised an 8-week course for seventeen residents on the inpatient unit. Topics included general cognitive behavioral therapy (CBT), sleep hygiene, behavioral activation, dialectical behavioral therapy (DBT), mind-body skills, and motivational interviewing. Residents completed post-course questionnaires on comprehension and confidence in providing psychotherapy skills using 5-point Likert scales. Participants (N = 39) reported a strong interest in learning psychotherapy and in education focused on inpatient skills-based interventions. At the end of the course, 12/17 (70.6%) participants provided feedback to indicate that 9/12 (75%) respondents experienced increased confidence in therapy skills, 10/12 (83.3%) reported a basic understanding of skills-based psychotherapy, and 10/12 (83.4%) believed they could teach at least one new technique. Psychiatry residents in this study overwhelmingly requested additional training focused on skills relevant to inpatient service, and the curriculum the authors developed led to a subjective self-reported understanding of and confidence in providing these psychotherapy skills on the inpatient unit. These very preliminary results suggest that provision of increased skills-based psychotherapy training for inpatient psychiatry residents is important and beneficial within resident education.

Physician Well-being.

1. Paria M. Wilson, MD, MEd* 2. Maneesh Batra, MD, MPH† 3. Kathi J. Kemper, MD, MPH‡ 4. John D. Mahan, MD‡,§ 5. Betty B. Staples, MD¶ 6. Janet R. Serwint, MD** 1. *Division of Emergency Medicine, Children’s Hospital of Pittsburgh of University of Pittsburgh Medical Center, Pittsburgh, PA 2. †Department of Pediatrics, Division of Neonatology, Seattle Children’s Hospital and the University of Washington, Seattle, WA 3. ‡The Ohio State University, Columbus, OH 4. §Department of Pediatrics, Division of Nephrology, Nationwide Children’s Hospital and The Ohio State University, Columbus, OH 5. ¶Department of Pediatrics, Duke University Medical Center, Durham, NC 6. **Department of Pediatrics, Johns Hopkins University School of Medicine, Baltimore, MD * Abbreviations: EHR: : electronic health record OR: : odds ratio SMART: : Stress Management and Resiliency Training > Every once in a while in Pediatrics in Review , Editors-in-Chief Bob Haggerty and Larry Nazarian would advise readers to care for themselves. They offered commentaries on such subjects as how to transition to retirement or part-time practice, taking time to reflect on the joy of pediatrics, and stepping out of the office to partake in community events. In the spirit of Dr Haggerty’s and Dr Nazarian’s hope that readers take care of themselves, Pediatrics in Review offers the following review. > > —JZ Clinicians and trainee physicians should be aware of the components of wellness and how to foster them in their daily practice. Interventions have been aimed at the individual and organizational levels. After …

Integrating Mind Body Skills and Physical Activity in Older Adults With Mild Cognitive Impairment (MCI) and Chronic Pain

Integrating Mind Body Skills and Physical Activity in Older Adults With Mild Cognitive Impairment (MCI) and Chronic Pain

Mind-Body Group for Teacher Stress: A Trauma-Informed Intervention Program

ABSTRACTThe issue of teacher stress is prominent and pervasive in today’s educational climate. Teacher stress stems from multiple sources, and one more recently articulated source for teacher stress includes trauma-related stress. Teachers experience trauma-related stress when working with students who have experienced traumatic histories. Given the fact that trauma is a pervasive issue in today’s school systems, a significant number of teachers are experiencing trauma-related stress. Teachers experiencing trauma-related stress are left vulnerable to developing myriad significant issues, including vicarious traumatization and compassion fatigue. The purpose of this article is to showcase the development, implementation, preliminary evaluation, and future directions of the Mind-Body Group for Teacher Stress (MBGTS), a group intervention program specifically designed to serve as a resource for teachers experiencing trauma-related stress. MBGTS incorporates both psychoeducation around trauma, as well as various mind-body skills teachers can use to cope with trauma-related stress. This practice article highlights MBGTS within its pilot implementation; overall, the program demonstrated promise, as it was well received and positively evaluated by its participating teachers.