Mindfulness Skills Research Articles

Developing the social and emotional competence of adolescents through implementation of the STEPS-A curriculum

AimsThis research explores the curriculum, Dialectical Behaviour Therapy (DBT)Skills in Schools: Skills Training for Emotional Problem Solving for Adolescents (STEPS-A)(Mazza et al., 2016). It aims to trial STEPS A, exploring its impact on Social Emotional Learning (SEL), in addition to understanding facilitative implementation conditions for the programme.RationaleThe rationale for the study lies within the potential of the programme to be a universally accessible tool for change in nurturing the SEL of adolescents within the secondary school context.MethodsUsing a mixed method case study design, six sessions were delivered in two mainstream mixed secondary comprehensive schools to key stage three groups by trained staff facilitators. Focus groups were carried out, alongside the Child and Adolescent Mindfulness Measure (CAMM) (Greco, Baer, & Smith, 2011) and the Difficulties in Emotion Regulation Scale – Short Form (DERSF-SF) (Kaufman et al., 2016) pre and post intervention.FindingsData informed the development of an implementation framework, alongside a consultation tool for EPs to support STEPS-A planning in schools. Impact results are promising; mixed ANOVAs revealed two significant and two non-significant time* intervention interactions. Follow up t tests demonstrated intervention group changes in mindfulness and emotional regulation skills in schools 1 and 2 respectively.ImplicationsThe study has implications for the adoption of the STEPS A curriculum to support SEL within secondary schools, whereby school staff are actively supported by EPs to use an implementation framework to maximise efficacy. The encouraging impact findings provide psychological and ethical weight to the use of the framework.LimitationsDue to a small sample size and short intervention period, the need for replication of the quantitative results with a larger sample over a longer period is acknowledged. The implementation framework requires validation across contexts.ConclusionsThe study found that the STEPS-A programme, the first curriculum-based DBT programme designed to be taught in schools by teachers, was well-received by participants. It indicates that, within the context of empirically supported implementation conditions, skills which were initially designed for teaching to clinical populations as part of a comprehensive therapy programme have value and can potentially effect change for adolescents with and without additional identified needs.

Validation of a Chinese Short Version of the Kentucky Inventory of Mindfulness Skills (KIMS-17) Among People Recovering from Mental Illness

Validation of a Chinese Short Version of the Kentucky Inventory of Mindfulness Skills (KIMS-17) Among People Recovering from Mental Illness

Low-intensity online mindfulness-based intervention for university students with anxiety during the COVID-19 pandemic—A randomized controlled trial with 3-month follow-up

ObjectiveThis study investigated the effectiveness of a low-intensity online mindfulness-based Intervention (iMBI) for alleviating anxiety in university students during the COVID-19 pandemic. MethodsIn a randomized controlled trial involving 134 participants from a local university in Hong Kong, subjects were randomly assigned to either the intervention group (n = 67) or the inactive control group (n = 67). The intervention group participated in a low-intensity iMBI comprising 16 online modules and two half-day online mindfulness workshops over an eight-week period. Outcomes were measured via an online platform using standardized assessment scales, including the Beck Anxiety Inventory and the Chinese Five Facets Mindfulness Questionnaire, at three different time points: pre-intervention, post-intervention and at a three-month follow-up. ResultsIntent-to-treat analysis using 2 (group) × 3 (time) repeated measures of covariance (ANCOVA) showed that the intervention group, compared to the control group, showed a significant reduction in anxiety symptoms with a medium effect size (Cohen's d = 0.5) and a significant improvement in mindfulness skills with a medium effect size (Cohen's d = 0.5) at post-intervention. The effects of the intervention in reducing anxiety and improving mindfulness persisted at the three-month follow-up. ConclusionThe results of this study demonstrate the effectiveness of the low-intensity iMBI in alleviating anxiety among university students.

The Mindfulness-Based Kindness Curriculum for Preschoolers: An Applied Multi-Site Randomized Control Trial

ObjectivesThis study examined the impact of the Mindfulness-Based Kindness Curriculum (MBKC) on social-emotional, executive function, and academic skills of preschoolers.MethodSixteen preschool and 4K (4-year-old kindergarten) classrooms (245 children, 57.6% ethnically diverse, 69.8% low SES) were randomly assigned to either a curriculum-as-usual (CAU) or MBKC group taught by trained classroom teachers. Measures, as reported by children, teachers, and parents, were collected prior to and after implementation of the MBKC.ResultsTrained classroom teachers effectively implemented the MBKC. Teachers rated MBKC children significantly higher on outcome measures of social-emotional skills (e.g., sharing, prosocial skills, empathy), executive functioning (e.g., planning/organizing, working memory), and academic skills (e.g., physical development, language, math) than CAU children. Parents rated MBKC children as having significantly higher levels of cognitive empathy compared to parents’ ratings of CAU children. MBKC children were significantly more likely to engage in sharing behavior with a sick child, though children’s self-ratings indicated no effect of the MBKC on mindfulness skills or self-efficacy. Unlike previous research, the MBKC did not benefit initially lower functioning children more than initially higher functioning children.ConclusionsConsistent with previous research, children given the MBKC appeared to benefit in terms of higher social-emotional competency, prosocial behavior, and executive functioning. The MBKC proved to be a useful complement to their other social-emotional learning programming. The present study expands the literature on the application of mindfulness with preschool children and highlights important implications of teaching and measuring mindfulness skills in young children, thereby identifying specific issues to address in future studies.PreregistrationThis study was not preregistered.

The Longitudinal Mediating Effect of Distress Tolerance in a Mindfulness-Based Intervention: A Randomized Controlled Trial

"Objective: The present study aimed to investigate the intermediary role of distress tolerance in Mindfulness-Based Intervention (MBI) with respect to self-perceived stress reduction. Method: One hundred and twenty-nine adults with a high level of emotional distress were randomized into MBI groups or a waiting-list group. Levels of mindfulness skills, self-perceived stress, and distress tolerance (tolerance, appraisal, absorption, and regulation) were measured four times: pre-test, week 3, week 6, and post-test. Results: The developmental trajectories modeled by the univariate latent growth curve showed that the factor intervention significantly predicted the slope of observing, non-reactivity, overall mindfulness, and distress appraisal during first six weeks. Bivariate latent growth curve models demonstrated a significant association between increases in the growth rate of distress appraisal and non-reactivity in participants receiving mindfulness training. Such an association was not observed among those who did not receive an MBI. Longitudinal mediation analyses further revealed that the effect of MBI on non-reactivity and self-perceived stress at week 6 was fully mediated by distress appraisal at week 3, respectively."

Dialectical Behavior Therapy Skills Affecting Drinking in Daily Life

ABSTRACT More research is needed on the effects of Dialectical Behavior Therapy (DBT) skills on alcohol use. Even less is known about how the use of DBT skills affects drinking in the daily lives of individuals receiving treatment. The present study aims to examine the effects of DBT skills on daily quantity of drinks consumed using DBT diary cards. Forty-eight participants were recruited from a partial hospitalization program. DBT skill domains and daily quantity of drinks consumed were measured using the program’s DBT diary card. Multilevel modeling procedures were used to examine the effects of each DBT skills domain and total DBT skills used on the same and next-day quantity of drinks consumed when controlling for age and length of stay. Previous-day mindfulness skills were the only predictor to achieve significance when applying a p-value correction. Prior to a p-value correction same-day emotion regulation and distress tolerance skills were associated with decreases in drinking. Individual DBT skills may be associated with decreases in drinking behaviors and more research is needed to examine them as mechanisms of behavior change.

Effectiveness of attachment-based compassion therapy to reduce psychological distress in university students: a randomised controlled trial protocol.

Higher education, particularly university, is a challenge for many students that can lead to their mental health being seriously affected. The stress to which they are subject throughout their time at university can lead to anxiety and depression. "Third wave" psychotherapies, including compassion-based therapy, have been used to improve psychological outcomes, such as stress, anxiety, emotional distress and well-being. There are some signs that third wave psychotherapies reduce psychological distress in university students, but more and higher-quality studies are needed. In this randomised controlled trial (RCT), we hypothesise that the provision of attachment-based compassion therapy (ABCT) will be more effective than an active control group based on relaxation therapy for improving psychological distress in university students. A two-arm RCT will be conducted involving 140 university undergraduate and postgraduate students from the University of Zaragoza and the National University of Distance Education (UNED) who reside in the autonomous community of Aragon, Spain. Interventions with either ABCT or relaxation therapy will be implemented, with an allocation ratio of 1:1 between groups. Both interventions will last six weeks and consist of six weekly group sessions lasting 1.5 h each. Data will be collected before and after the intervention, and there will be a follow-up at six months. The primary outcome will be psychological distress at post-intervention. Secondary outcomes will be depression, anxiety, stress and burnout symptoms, affectivity and emotional regulation. Attachment style, experiential avoidance, compassion (for others/oneself) and mindfulness skills will be measured as potential mechanistic variables. Intention-to-treat analysis will be performed using linear mixed regression models. The clinical significance of improvements will be calculated. Potential side effects will be monitored by an independent clinical psychologist. This study was approved by the Clinical Research Ethics Committee of Aragón. Participant data will remain anonymous, and results will be submitted to peer-reviewed open-access journals and disseminated via conferences. ClinicalTrials.gov, identifier NCT05197595.

Improving depressive symptoms and maintaining cognitive abilities of seniors within the nursing homes: A pilot study of brief mindfulness-based interventions for seniors in a semi-randomized trial.

Seniors in nursing homes are at higher risk for depression and emotional distress. The COVID-19 crisis and isolation have even increased the risk for cognitive decline and suicidality. Since social media is often unfamiliar to older adults, their treatment options were diminished during quarantine. Recently, studies showed the potential for Mindfulness-Based Intervention in improving cognitive functioning and psychological well-being among healthy older adults. Standardized courses such as MBSR and MBCT are not suited to the majority of seniors for several reasons. First, the interventions are too long and demanding, physically and cognitively. Second, they require an instructed counselor for delivery, which makes it almost impossible in times of quarantine, and third, very expensive. Hence, the purpose of this study was to examine whether similar improvements in emotional distress and cognitive functioning can be achieved through a brief intervention, that can be delivered by workers in nursing homes. A course of 8 half-hour sessions each (MBIS: Mindfulness-Based Intervention for Seniors) was employed in two versions: (1) An 8-week course with weekly meetings (2) A 4-week course with 2 sessions per week and compared to a control care-as-usual group. Depression and mood were measured, as well as cognitive abilities in the Simon task. In addition, the level of Mindfulness skills was measured before and after the interventions. We showed that brief interventions succeeded in improving mindfulness Non-reactivity and produced changes in the facets Acting with awareness and Non-judging. More importantly, the brief intervention, in both frequency versions, improved the level of depression and mood (BDI and PHQ-9). At the cognitive level, an adaptive sequential effect appeared after the intervention only in the 8-week MBIS group. These findings indicate the effectiveness of this pilot of a short, simple, mindfulness-based intervention, in improving depression and psychological distress, as well as improving cognitive control over time. This may enhance significant developments in the field of treatment solutions for seniors, with a ready-to-use protocol to administer in nursing homes.

Perceived stress and suicidal ideation: The role of dispositional mindfulness.

Extant literature suggests that dispositional mindfulness may reduce the impact perceived stress has on the severity of suicidal ideation (SI). Only one study has analyzed this question but did so with a cross-sectional design in a sample of undergraduate women. This study analyzed the potential moderating role of dispositional mindfulness on the relation between perceived stress and SI cross-sectionally and at one-week follow-up in a sample of US adults (N = 598) with a history of SI. Results indicated that dispositional mindfulness and its facets were inversely related to perceived stress, SI severity at baseline, and SI severity one week later. At baseline, regression results indicated that only the nonreacting component of dispositional mindfulness interacted with perceived stress to concurrently predict SI severity. This relation was not significant when SI severity was measured one week later. Study results are limited by the high attrition rate from baseline to follow-up and the relatively homogeneous sample. Study results indicate that dispositional mindfulness, particularly components related to nonreacting, is inversely related to SI severity concurrently but not prospectively. Interventions focused on mindfulness skills, particularly skills around nonreaction to inner experience, may be beneficial for those considering suicide.

COVID-19 Pandemic and Internet Addiction in Young Adults: A Pilot Study on Positive and Negative Psychosocial Correlates.

During and after the lockdowns of the COVID-19 pandemic period, a strain was put on young adults who have taken refuge in the problematic use of internet, social media, gaming, and gambling. This paper aims to investigate possible correlates of Internet Addiction Disorder (IAD), hypothesizing anxiety, depression and perceived stress would promote addiction, while mindfulness skills, resilience and socialization would, conversely, hamper IAD, and promote, consequently, a more functional internet use. A pilot study was carried out with a sample of 31 young adults, recruited through a snowball sampling using social networks. Participants filled out an online questionnaire including the following measures: Internet Use, Abuse and Addiction (UADI), Beck Depression Inventory (BDI-II); State-Trait Anxiety Inventory (STAI-Y); Perceived Stress Scale (PSS); Five Facet Mindfulness Questionnaire (FFMQ); Mindfulness Attention and Awareness Scale (MAAS); Resilience Scale (RS-14). It was also administered an ad hoc questionnaire for the assessment of socialization behaviour (6 items) and gambling (2 items). All the measures, but socialization, showed adequate reliability. Our sample showed high levels of anxiety, stress, IA and gambling, while presenting low levels of resilience, the mindful skill of no-reactivity and socialization. The first hypothesis was confirmed, finding positive and significant correlations between Internet Addiction on one side and PSS, STAI-Y1, STAY-2, and BDI II on the other side. We also partially confirmed the second hypothesis about UADI negatively correlated with both RS-14 and Mindful Acting. Finally, no correlations were found between Gambling and IA. In conclusion, the more one perceives an emotional overload with less stress-control, high anxiety, and depression, and the less one can leverage on the skills of mindful acting and resilience, the more one uses the internet as a strategy to escape from a threatening reality.

Effects of virtual reality guided meditation in older adults: the protocol of a pilot randomized controlled trial.

Virtual reality (VR) based meditation has been shown to help increase relaxation and decrease anxiety and depression in younger adults. However, this has not been studied in Randomized Controlled Trials (RCT) in the older adult population. The aim of this RCT is to assess the feasibility and acceptability of a VR-guided meditation intervention for community-dwelling older adults and its effect on stress and mental health. We will recruit 30 participants aged ≥ 60 years, whose perceived stress score (PSS) is > 14 (moderate stress), and randomize them 1:1 to the intervention or control waitlist group. The intervention will involve exposure to eight 15-min VR-guided meditation sessions distributed twice weekly for 4-weeks. Two modalities will be offered: in-home and at the hospital. Baseline and post-intervention assessments will evaluate perceived stress, anxiety, depression, sleep quality, quality of life, and mindfulness skills. Analyses will employ mixed methods repeated ANOVA tests. Qualitative analyses through semi-structured interviews and participant observation will be used to assess participants' experiences. Study outcomes include: (A) feasibility and acceptability compared to a waitlist control (B) stress, using the Perceived Stress Scale (PSS); (C) anxiety, and depression, using the Generalized Anxiety Disorder-7 (GAD-7) and Patient Health Questionnaire-9 (PHQ-9); (D) insomnia, quality of life and mindfulness skills, using the Athens Insomnia Scale (AIS), Quality of Life Questionnaire (EQ-5D-5L) and Five Facets Mindfulness Questionnaire Short Forms (FFMQ-SF), respectively. We will also measure immersive tendencies, sickness and sense of presence using the Simulator Sickness Questionnaire (SSQ) and the Presence Questionnaire (PQ). Virtual reality-guided meditation could be an acceptable, feasible, safe, and cost-effective novel alternative health intervention for improving older adults' mental health.Clinical trial registration: NCT05315609 at https://clinicaltrials.gov.

The mediating role of cognitive flexibility in the relationship between cognitive emotion regulation strategies and mindfulness in patients with type 2 diabetes

IntroductionThis study aimed to examine the mediating role of cognitive flexibility in the relationship between cognitive emotion regulation strategies and mindfulness in patients with type 2 diabetes. MethodsThe research was conducted by correlation method) using Structural Equation Modeling). The statistical population consisted of all women and men with type 2 diabetes. Two hundred fifty-three samples were selected by convenience sampling method. The participants responded to the Cognitive Emotion Regulation Questionnaire, the Kentucky inventory of mindfulness skills, and the Cognitive Flexibility Inventory. ResultsThe results showed that the total path coefficient between the adaptive cognitive emotion regulation strategies and mindfulness (β = 0.243, P = 0.005) was positive and significant, and the total path coefficient between the maladaptive cognitive emotion regulation strategies and mindfulness (β = −0.453, P = 0.001) was negative and significant. The path coefficient between cognitive flexibility and mindfulness (β = 0.273, P = 0.009) was positive and significant. The indirect path coefficient between the adaptive cognitive emotion regulation strategies and mindfulness (β = 0.094, P = 0.007) was positive and significant, and the indirect path coefficient between the maladaptive cognitive emotion regulation strategies and mindfulness (β = −0.117, P = 0.009) was negative and significant. ConclusionImproving emotion regulation skills increases cognitive flexibility and mindfulness in patients with type 2 diabetes.

A pilot evaluation of an 8-week mindfulness-based stress reduction program for people with pre-symptomatic Huntington's disease.

People with Huntington's disease (HD) face difficult emotional and practical challenges throughout their illness, including in the pre-symptomatic stage. There are, however, extremely limited psychosocial interventions adapted to or researched for HD. We adapted and piloted an 8-week mindfulness-based stress reduction (MBSR) program in people with pre-symptomatic HD to determine if the program (i) was feasible and acceptable to participants, (ii) resulted in increased mindfulness understanding and skills, and (iii) led to improved psychological adjustment. Quantitative measures of mindfulness, emotion regulation, mood, and quality of life were administered pre and post the MBSR program and at 3-month follow-up. Measures of mindfulness practice and session clarity were administered weekly. Qualitative participant feedback was collected with a post-program interview conducted by independent clinicians. Seven participants completed the 8-week course. The program's feasibility and acceptability was supported by excellent retention and participation rates and acceptable rates of home practice completion. In addition, qualitative feedback indicated participant satisfaction with the program structure and content. Two core mindfulness skills (observing and non-judgment) showed significant improvement from pre- to post-assessment. Participant qualitative feedback indicated increased confidence and capacity to use mindfulness techniques, particularly in emotionally challenging situations. Participant questionnaire data showed good psychological adjustment at baseline, which did not change after treatment. Psychological benefits of the program identified in qualitative data included fewer ruminations about HD, reduced isolation and stigma, and being seen by others as calmer. These findings justify expansion of the program to determine its efficacy in a larger, controlled study.

School and Intrapersonal Predictors and Stability of Rural Special Education Teacher Burnout

Special education teacher attrition is a significant and chronic problem that has worsened since the pandemic. A longitudinal survey of burnout was conducted with rural special education teachers ( N = 48) over four timepoints through the school year just prior to COVID-19. Both school and intrapersonal predictors of burnout obtained at the beginning of the school year were used to predict burnout at the end of the school year. Findings revealed that burnout is highly stable over the course of the school year. Furthermore, the strongest predictors of burnout at the end of the school year were baseline scores of burnout. Only one school factor—excessive work demands—and several teacher intrapersonal variables—coping, social support, and mindfulness skills—predicted at least one indicator of burnout. In a regression analysis, the baseline scores of each of the different domains of burnout (emotional exhaustion, depersonalization, personal accomplishment) accounted for the most variance in burnout reported at the end of the school year, except for passive avoidance. Passive avoidance accounted for unique variance with depersonalization. These findings suggest that burnout is stable and help identify teacher intrapersonal or school factors that might be useful targets for prevention or intervention research related to burnout.

Ecological momentary assessment of state fluctuations in mindfulness and symptoms in psychotic disorders

Mindfulness skills are a component of many modern cognitive-behavioral therapies that are used to treat a wide range of disorders, including psychotic disorders. While habitual (i.e., trait) mindfulness is associated with clinical outcomes, the effects of momentary (i.e., state) mindfulness are unclear. This is due in part to previous studies using cross-sectional designs relying on trait self-report questionnaires. Although such approaches are invaluable, they lack temporal specificity to evaluate momentary changes and effects of mindfulness. To address these limitations, the current study used ecological momentary assessment (EMA) to evaluate state levels of two mindfulness skills, acceptance and monitoring, and their association with state fluctuations in symptoms. Participants included individuals with affective and non-affective psychotic disorders (PD; n = 49) and healthy controls (CN; n = 53) who completed six days of EMA. Results indicated that the PD group endorsed lower state acceptance than CN; however, the groups did not significantly differ in monitoring. Further, greater state mindfulness skills in both acceptance and monitoring were associated with greater positive affect, reduced negative affect, and reduced negative symptoms. However, participants with a predominantly affective psychosis presentation showed differential effects compared to those with non-affective presentations. These findings suggest that mindfulness training for people with psychotic disorders may benefit from focusing on improving acceptance in order to improve emotional experience and build on existing monitoring skills. Further, mindfulness based psychosocial interventions may offer a novel means of treating negative symptoms in people with PD, which are currently stalled and largely unresponsive to other treatments.

Study protocol for a randomised controlled trial investigating the effects of Mindfulness Based Stress Reduction on stress regulation and associated neurocognitive mechanisms in stressed university students: the MindRest study

BackgroundStress-related disorders are a growing public health concern. While stress is a natural and adaptive process, chronic exposure to stressors can lead to dysregulation and take a cumulative toll on physical and mental well-being. One approach to coping with stress and building resilience is through Mindfulness-Based Stress Reduction (MBSR). By understanding the neural mechanisms of MBSR, we can gain insight into how it reduces stress and what drives individual differences in treatment outcomes. This study aims to establish the clinical effects of MBSR on stress regulation in a population that is susceptible to develop stress-related disorders (i.e., university students with mild to high self-reported stress), to assess the role of large-scale brain networks in stress regulation changes induced by MBSR, and to identify who may benefit most from MBSR.MethodsThis study is a longitudinal two-arm randomised, wait-list controlled trial to investigate the effects of MBSR on a preselected, Dutch university student population with elevated stress levels. Clinical symptoms are measured at baseline, post-treatment, and three months after training. Our primary clinical symptom is perceived stress, with additional measures of depressive and anxiety symptoms, alcohol use, stress resilience, positive mental health, and stress reactivity in daily life. We investigate the effects of MBSR on stress regulation in terms of behaviour, self-report measures, physiology, and brain activity. Repetitive negative thinking, cognitive reactivity, emotional allowance, mindfulness skills, and self-compassion will be tested as potential mediating factors for the clinical effects of MBSR. Childhood trauma, personality traits and baseline brain activity patterns will be tested as potential moderators of the clinical outcomes.DiscussionThis study aims to provide valuable insights into the effectiveness of MBSR in reducing stress-related symptoms in a susceptible student population and crucially, to investigate its effects on stress regulation, and to identify who may benefit most from the intervention.Trial registrationRegistered on September 15, 2022, at clinicaltrials.gov, NCT05541263.

The efficacy of Persian Version of Mindfulness-Based Stress Management app (Aramgar) for college’s mindfulness skills and perceived stress

Functional mobile applications are regarded as one of the brand-new approaches to psychological interventions in different areas, including stress. The study aims to analyze a mobile application for Persian users on perceived stress and improve mindful skills. This study was a one-group pretest-posttest design with a quasi-experimental research design. Three instruments were used in this study: the Five Factor Mindfulness Questionnaire (FFMQ), the Perceived Stress Scale (PSS-10), and the Mobile App Rating Scale (MARS). Eighty-five students participated in an 8-week mindfulness mobile app (Aramgar) for at least 10 minutes per day intervention. They responded to validated outcome measures of stress and mindfulness at baseline after the 8-week continued access period. The mobile application, Aramgar, was designed based on Mindfulness-based stress reduction. Paired t-tests showed significant differences in general perceived stress (P = 0.03) and total score of mindfulness (P = 0.002) before and after Aramgar. The results of analyzing the quality of Aramgar in terms of engagement, functionality, aesthetics, and information quality showed that specialists assessed the quality of the application appropriately. Using functional mobile apps provides ease of use for mental health services. Therefore, to strengthen and develop the mentioned services, it is recommended that the necessary information technology infrastructures be provided and the existing limitations for designing and running mental health mobile apps be removed.

Family functioning and suicidal ideation in college students: a moderated mediation model of depression and acceptance.

To explore the mediating role of depression in the relationship between family functioning and suicidal ideation (SI) in college students, and to explore whether acceptance (It is one of the core components of psychological flexibility) plays a moderating role in this mediating model. In a cross-sectional study, questionnaires were distributed to college students during November and December 2022. The sample of Chinese college students (n = 592, 43.07% male, 56.93% female, mean age 19.40 years, SD = 1.24 years) completed the Family Adaptability and Cohesion Evaluation Scale (FACES III), the Center for Epidemiological Depression Scale (CES-D), the Positive and Negative Suicide Ideation Inventory (PANSI), and the Acceptance and Action Questionnaire-Second Edition (AAQ II). SPSS 25.0 for Windows and PROCESS 2.15 macros were used for data analysis. There was a significant negative correlation between family functioning and SI, and depression played a mediating role in this relationship. Acceptance moderated the indirect effects of depression and SI in college students. In college students with a lower acceptance level (i.e., higher experiential avoidance level), depression had more influence on SI, while the influence of depression on SI was less in college students with a higher acceptance level (i.e., lower experiential avoidance level). Family functioning indirectly influenced SI through the moderation of acceptance. Mental health educators in colleges and universities should pay more attention to identifying and relieving depression in college students, thereby dealing with suicide risk more effectively. At the same time, college students should be discouraged from excessive use of experiential avoidance strategies, and instead taught to master effective emotional regulation strategies such as mindfulness, distress tolerance, and radical acceptance skills to improve their acceptance level and alleviate the influence of depression on SI.

Maternal Mindfulness During Pregnancy and Early Child Social-Emotional Development and Behavior Problems: The Potential Mediating Role of Maternal Mental Health

ObjectivesDuring the perinatal period, women are exposed to major changes, holding possible adverse effects on psychological well-being and child development. An effective way of coping with these challenges and adjustments could be mindfulness. The current study examined associations of mindfulness facets during pregnancy with toddler’s social-emotional development and behavior problems, as well as potentially mediating effects of maternal mental health.MethodA total of 167 women completed questionnaires during pregnancy, the postpartum period, and 2 and 3 years after childbirth, assessing dispositional mindfulness, pregnancy distress, symptoms of anxiety and depression, child social-emotional development, and child behavior problems.ResultsThere was a positive association between maternal non-reacting mindfulness skills and child social-emotional development at 2 years of age, regardless of mothers’ perinatal mental health, whereas other mindfulness facets were unrelated. Pregnancy distress mediated the association between maternal non-judging skills during pregnancy and child externalizing problem behavior, but no other mediating effects were found.ConclusionsNon-reacting skills in mothers during pregnancy may have favorable implications for child social-emotional development. Due to the relatively high number of tests that were conducted, the mediating effect of pregnancy distress must be interpreted with caution.

Effects of mindfulness training on decision-making in critical and high-demand situations: A pilot study in combat aviation

The current study investigated the effects of a mindfulness-based training program (Attentional Regulation Optimization) on decision-making in an elite population operating in a highly-demanding context, namely the actions of fighter pilots in critical flight situations that lead to ejection. Our hypothesis was that both mindfulness skills and decision-making performance would improve in pilots who participated in the ARO program (n = 7), compared to a control group (n = 8). Mindfulness skills were measured with the FFMQ-15. Decision-making performance was evaluated in two tests that were implemented in scenarios in a full flight simulator. Five dependent variables were assessed, corresponding to the phases of the decision-making process when faced with an in-flight failure: reaction time after the first failure input, correctness of the first action, emergency procedure score, ejection procedure score, and quality of ejection. Adherence to the ARO program was assessed with the number of out-of-class individual mindfulness sessions and the number of out-of-class body-mind scans.No statistically significant improvement in mindfulness skills for the ARO group compared to the control group were found. Reaction time was significantly shortened for the ARO group compared to the control group—but only for complex failures. A positive effect on the correctness of the first action was also found. On the other hand, ARO training had no significant effect on the downstream phases of decision-making (emergency procedure score, ejection procedure score and quality of ejection).Given the small sample size, these results must be considered with caution. However, they open up interesting avenues for future work, notably with regard to the benefits of mindfulness training on perceptual and attentional skills (to detect flight failure cues) and cognitive control skills (to diagnose and select appropriate procedures). From an operational perspective, the program appears to have beneficial effects on safety and performance in elite populations who must face critical situations.