Mindfulness Research Articles

The Effect of Mindfulness Practice on Individual Mental Resilience and Happiness

This study aims to assess mindfulness's impact on mental toughness & happiness, key mental health indicators. Mindfulness, a stress-relieving mental exercise, enhances cognitive agility, emotional control, & self-acceptance, thereby boosting these qualities. An 8-week MBSR program was tested on 100 adults, with half practicing MBSR. Assessments using CD-RISC & PWB scales showed significant improvements in mental toughness & happiness (p <.05) among MBSR participants, also reducing anxiety & depression. Mental toughness positively correlates with happiness. The study confirms mindfulness's efficacy in fostering mental resilience & happiness, contributing to mental health theories & interventions. Future work could explore tailored mindfulness practices for diverse groups.

Mindfulness-based Neurofeedback: A Systematic Review of EEG and fMRI studies.

Neurofeedback concurrent with mindfulness meditation may reveal meditation effects on the brain and facilitate improved mental health outcomes. Here, we systematically reviewed EEG and fMRI studies of mindfulness meditation with neurofeedback (mbNF) and followed PRISMA guidelines. We identified 10 fMRI reports, consisting of 177 unique participants, and 9 EEG reports, consisting of 242 participants. Studies of fMRI focused primarily on downregulating the default-mode network (DMN). Although studies found decreases in DMN activations during neurofeedback, there is a lack of evidence for transfer effects, and the majority of studies did not employ adequate controls, e.g. sham neurofeedback. Accordingly, DMN decreases may have been confounded by general task-related deactivation. EEG studies typically examined alpha, gamma, and theta frequency bands, with the most robust evidence supporting the modulation of theta band activity. Both EEG and fMRI mbNF have been implemented with high fidelity in clinical populations. However, the mental health benefits of mbNF have not been established. In general, mbNF studies would benefit from sham-controlled RCTs, as well as clear reporting (e.g. CRED-NF).

Effects of Mindfulness Meditation on Patient Experience During Urodynamics: A Prospective Study.

Urodynamics (UDS) assesses voiding dysfunction using intravesical, vaginal, or rectal catheters, which can be distressing. This study was aimed at utilizing mindfulness to reduce anxiety and pain in patients undergoing UDS. A single-institution randomized controlled trial was conducted on 60 patients who underwent UDS. Patients were assigned to a mindfulness group (n = 30) or a control group (n = 30). Before UDS testing, all patients completed validated questionnaires assessing lower urinary tract symptoms (Urogenital Distress Inventory 6, UDI-6), anxiety (State-Trait Anxiety Inventory 6, STAI-6), and pain (Visual Analog Scale, VAS). The mindfulness group listened to a mindfulness audio prompt before UDS. All patients received standardized UDS education before UDS testing in a calm environment. After UDS testing, all patients completed validated UDS-perception questionnaires, STAI-6, Likert scale, and VAS surveys. Statistical analysis was performed using paired t tests, independent t tests, Wilcoxon, and Chi-squared tests. Both groups had similar demographics, history of prior UDS, anxiety, and baseline UDI-6 and STAI-6. Post-UDS, anxiety scores decreased in both groups, with the mindfulness group reporting significant improvement in "calmness" (mean 1.7, SD = 0.84) compared with the control group (mean 2.3, SD = 1.0, p < 0.05). The mindfulness group reported increased relaxation whereas the control group reported decreased relaxation post-UDS. Patients in both groups without a history of UDS had a significant improvement in total anxiety compared with those with a history of UDS. Mindfulness meditation may improve calmness and relaxation for patients undergoing UDS.

Psychological Interventions and Those With Elements of Positive Psychology for Child and Youth Mental Health During the COVID-19 Pandemic: Literature Review, Lessons Learned, and Areas for Future Knowledge Dissemination.

There was a marked decline in child and teenage mental health worldwide during the pandemic, with increasing prevalence of depression, anxiety, and suicide. Research indicates that positive psychological interventions may be beneficial for mental health. The aims of this review were to evaluate positive psychological interventions for child and youth mental health implemented during the COVID-19 pandemic and assess overall effectiveness for mental health and knowledge. We undertook a literature search of PubMed, MEDLINE, and Google Scholar for all eligible studies on digital and hybrid in-person psychological interventions for youth mental health during the COVID-19 pandemic. A particular emphasis was placed on positive psychological interventions or interventions that had components of positive psychology, including gratitude, acceptance, positive emotions, or resilience building. A total of 41 interventions were included in this review. Most of the interventions were digital. Overall, most of the interventions assisted with one or more mental health or psychological indicators, such as depression, anxiety, posttraumatic stress disorder, stress, and resilience. However, findings were mixed when it came to targeting both depression and anxiety together. The interventions that promoted youth mental health most often had a range of diverse positive psychology components and were evidence based. Not all studies measured changes in mindfulness. Few studies examined knowledge acquired on mental health self-care, managing mental health problems, knowledge of positive psychological techniques, mindfulness knowledge, or mental health self-efficacy. Diverse multicomponent interventions appear to assist with youth mental health overall, although their effects on both depression and anxiety are less clear. There is also a need for more research on knowledge gains to determine whether the interventions improved knowledge on mental health-supportive behaviors, which may be sustained beyond the intervention. Finally, more studies need to evaluate whether the interventions assisted with increasing self-efficacy for practicing positive psychological techniques as well as changes in mindfulness levels. Future studies should not only assess effectiveness for mental health outcomes but also assess knowledge translation, with valid measures of knowledge and self-efficacy for mental health-supportive behaviors and positive psychological skills acquired (eg, the ability to practice mindfulness).

Buddhist Mindfulness Practices in Conflict Resolution

Buddhist Mindfulness Practices in Conflict Resolution

The Role of Mindfulness Meditation for the Management of Hypertension in African American Adults in the US - A Scoping Review

The prevalence of hypertension is more significant among African American adults than among individuals in other ethnic groups. Mindfulness, an ancient technique used for thousands of years, is acknowledged as a valuable tool for improving health in various ways. However, despite its traditional wisdom, there remains a gap in understanding the standalone effects of MM on hypertension control. This review aimed to discuss the role of mindfulness in managing hypertension within the African American adult population in the U. S. PubMed and Scopus were the chosen databases for this exploration. The inclusion criteria comprised papers presenting primary data studies conducted on hypertensive African American patients, specifically reporting on the independent association between mindfulness and hypertension. The exclusion criteria included nonprimary data studies and studies not primarily focused on hypertension or mindfulness. Following our search strategy, we identified a total of 32 studies. Our review incorporated five randomized controlled trials, excluding manuscripts lacking primary data, nonrandomized clinical trials, and duplicates. Within these studies, mindfulness was administered to participants through either prerecorded MP3s or guidance from trained personnel. The observed reduction in blood pressure ranged from 7.2 mmHg to 21.92 mmHg for systolic blood pressure and from null to 7.2 mmHg for diastolic blood pressure across the five studies. Notably, one study showed no change in diastolic blood pressure. The outcomes of this review can contribute to clinical practice by offering an evidence-based approach for effective hypertension control through MM. The key findings highlight the positive impact of mindfulness on blood pressure regulation and emphasize using prerecorded MP3s or trained guidance as effective mindfulness delivery methods. These insights underscore the potential significance of MM as a cost-efficient and side-effect-free approach to hypertension management.

Mindfulness and Core Socialist Values Predict the Psychological Health of College Students: A Study on the Influence of Self-enhancement

Objective: In the context of rising concerns about the psychological well-being of college students in China, this study explores the predictive effects of mindfulness, core socialist values, and self-enhancement on their psychological health. These factors are of particular interest due to their relevance to emotional regulation, social support, and self-perception, which are critical in a rapidly changing social environment. Methods: The study involved 487 college students from colleges in Yunnan Province. Participants completed the Core Socialist Values Scale, Mindfulness Scale, Comprehensive Psychological Health Assessment Questionnaire (including Positive and Negative Affect Schedule, Depression Anxiety Stress Scales, and Satisfaction with Life Scale), and Self-enhancement Strategy Questionnaire. Data were collected through online questionnaires and analyzed using SPSS 27. Results: Correlation analysis showed significant positive correlations between mindfulness and psychological health (r = 0.50, p &amp;lt; 0.01), and between core socialist values and psychological health (r = 0.29, p &amp;lt; 0.01). No significant correlation was found between self-enhancement and psychological health (r = -0.03, p &amp;gt; 0.05). Regression analysis indicated that mindfulness significantly predicted psychological health (adjusted R² = 0.24), and core socialist values also significantly predicted psychological health (adjusted R² = 0.08). The regression model combining mindfulness and core socialist values predicted psychological health more significantly (adjusted R² = 0.26). Conclusion: The results indicate that both mindfulness and core socialist values significantly predict the psychological health of college students, while self-enhancement does not. Mindfulness promotes psychological health by enhancing self-awareness and emotional regulation, while core socialist values enhance it by strengthening social support and value identification. These findings provide a theoretical basis for psychological health interventions for college students, suggesting the combined use of mindfulness practices and values education to promote psychological health.

Mindfulness meditation alters neural oscillations independently of arousal

Neuroscience has identified that mindfulness meditation induces a state of relaxed alertness, characterised by changes in theta and alpha oscillations and reduced sympathetic arousal, although the underlying mechanisms remain unclear. This study aims to address this gap by examining changes in neural oscillations and arousal during mindfulness meditation using both traditional and data-driven methods. Fifty-two healthy young adults underwent electroencephalography (EEG) and skin conductance level (SCL) recordings during resting baseline and mindfulness meditation conditions, both conducted with eyes closed. The EEG data revealed a significant decrease in traditional alpha (8–13 Hz) amplitude during mindfulness meditation compared to rest. However, no significant differences were observed between conditions in traditional delta, theta, beta, or gamma amplitudes. Frequency Principal Components Analysis (fPCA) was employed as a data-driven approach, identifying six components consistent across conditions. A complex delta-theta-alpha component significantly increased during mindfulness meditation. In contrast, low alpha (~9.5 Hz) and low alpha-beta (~11 Hz) components decreased significantly during mindfulness meditation. No significant differences were observed between conditions in the delta, high alpha, and high alpha-beta components. Additionally, there were no significant differences in SCL between conditions, nor were there correlations between traditional alpha or fPCA components and SCL. These findings support the conceptualisation of mindfulness meditation as a state of relaxed alertness, characterised by changes in neural oscillations likely associated with attention and awareness. However, the observed changes do not appear to be driven by arousal.

The mediating role of teaching enthusiasm in the relationship between mindfulness, growth mindset, and psychological well-being of Chinese EFL teachers

This mixed-methods study investigates the complex factors affecting the psychological well-being of Chinese EFL teachers, particularly the direct effects of mindfulness and growth mindset, and the mediating role of teaching enthusiasm. A quantitative survey (n = 268) was distributed to EFL teachers across diverse provinces in China. Established scales measured psychological well-being, mindfulness, growth mindset, and teaching enthusiasm. The data was analyzed using structural equation modeling (SEM) with two phases in SPSS and AMOS software. A qualitative phase, employing semi-structured interviews with a subsample (n = 12) of participants, provided deeper insights into the lived experiences of teachers. The quantitative analysis yielded positive direct relationships between mindfulness, growth mindset, and well-being. Notably, teaching enthusiasm emerged as a significant mediating factor. These findings suggest that mindfulness and growth mindset indirectly influence well-being through their positive impact on teaching enthusiasm. The qualitative data corroborated these results, showcasing how mindfulness practices and a growth mindset contribute to a more passionate and fulfilling teaching experience. These combined findings underscore the importance of promoting mindfulness, growth mindset, and teaching enthusiasm to enhance the psychological well-being of Chinese EFL teachers.

Piloting a Virtual Yoga and Mindfulness Program for Juvenile Court Involved Youth.

Juvenile court-involved youth (JCIY) face unique psychosocial challenges, with a higher prevalence of mental health concerns and substance use disorders. The COVID-19 pandemic intensified these challenges, prompting a need for interventions that address trauma and discrimination experienced by this vulnerable population that could be delivered virtually during the pandemic. This study describes implementation and evaluation of a Raja yoga and mindfulness program among JCIY, with particular attention to barriers and facilitators to participation to inform next steps in this work. The nine-session program aimed to promote mindfulness practices, build coping skills, and address elements of JCIY's emotional health and well-being. Despite challenges in participant retention, participants expressed intent to use skills they learned in the future. Challenges related to implementation included technological barriers, staff turnover, and competing responsibilities; abrupt closure of the county juvenile detention center further strained resources. Successes included providing real-time resources during the early pandemic stages and building relationships between program facilitators and juvenile court staff. Involving youth and court personnel in program design and evaluation, adopting implementation science approaches to refine program delivery, and developing tailored support systems for JCIY are among the key lessons learned. Given the many structural inequities that make JCIY more vulnerable to poor health outcomes, insights may inform broader efforts to improve receipt of relevant services and programs to enhance their well-being, including use of virtual modalities.

"I seemed calmer, clearer, and better able to react to challenging situations": phenomenological reflections on learning about mindfulness in health professions education.

It is widely acknowledged that healthcare practitioner well-being is under threat, as many factors like excessive workloads, perceived lack of organizational support, the rapid introduction of new technologies, repercussions of the COVID-19 pandemic, and other factors have transformed the health care workplace. Distress, anxiety and burnout are on the rise, and are particularly concerning for health professions' students who must navigate challenging academic and clinical demands, in addition to personal responsibilities. While not a panacea for the systemic issues at play, 'mindfulness practices' have shown some promise in supporting students to navigate stressful environments. Yet despite calls for more phenomenological studies, little is known about health professions students' lived experiences of learning about and using mindfulness in higher education contexts. The objective of this hermeneutic phenomenological study was to inquire into the first-hand lived experiences of health professions students by examining their written reflections on learning about and using mindfulness in a higher education context. The study reports on themes identified in an analysis of students' phenomenological reflections written during and following a mindfulness elective course offered at a Canadian University. The analysis revealed four predominant themes: (a) reframing perceptions, (b)'being' while 'doing', (c) witnessing the struggle, and (d) compassion for self and others. In a time when health professionals are increasingly under strain, and systemic reform is needed but slow to take shape, the findings of this study reveal potential affordances of mindfulness for helping students to navigate the myriad of challenges they face. The findings are unique in their in-depth exploration of students' reflections on the experience of learning about and engaging in 'mindfulness practices' in a higher education context. The findings contribute first-hand perspectives to the evolving field of mindfulness education research and generate new conversations about mindfulness education in the health professions curriculum.

The association of calligraphy activities with peace of mind, stress self-management, and perceived health status in older adults.

Calligraphy, as a form of mindful practice, encourages focus, creativity, and relaxation, which collectively contribute to a more peaceful mental state. Through regular engagement in calligraphy, older adults can develop better coping mechanisms for stress, leading to more effective self-management of daily stressors. This enhanced ability to manage stress can reduce the overall burden on their mental and physical health, promoting a more positive outlook on life. This study employed convenience sampling and snowball sampling to select 246 older adults aged 60-70 from Changsha, China, in March 2024 as valid samples. AMOS v.23 was used to construct a structural equation model to validate the hypotheses. The study found a significant positive correlation between calligraphy activities and peace of mind/stress self-management. There is also a significant positive correlation between peace of mind/stress self-management and perceived health status. Additionally, peace of mind and stress self-management act as mediators between calligraphy activities and perceived health status. This indicates that calligraphy activities not only contribute to the psychological well-being of older adults but also indirectly enhance their positive perception of their own health by improving their mental state. Consequently, such activities can be an integral part of holistic health interventions aimed at enhancing the quality of life and overall health of older adults.

Dancing Well with Mindfulness

ABSTRACT Mindfulness has recently flooded the health and wellness social media landscape. With roots in Buddhism, mindfulness is a skill of attention involving focusing on the present moment with curiosity and nonjudgment. Mindfulness practices, including meditation, have many benefits for busy young dance students, who often face a unique combination of stresses around social comparison, self-doubt, body image issues, performance anxiety, and increasingly overscheduled lifestyles. Many may lack an understanding of mindfulness or misperceive its components. Persistent stigmas around mental health may also keep students from openly experimenting with mindfulness practices. The purpose of this article is to concisely define mindfulness for dance students, its potential benefits, and considerations for how mindful practices, particularly meditation, can be integrated into dance students’ lives.

Does practice make perfect? Functional connectivity of the salience network and somatosensory network predicts response to mind-body treatments for fibromyalgia.

Mind-body treatments can improve coping mechanisms to deal with pain, improve the quality of life of patients with fibromyalgia syndrome (FMS), and reduce perceived pain in some cases. However, responses to these treatments are highly variable, the mechanisms underpinning them remain unclear, and reliable predictors of treatment response are lacking. We employed resting-state blood oxygen level-dependent (rsBOLD) functional magnetic resonance imaging (fMRI) to examine changes in brain functional connectivity (FC) following mind-body treatment that may relate to and predict pain relief. We recruited patients with FMS who underwent either mindfulness-based stress reduction (MBSR; n = 18) or a psychoeducational program (FibroQoL; n = 22) and a treatment-as-usual FMS group (TAU; n = 18). We collected rsBOLD data, alongside subjective pain, anxiety, depression, and catastrophizing measures prior to and following treatments. We examined behavioral changes and FC changes in the salience network (SN) and sensorimotor network (SMN) and performed regression analyses to identify predictors for treatment response. The MBSR and FibroQoL groups experienced significant reductions in pain catastrophizing. After treatment, the FC of the sensorimotor cortex with the rest of the SMN became significantly reduced in the MBSR group compared to the TAU group. The FC between the SN and the SMN at baseline was negatively correlated with pain reductions following MBSR but positively correlated with pain reductions in the FibroQoL group. These results yielded large to very large effect sizes. Following MBSR, only for those patients with lower baseline SMN-SN FC, minutes of mindfulness practice were positively associated with clinical improvement (small to medium effect size). Different mind-body treatments are underpinned by discrete brain networks. Measures of the functional interplay between SN and SMN have the potential as predictors of mind-body treatment response in patients with FMS.

A randomised study to evaluate the potential added value of shared meditation involving people with cancer, health professionals and third persons compared to meditation conducted with patients only: design of the Implic-2 protocol

BackgroundIn oncology, the suffering of patients and the burnout of health professionals are key issues. Mindfulness meditation is a holistic approach that can help to improve well-being. While numerous studies have shown the benefits of meditation for both patients and health professionals, the added value of offering shared meditation to groups of patients, health professionals and third persons has not been assessed. Beyond strengthening the relationship between carers and patients, opening up meditation sessions to third parties (neither carers nor patients) enables patients to escape the stigma of their illness. We previously conducted a pilot study that validated the feasibility and the relevance of shared meditation with a specifically designed programme.Methods/DesignIMPLIC-2 is a two-arm randomised study designed to assess the added value of this meditation programme (optimised following the pilot study), particularly for cancer patients (our target population). People motivated to follow the programme, without previous regular practice of meditation and able to participate in the sessions are eligible. The study will include 96 participants: 16 health professionals, 16 third persons and 64 patients. The latter will be randomized in two arms: the experimental arm (“Shared” meditation) consisting of 4 mixed groups of 8 patients, 4 health professionals and 4 third parties, and the control arm (“Patient” meditation) consisting of 2 groups of 16 patients. Validated questionnaires will be used to measure the effects of the programme, notably in terms of quality of life, perceived stress, feelings of self-efficacy, qualities of mindfulness and self-compassion, and carers’ burn-out. Participants' perception of a change in their quality of life and satisfaction will be measured at the end of the programme. A complementary qualitative focus-group approach will be used to optimise implementation of the programme beyond the study.DiscussionThe well-being of oncology patients would be improved. Dealing with overworked carers would have a beneficial impact on the way they interact with patients. In addition, encounters between the three types of population will allow otherness to be viewed differently and alleviate suffering by promoting collective humanity.Trial RegistrationNCT06041607, registered: 09/18/2023.Protocol versionVersion n°1.2 dated from 08/29/2023.

VIPASSANA- NAVIGATING TOWARDS MENTAL PEACE

Our saints and sages have consistently stressed the importance of attaining mental peace, believing in the innate self-healing capabilities of the human mind. Often characterized as the "Monkey Mind" due to its tendency to wander, the mind can be effectively managed by heightening internal awareness through observation and acceptance of things as they are. Vipassana, an ancient mindfulness meditation rooted in yoga, is gaining recognition in the 21st century as a comprehensive approach to mental health and well-being. It integrates fundamental metaphysical aspects of the mind and spirit with the body. Numerous studies have demonstrated that Vipassana practice leads to emotional stability, increased life satisfaction, sharper cognitive and perceptual abilities, indicative of positive psychological well-being and an improved quality of life (Anderson, 2000; Fleishman, 1999; Srinivasan, 1992; Inwongsakul et al., 2015). Various psychological researches have shown that Vipassana reduces instances of violence and crime, both towards oneself and others, while also promoting mental tranquility, resilience, and fostering qualities such as love, compassion, and forgiveness (Shapiro et al., 2005; Hart, 1987; Kochargaonkar, 2005). Hence, the objective of this study is to underscore Vipassana as a pathway to achieving mental peace.

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 &lt; 0.001) and by 10.86 from T0 to T2 (p &lt; 0.001). Anxiety and depression levels significantly decreased, with Zung-SARS scores dropping by -6.89 from T0 to T1 (p &lt; 0.001) and -7.08 from T0 to T2 (p &lt; 0.001), and BDI scores decreasing by -5.89 from T0 to T1 (p &lt; 0.001) and -5.86 from T0 to T2 (p &lt; 0.001). The study suggests mindfulness meditation can significantly enhance mental health among nursing students.

The Psychological Impact of Climate Change: Anxiety, Stress, and Coping Mechanisms

Climate change has emerged as a critical global issue, with significant impacts extending beyond environmental and economic spheres to affect psychological well-being. This study employs a mixed-methods research design to investigate the psychological impact of climate change, specifically focusing on anxiety, stress, and coping mechanisms. Utilizing both quantitative surveys and qualitative interviews, the research examines the prevalence and intensity of climate-related anxiety and stress and explores the coping strategies individuals employ. The findings reveal moderate to high levels of anxiety and stress among participants, with notable demographic variations, such as higher levels of anxiety in younger individuals and greater stress among women and those with lower socioeconomic status. Adaptive coping mechanisms, such as environmental activism and mindfulness practices, were identified as effective, while maladaptive strategies like avoidance and denial were also prevalent. The study underscores the need for targeted mental health interventions and public health policies that integrate mental health support into climate change adaptation and mitigation strategies. Promoting adaptive coping mechanisms and addressing maladaptive behaviors are crucial for enhancing resilience and mental well-being in the face of ongoing environmental challenges.

The relationship of emotional intelligence to burnout and related factors in healthcare profession students

BackgroundHigh prevalence of burnout amongst healthcare profession students results in detrimental effects on academic performance, mental health, and quality of life. Emotional intelligence is a trainable skillset demonstrated to protect against burnout, improve psychological well-being, and decrease anxiety and stress, yet it lacks standardized inclusion in many healthcare profession program curricula. ObjectivesTo explore the utility of emotional intelligence as a tool for burnout mitigation, this study aimed to determine the relationship between emotional intelligence and burnout in an interprofessional sample of healthcare profession students and identify related variables. DesignCross-sectional survey study. SettingsData was collected over 14 weeks in the fall of 2022 via a nationally distributed online survey. Participants147 healthcare profession students from the following professional or doctoral programs: Master of Science in Athletic Training (ATC), Doctor of Physical Therapy (DPT), Master of Science in or Doctor of Occupational Therapy (OT/OTD), Master of Science in Speech-Language Pathology (SLP), Doctor of Medicine (MD), Physician Assistant Studies (PA-S), Bachelor of Science in Nursing (RN), or Nurse Practitioner Studies (NP). MethodsParticipants completed a demographics form (personal/school related variables including prior education and mindfulness habits), the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF), Oldenberg Burnout Inventory-Student (OLBI-S), and RU-SATED sleep health scale. ResultsA large negative correlation was noted between emotional intelligence and burnout (r = −0.591, p < .001). Emotional intelligence and age were significant predictors of burnout. Previous emotional intelligence learning and mindfulness practice also demonstrated significant differences in emotional intelligence. ConclusionsThese findings suggest that greater emotional intelligence may have a positive impact on burnout and wellbeing in healthcare profession students. Educational interventions aimed to improve emotional intelligence should be explored for inclusion in healthcare profession educational program curricula.

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.