Mindfulness Sessions Research Articles

The Effectiveness of Mindfulness Treatment on Emotional Self-Regulation and its Components in Patients Suffering from Bipolar Depression

Background: Bipolar disorder is associated with chronic symptoms that impair cognitive abilities and executive functions. Objectives: The aim of this study was to investigate the effectiveness of a mindfulness intervention on elements of emotional self-regulation in patients with bipolar disorder. Methods: This research utilized a quasi-experimental design with pre-test and post-test assessments. The study population included patients with bipolar disorder who were referred to the rehabilitation and treatment center for chronic mental patients in Hayat from 2021 to 2022. A total of 30 participants were randomly selected and divided into two groups: an experimental group (15 participants) and a control group (15 participants). The experimental group underwent 8 sessions of mindfulness training, while the control group did not receive any intervention. The Emotional Self-Regulation Questionnaire (SRI-25) was administered for evaluation. Data analysis was conducted using multivariate analysis of covariance (MANOVA) in SPSS version 16. Results: The results of covariance analysis showed a statistically significant difference between the mean scores of the experimental and control groups in the components of emotional self-regulation after mindfulness training (P < 0.05). Thus, the experimental group demonstrated a significant increase in emotional regulation component scores compared to the control group after the eight mindfulness sessions (P < 0.05). Conclusions: Given the effectiveness of mindfulness training in enhancing the dimensions of emotional regulation, health practitioners are encouraged to use such interventions to improve emotional self-regulation in patients suffering from bipolar disorder.

An investigation into how mindfulness practice might improve listening comprehension of English learners in Viet Nam

This study investigated the effect of short mindfulness exercises on the listening comprehension of Vietnamese students learning English. Research participants (N = 190) were randomly divided into two groups: the experimental group who received three five-minute mindfulness sessions before listening tests and the control group who received the mindfulness intervention only before the last listening test. The results showed a significant interaction effect between the group variable and test scores, indicating that mindfulness meditation can enhance listening comprehension of the experimental compared to the control group. These findings align with previous studies on the positive effects of mindfulness on listening comprehension of foreign language learners. This study suggests that mindfulness may be a valuable tool not only in education in general but also in language learning and teaching.

A pilot project to explore the mental health and wellbeing among cardiothoracic staff and the impact of virtual reality guided mindfulness

BackgroundThe Cardio-Thoracic (CT) professional group experienced a significant increase in stress and workload during and after the COVID-19 pandemic. The Society for Cardiothoracic Surgery (SCTS) in Great Britain and Ireland with the aim of endorsing positive change. Aim of this project was to understand the Mental Health (MH) and wellbeing status of the CT professionals and to explore Virtual Reality Mindfulness as an intervention to improve MH and wellbeing.MethodsIn February 2022, the SCTS created a Mental Health and Wellbeing Working Group to identify the problem and find solutions. This exploratory project was carried out in two stages. Stage one was an online survey conducted in March 2022 and stage two was a Virtual Reality (VR) mindfulness workshop in March 2023, using the Rescape™ VR mindfulness tool.ResultsStage one: An online QR code survey was sent out to 150 members with 129 (86%) completed responses. 92% expressed that SCTS should create awareness about mental health and wellbeing. 99% said that they should be allowed to speak up and create interventions for members to access, support and relax. Three main themes identified about why CT staff do not discuss their Mental Health problems were fear of lack of awareness (72%), lack of confidentiality (60%) and impact on career (60%). Stage two: 88 members attended the VR session of which 76 (86%) completed the anonymous questionnaire. 97% reported usage was a pleasurable experience, 91% felt more relaxed, 82% felt less stressed, 90% felt calmer and 89% had their mood enhanced.ConclusionOur study findings indicate that CT staff experience considerable effects on their mental health and wellbeing. However, there is a hesitancy to recognise and seek assistance due to concerns about confidentiality and career repercussions. The virtual reality mindfulness session served as a beneficial supplement, with a positive impact in this pilot cohort.

The effect of MBCT mindfulness-based cognitive therapy techniques on increasing hope in cancer patients undergoing radiotherapy

The present study was conducted to investigate the effect of mindfulness techniques on increasing hope in cancer patients undergoing radiotherapy. For this purpose, 30 cancer patients in two control and experimental groups were available by sampling. This research method was semi-experimental, and in this regard, Freiberg (2001) and Snyder (1991) hope test questionnaires were used to collect data. The subjects of the experimental group participated in 8 sessions of 35 minutes of individual psychological therapy of mindfulness. The Freiberg test was performed in the experimental group to mentally prepare the patients for the research before the mindfulness sessions. Also, the subjects responded to Snyder's hope questionnaire as a pre-test and post-test. For data analysis, mean difference and analysis of covariance test (ANCOVA) were used in SPSS software version 22. The findings showed that mindfulness techniques have a positive effect on increasing hope in cancer patients. These findings can provide a new platform for optimal psychological interventions along with medical treatments, to help cancer patients undergoing treatment.

The Effect of Mindfulness Meditation on Nursing Students’ Stress and Anxiety Levels

Nursing students often face significant stress and anxiety, impacting their cognitive function, academic performance, and clinical skills. Effective interventions to support their mental health are needed. This study investigates the effect of an eight-week mindfulness meditation course on stress and anxiety levels of nursing students during clinical placements. Conducted from February to May 2024 at nursing schools in Surakarta, Indonesia, the quasi-experimental study included 35 students who attended weekly 50-minute mindfulness sessions. The Five Facet Mindfulness Questionnaire (FFMQ), Zung Self-Rating Anxiety Scale (Zung-SARS), and Beck Depression Inventory (BDI) were administered at baseline (T0), post-intervention (T1), and four weeks post-intervention (T2). Results showed significant improvements in mindfulness, with FFMQ scores increasing by 11.43 from T0 to T1 (p < 0.001) and by 10.86 from T0 to T2 (p < 0.001). Anxiety and depression levels significantly decreased, with Zung-SARS scores dropping by -6.89 from T0 to T1 (p < 0.001) and -7.08 from T0 to T2 (p < 0.001), and BDI scores decreasing by -5.89 from T0 to T1 (p < 0.001) and -5.86 from T0 to T2 (p < 0.001). The study suggests mindfulness meditation can significantly enhance mental health among nursing students.

The Role of Outdoor Mindfulness Intervention in Optimizing Mental Well-Being in Adolescents with Specific Learning Disabilities

Adolescents with specific learning disabilities may experience mental well-being challenges as a result of struggling academically, facing social stigma, being subjected to negative stereotypes, and experiencing heightened levels of anxiety, poor mental health, lower self-esteem, and increased stress. This study explores the potential benefits of outdoor-based mindfulness interventions as a complementary approach to remedial education, in improving mental well-being in adolescents with specific learning disabilities. This study was conducted at an institution that gives remedial education for children with specific learning disability in Thrissur, Kerala. Convenient sampling was used to select 30 students aged 13-18 years. Later, participants were randomly divided into two groups the experimental group (n=15) received outdoor mindfulness training in addition to their regular remedial education program. In contrast, the control group (n=15) received only remedial training. The study duration spanned four weeks, during which the mindfulness group participated in weekly outdoor mindfulness sessions conducted individually. They were instructed to practice mindfulness exercises daily between sessions. Both groups were assessed using the Warwick-Edinburgh Mental Well-being Scale (WEMWBS) at the beginning (pre-intervention) and at the end (post-intervention) of the four weeks to measure changes in mental well-being. The outdoor mindfulness interventions included a range of activities, designed to optimize the level of well-being experienced by the participants in their day-to-day lives. These activities focused on enhancing the skills of mindfully listening, walking, breathing, and observing without any judgments of self and surroundings and being in the present at the moment. Results indicated significant improvements in mental well-being scores among participants in the mindfulness group compared to the control group. This underscores the potential of integrating mindfulness practices into educational settings to enhance emotional regulation and overall well-being in adolescents with specific learning disabilities, highlighting interdisciplinary opportunities across psychology, education, environmental psychology, public health, and social work to support comprehensive student development.

A 6-Week Mindfulness-Acceptance-Commitment Intervention to Improve Professional Ballet Dancers' Psychological States Around Performance.

Background: Mindfulness and acceptance-based approaches have been trialled in professional sport. The present pilot study was a randomized controlled trial with professional ballet dancers investigating the effectiveness of the Mindfulness-Acceptance-Commitment (MAC) approach, developed for athletes, compared to an education program which included topics relevant to ballet and performance. Methods: Participants included 16 professional ballet dancers (2 men and 14 women) who were randomly assigned into either the MAC or education group for 1 session per week, for 6 weeks. Participants were assessed pre-and post-intervention using the Mindfulness Inventory for Sport (MIS) and the Acceptance Action Questionnaire (AAQ-II). Within 2 weeks of the final mindfulness session, all participants completed a semi-structured interview. Results: No differences were found when comparing the questionnaire responses between pre- and post- intervention, nor between the MAC group and the control group at post intervention for all subscales. Although dancers reported in the interviews that the sessions were valuable, they advised their ability to dedicate time to mindfulness ongoing would be challenging. Conclusions: Mindfulness interventions, as explored in this study, show promise to promote the well-being of professional ballet dancers. For consistent and ongoing mindfulness practice, future designs should seek to embed mindfulness practice into dancer and company schedules.

The Effect of a Short-Term Mindfulness Program on Motor Skills and on Psychological and Social Behavior in Preschool Children: A Randomized Controlled Trial.

We assessed the effect of a one-week mindfulness-based intervention on resilience, social behavior, and motor skills in four to five-year-old children. In this randomized controlled trial, 45 children (22 females; 23 males; M age = 4.5, SD = 0.4 years) from the same preschool were randomly assigned to three groups: (a) a mindfulness group (MG; n = 15) that participated in five 30-min mindfulness sessions; (b) a physical activity group (PAG; n = 15) that engaged in five 45-min physical exercise sessions; and a control group (CG; n = 15) that received no intervention. Training sessions were held on five consecutive days. Prior to (T0) and after the five mindfulness sessions (T1), all participants blindly completed the Movement Assessment Battery for Children-2 (to assess their motor skills), the Strength and Difficulties Questionnaire (to evaluate their behavior), and the Child and Youth Resilience Measure-28 (to measure their resilience). At baseline (T0), there were no significant differences between the groups. The mindfulness group experienced the strongest positive effects after the intervention (T1), with improvements in both motor skills and social behavior, though there was no significant effect on resilience. Our results suggest that a brief mindfulness training intervention is a promising strategy for improving motor skills and social behavior in early childhood settings.

Evaluating the effects of brief mindfulness practice on attentional control and episodic memory

ABSTRACT Mindfulness refers to a mental state of present awareness that involves non-judgmental acceptance of current cognitions and emotions. Building on reported clinical benefits (e.g. reduced anxiety/depression), minfulness engagement may similarly facilitate attention and memory processes as practitioners repetitively inhibit distracting thoughts and direct attention to the present moment. Experiment 1 gauged the relationships between trait mindfulness and practice frequency and performance on attention and episodic memory tasks. Experiment 2 evaluated attention and memory performance following a brief mindfulness intervention consisting of two 5-minute mindfulness sessions. No consistent relationships were found between trait mindfulness and practice frequency and attention and memory performance in Experiment 1. Further, brief engagements in mindfulness failed to benefit attention and memory versus a control group in Experiment 2. Engagement in brief mindfulness sessions do not appear to produce short-term improvements in attention and memory, suggesting that cognitive benefits following mindfulness may only emerge following long-term practice.

EEG Activation During a Mindfulness Session and Its Effects on Memory Encoding

EEG Activation During a Mindfulness Session and Its Effects on Memory Encoding

A 10-Week School-Based Mindfulness Intervention and Symptoms of Depression and Anxiety Among School Children and Adolescents: A Controlled Study

Mental health problems are increasing among children and adolescents. School-based mindfulness interventions are gaining popularity worldwide and may be a way to decrease depression and anxiety symptoms in students. However, before introducing large-scale mindfulness interventions in school settings, more research is needed on feasible, easily applicable practices that are possible to fit in the school schedule. In this controlled intervention study, a total of 1399 students aged 9–16 were included. The 10-week classroom-based mindfulness intervention comprised daily, brief mindfulness sessions led by schoolteachers or via audio files. Symptoms of depression and anxiety were evaluated with Beck scales prior to and after the intervention. In addition to whole group analyses, subgroup analyses on age, sex as well as mode of delivery were performed. ClinicalTrials.gov ID: NCT03327714. No significant differences between the intervention and control group in change of depression or anxiety symptoms after the intervention were detected. However, the subgroup of students who received teacher-led mindfulness sessions (16%) had a significant decrease of depression and anxiety symptoms after 10 weeks compared to those who received the sessions via audio files. Brief mindfulness sessions on daily basis did not have any detectable overall effect on depression and anxiety symptoms among schoolchildren. Our findings do not support an introduction of large-scale mindfulness interventions in schools although the potential influence of mode of delivery needs to be further examined.Clinical trial registration The study was registered at ClinicalTrials.gov (identifier: NCT03327714).

Does Virtual Reality Training Increase Mindfulness in Aboriginal Out-of-Home Care Children?

ObjectivesThis study aimed to address the negative impacts of adverse childhood experiences (ACEs) on Aboriginal children and young people in out-of-home care (OOHC) using mindfulness-based interventions (MBIs) delivered via virtual reality (VR). MBIs can improve emotion regulation and executive functioning, but engagement can be challenging, especially for children with other health conditions and trauma.MethodVirtual reality goggles with a head-mounted display, head tracking, and handheld controls were used. Measures included heart rate variability (HRV), the State Mindfulness Scale, the Mindful Attention Awareness Scale, and the Behaviour Rating Inventory of Executive Function 2. The procedure involved a baseline assessment of state mindfulness, a 5-min sitting baseline HRV measurement, VR orientation, exploration of the VR landscape, a mindfulness body scan, a second HRV measurement during the body scan, and completing a post-VR questionnaire.ResultsNo significant improvement in state mindfulness was found as measured by the State Mindfulness Scale. However, a significant improvement with moderate effect size was seen pre-to-post-intervention on the Mindful Attention Awareness Scale (p = 0.007, d = − 0.69). We also explored the impact of age, sex, and diagnosis on the intervention and found significant improvements in state mindfulness across subgroups. HRV did not show a significant change pre-to-post-intervention.ConclusionsOur study highlights the potential for MBI-VR to improve mindfulness in Aboriginal children and young people in OOHC who have experienced abuse and trauma. Brief mindfulness sessions were effective at enhancing state mindfulness as measured by the MAAS; the older participants and those with mental health concerns benefitted the most. Further research with more diverse samples is needed to validate the findings and examine potential interactions between demographic and clinical factors.PreregistrationThis study is not preregistered.

The Effects of Mindfulness Meditation on Cognitive Memory and Concentration as Indicators for Neurodegenerative Diseases and Disorders

Meditation has been shown to have properties of improving neurocognitive memory and attention. However, there has been little research on mindfulness meditation. This study aims to highlight mindfulness meditation and its effects on memory and concentration. It was hypothesized that if research participants undergo a 10-minute mindfulness meditation period, then there will be a statistically significant increase in their cognitive memory and concentration as measured by their scores on a pattern memorization test and a color-word association test. Adults were randomly assigned to a no mindfulness meditation control group or the mindfulness treatment group. Both experimental groups then took a word memorization test and color-word association test where the percentage of words and colors they could identify were collected. The treatment group engaged in a 10-minute mindfulness session and both groups took both tests again. Four one-way ANOVA tests were conducted, with the first and second comparing the before and after mindfulness meditation test scores on both tests of the mindfulness group (p = 0.0247 for the word test and p = 0.0387 for the color test) and the final two ANOVA tests comparing the no mindfulness and mindfulness meditation groups after the session (p = 0.0346 for the word test and p = 0.0478 for the color test). Mindfulness meditation was determined to have a significant increase in memory and concentration in this study, and it is hoped that mindfulness meditation would be implemented as a therapy for a wide range of neurological conditions.

Mindfulness in Facilitating Pelvic Floor Botulinum Toxin Injection in Women with Chronic Pelvic Pain.

Botulinum toxin (BoNT) injection can safely be done as an office-based procedure, but can be painful itself, especially when injecting pelvic floor muscles to treat chronic pelvic pain (CPP). Mindfulness interventions may reduce procedure-associated acute anxiety and pain. We applied mindfulness techniques to increase the tolerability of office-based pelvic floor BoNT injections in women with CPP. Women enrolled in a clinical trial of BoNT for endometriosis-associated CPP were offered a brief, guided mindfulness session before and/or after transvaginal injection. Anxiety, pain, and dysphoria were rated on a 0-10 numerical rating scale (NRS) before and after each mindfulness session. Eight women underwent mindfulness sessions. Five participants had a session before and two after the transvaginal injection. One participant had two sessions: one before and one after separate injections. All six women completing a session prior to injection had at least moderate anxiety, which lessened after the mindfulness session (median NRS change: -3.3/10). All three women reporting injection-associated pain experienced less intense pain following the post-injection session (median NRS change: -3/10). Three women experiencing dysphoria improved after the session (median NRS change: -3/10). A brief, guided mindfulness session may lessen acute pain, anxiety, and dysphoria associated with office-based transvaginal BoNT injection.

Neurocognitive and neurobehavioral mechanisms of change following psychological treatment for alcohol use disorder

BackgroundAlthough modestly effective treatments exist for alcohol use disorder (AUD), many individuals return to heavy drinking after treatment, suggesting the need for better understanding of factors that contribute to maintaining abstinence or drinking reductions. Whereas past studies identified what treatments work for AUD, recent studies focus more on why particular treatments work, and the mechanisms by which treatment leads to change. This focus on mechanisms of behavior change (MOBC) may inform the process by which treatment leads to better outcomes, and also may lead to new treatments or modifications of existing treatments that target empirically supported mechanisms known to lead to change. There is a paucity of studies examining MOBC from a neurocognitive perspective. MethodTo address this gap in knowledge, the study described here is examining emotional reactivity, alcohol cue reactivity, and cognitive control as potential MOBC at three levels of analysis - self-report, behavior, and neural. ResultsOne hundred ten treatment-seeking individuals with an AUD are being randomized to receive 8 sessions of either Cognitive Behavioral Treatment (CBT) or Mindfulness Based Treatment (MBT) after up to 4 sessions of a platform treatment focused on enhancing motivation to change. To establish the temporal relationship between changes in drinking and changes in MOBC, patients are assessed at baseline, during and immediately after treatment, and 9- and 15-months post-baseline. Relationships between changes in drinking and changes in the proposed MOBC will be examined using advanced mixed modeling techniques. ConclusionsResults should advance AUD treatment by targeting treatments to neurocognitive MOBC.

Novel Web-Based Drop-In Mindfulness Sessions (Pause-4-Providers) to Enhance Well-Being Among Health Care Workers During the COVID-19 Pandemic: Descriptive and Qualitative Study.

The COVID-19 pandemic exerted extraordinary pressure on health care workers (HCWs), imperiling their well-being and mental health. In response to the urgent demand to provide barrier-free support for the health care workforce, Pause-4-Providers implemented 30-minute live web-based drop-in mindfulness sessions for HCWs. This study aims to evaluate the use, feasibility, satisfaction, and acceptability of a novel mindfulness program aimed at enhancing the well-being of HCWs during the COVID-19 pandemic. Accrual for the study continued throughout the first 3 pandemic waves, and attendees of ≥1 session were invited to participate. The evaluation framework included descriptive characteristics, including participant demographics, resilience at work, and single-item burnout scores; feedback questionnaires on reasons attended, benefits, and satisfaction; qualitative interviews to further understand participant experience, satisfaction, benefits, enablers, and barriers; and the number of participants in each session summarized according to the pandemic wave. We collected descriptive statistics from 50 consenting HCWs. Approximately half of the participants (24/50, 48%) attended >1 session. The study participants were predominantly female individuals (40/50, 80%) and comprised physicians (17/50, 34%), nurses (9/50, 18%), and other HCWs (24/50, 48%), who were largely from Ontario (41/50, 82%). Of 50 attendees, 26 (52%) endorsed feeling burned out. The highest attendance was in May 2020 and January 2021, corresponding to the first and second pandemic waves. The participants endorsed high levels of satisfaction (43/47, 92%). The most cited reasons for attending the program were to relax (38/48, 79%), manage stress or anxiety (36/48, 75%), wish for loving kindness or self-compassion (30/48, 64%), learn mindfulness (30/48, 64%), and seek help with emotional reactivity (25/48, 53%). Qualitative interviews with 15 out of 50 (30%) participants identified positive personal and professional impacts. Personal impacts revealed that participation helped HCWs to relax, manage stress, care for themselves, sleep better, reduce isolation, and feel recognized. Professional impacts included having a toolbox of mindfulness techniques, using mindfulness moments, and being calmer at work. Some participants noted that they shared techniques with their colleagues. The reported barriers included participants' needing time to prioritize themselves, fatigue, forgetting to apply skills on the job, and finding a private place to participate. The Pause-4-Providers participants reported that the web-based groups were accessible; appreciated the format, content, and faculty; and had high levels of satisfaction with the program. Both novel format (eg, drop-in, live, web-based, anonymous, brief, and shared activity with other HCWs) and content (eg, themed mindfulness practices including micropractices, with workplace applications) were enablers to participation. This study of HCW support sessions was limited by the low number of consenting participants and the rolling enrollment project design; however, the findings suggest that a drop-in web-based mindfulness program has the potential to support the well-being of HCWs.

Embodied Resilience: A Quasi-Experimental Exploration of the Effects of a Trauma-Informed Yoga and Mindfulness Curriculum in Carceral Settings.

Individuals who are incarcerated likely experience trauma or exacerbate existing trauma, which has significant health risks. Trauma-informed care aims to address the experienced trauma. The current study explored the effect of a trauma-informed yoga and mindfulness curriculum in carceral settings. In this quasi-experimental study, participants (n = 326) were assigned to either six weekly sessions of 60-minute group trauma-informed yoga and mindfulness or a waitlist control condition. Stress and mood were measured pre- and postclass, whereas coping, emotional awareness, emotional regulation, anxiety, anger management, compassion, self-compassion, forgiveness, and posttraumatic growth were measured pre- and postcurriculum. The trauma-informed group showed a significant increase in mood and decrease in stress after participation in class. Participants were more likely to use positive coping skills, experienced greater levels of forgiveness, and were more likely to experience posttraumatic growth after completing programming as compared to a control group. Qualitative data highlighted perceived improvements in mood, physical health, communication with peers, coping with anxiety and anger, focus and self-control, optimism, acceptance, and open-mindedness. The qualitative data also demonstrated the importance of supportive relationships outside of participants' peers (i.e., instructors). Outcomes suggest benefit of a trauma-informed yoga and mindfulness curriculum in aiding people who are incarcerated in supporting mental and physical well-being and building resilience.

Child and Parent Mindfulness-Based Training Versus Medication for Childhood ADHD: A Randomised Clinical Trial

ObjectivesMedication is the predominant treatment for childhood attention-deficit hyperactivity disorder (ADHD) but has side effects and limited longer-term effects. Mindfulness for children and their parents could be an alternative as it targets children’s core symptoms and supports parents. This study compared the effectiveness of a family mindfulness-based intervention to methylphenidate in children with ADHD.MethodWe conducted a randomised controlled trial (RCT) and a preference trial (PT) for families who refused randomisation. Mindfulness (“MYmind”) consisted of 2-months weekly group-based 1.5-hr mindfulness sessions for children and parallel mindful parenting for their parents, plus a follow-up session 2 months later. Medication concerned 4-months short-acting methylphenidate. Intention-to-treat (ITT) and per-protocol (PP) analyses were performed using multilevel modelling. Both parents and adolescents (not children) completed questionnaires on child ADHD pre-treatment, and at 2-, 4-, and 10-months follow-up, whereas teachers and blind observers completed these questionnaires at pre-treatment and 2-months follow-up only. Similarly, neuropsychological attention measures were administered pre-treatment and at 2-months follow-up only.ResultsIn the RCT, 91 children with ADHD (Mage=11.29, range 9–18, 71% boys), 172 parents (91 mothers, 81 fathers), 81 teachers, and 85 observers participated, and in the PT, 29 children (Mage=11.57, 55% boys), 52 parents (28 mothers, 24 fathers), 24 teachers, and 26 observers. Medication was more effective than family mindfulness at 2 and 4 months on multi-informant questionnaires but not on objective (neuropsychological and blind observer) measures. Differences between treatments diminished at mid-term even though in the medication group treatment was continued after 2 months while the mindfulness training was already finished at 2 months. Differences between treatment groups disappeared at 10 months, but note that in the long-term, children from the mindfulness arm started taking medication and vice versa, so that we cannot be sure to what extent the long-term results are caused by mindfulness, medication, or its combination. Findings in the PT and according to PP analyses were similar. Note moreover that 1 in 4 children (26%) discontinued taking medication during the first 2 months versus almost no families (2%) discontinued mindfulness, suggesting that mindfulness was more easily accepted.ConclusionsOverall, although mindfulness alone might not be sufficient for some families, family mindfulness training in general can be considered a non-pharmacological alternative or addition in the treatment of childhood ADHD.Preregistrationhttps://onderzoekmetmensen.nl/nl/trial/22179, 11.10.2013.

Investigating the Effectiveness of Mindfulness Education on the Happiness of Women with Premenstrual Syndrome (PMS) Using Social Media: An Educational Study

Aim:: Numerous studies have investigated the effectiveness of mindfulness meditation education on the improvement of physical and mental conditions in women. However, there is limited information about the effects of mindfulness counseling on happiness. Background:: Premenstrual Syndrome (PMS) causes not only physical problems in women but also mental problems, such as reduced levels of happiness. Objectives:: This study aimed to determine the effectiveness of the mindfulness meditation approach on the happiness of women with underlying premenstrual syndrome (PMS). Methods:: The sample size was estimated by power of 90%, confidence interval of 95%, δ1= 6.07and δ2 = 5.11, μ1= 23.05,μ2=19.01, Z1- β= 1.28, Z1- α/2 =1.96 and α = 0.05, the total number of the subjects was 112 respondents (56 in intervention and 56 in the control groups). One hundred twelve participants who had PMS in one interventional-educational study were randomly selected from the health centers in Isfahan. The samples were divided into two groups: intervention and control groups. The intervention group received eight 60-minute sessions of mindfulness education using Google Meet. They taught meditation in a sitting position for 1-10 minutes by using sounds and thoughts as the center of attention, applying the attention technique with a focus on body movements while breathing, and doing yoga and relaxing the muscles to relieve stress. The control group received no intervention. The data were collected using the demographic characteristics questionnaire and the Oxford Happiness questionnaire three times(before, immediately, and one month after the intervention). SPSS 23, chi-square, independent t-test, and repeated measure ANOVA were used to analyze the data. Results:: There was a significant increase in the mean score of happiness in the intervention group immediately and one month after the intervention (P=0.0001). Conclusion:: It was found that mindfulness education was effective on the level of happiness in women with PMS; therefore, this intervention can be used to improve the level of happiness in women with PMS.

The Effect of Mindfulness Interventions on the Sleep Quality of Pregnant Mothers in the Second and Third Trimesters of Pregnancy

Background: Sleep disorder is a common problem during pregnancy and a large percentage of pregnant women (especially in the third trimester of pregnancy) experience changes in their natural sleep pattern. Considering the fact that sleep disorder can cause many complications before, during and after childbirth, it is necessary to achieve good sleep quality during pregnancy. Therefore, the present research investigated the effect of mindfulness interventions on the quality of sleep among pregnant mothers in the second and third trimesters of pregnancy. Materials and Methods: The present randomized clinical trial study used pre-education-post-education design in Sabzevar Health Center from 2019 to 2020 on all pregnant women referred for receiving prenatal care. A sample of 98 women who met the inclusion criteria were divided into intervention (n=50) and control groups (n=48). The sleep quality and depression anxiety and stress -21 (DASS-21) questionnaires, were completed by two groups at pre-test, post-test, and one month after the educational intervention. The intervention group received 6 sessions (1 hour and 30 minutes) of mindfulness lessons during 2 months, while the control group received routine pregnancy care and a mindfulness session was performed after completion of the post-education. Data was analyzed by SPSS software (version 20) and descriptive and repeated measures analysis were used. Results: Mindfulness interventions were effective in changing the sleep quality of pregnant mothers (P<0.05). Also, the mean scores of anxiety, stress and depression questionnaires of pregnant mothers, as confounding variables on sleep quality, was significantly changed during different stages of the study (P<0.05). Conclusion: Mindfulness training significantly increased the sleep quality of pregnant mothers. Therefore, mindfulness interventions can be used as effective interventions in improving psychological wellbeing during pregnancy and also reducing the anxiety and stress of pregnant women.