Mindfulness-based treatments for posttraumatic stress disorder (PTSD) have emerged as promising adjunctive or alternative intervention approaches. A scoping review of the literature on PTSD treatment studies, including approaches such as mindfulness-based stress reduction, mindfulness-based cognitive therapy and metta mindfulness, reveals low attrition with medium to large effect sizes. We review the convergence between neurobiological models of PTSD and neuroimaging findings in the mindfulness literature, where mindfulness interventions may target emotional under- and overmodulation, both of which are critical features of PTSD symptomatology. Recent emerging work indicates that mindfulness-based treatments may also be effective in restoring connectivity between large-scale brain networks among individuals with PTSD, including connectivity between the default mode network and the central executive and salience networks. Future directions, including further identification of the neurobiological mechanisms of mindfulness interventions in patients with PTSD and direct comparison of these interventions to first-line treatments for PTSD are discussed.
<p>Mindfulness for the Next Generation: Helping emerging adults manage stress and lead healthier lives is an instructor's text offering a four-session mindfulness-based program aimed at helping emerging adults manage their stress and navigate the developmental tasks of this unique developmental time period.</p>
Zotero Collections:
"College students and other young adults today are experiencing high levels of stress as they pursue personal, educational, and career goals. In recent years, there has been increased awareness of the seriousness of these struggles, which may increase the risk of psychological distress and mental illness among this age group now commonly referred to as 'emerging adults.' Scientific research has shown that practicing mindfulness can help manage stress and enhance quality of life, but traditional methods of teaching mindfulness and meditation are not always effective for this developmental stage. Mindfulness for the Next Generation is an easy-to-use guide that details a four-session mindfulness-based program, called 'Koru,' aimed at helping young adults cope with anxiety, navigate the tasks they face, and achieve meaningful personal growth. Authors Holly Rogers and Margaret Maytan, Duke University psychiatrists and the developers of the Koru program, discuss the unique challenges this group faces, identify effective teaching techniques for working with them, and review the research supporting mindfulness for stress reduction in a scientifically rigorous yet reader-friendly way. The book explains the specific model created by the authors and describes each session in a 'mini-manual' format. Mindfulness for the Next Generation is written for therapists, teachers, health professionals, and student service providers who work with college students and other emerging adults."--Publisher's website.
<p>The effects of randomization to mindfulness training (MT) or to a waitlist-control condition on psychological and physiological indicators of teachers’ occupational stress and burnout were examined in 2 field trials. The sample included 113 elementary and secondary school teachers (89% female) from Canada and the United States. Measures were collected at baseline, post-program, and 3-month follow-up; teachers were randomly assigned to condition after baseline assessment. Results showed that 87% of teachers completed the program and found it beneficial. Teachers randomized to MT showed greater mindfulness, focused attention and working memory capacity, and occupational self-compassion, as well as lower levels of occupational stress and burnout at post-program and follow-up, than did those in the control condition. No statistically significant differences due to MT were found for physiological measures of stress. Mediational analyses showed that group differences in mindfulness and self-compassion at post-program mediated reductions in stress and burnout as well as symptoms of anxiety and depression at follow-up. Implications for teaching and learning are discussed.</p>
Zotero Collections:
The effects of randomization to mindfulness training (MT) or to a waitlist-control condition on psychological and physiological indicators of teachers’ occupational stress and burnout were examined in 2 field trials. The sample included 113 elementary and secondary school teachers (89% female) from Canada and the United States. Measures were collected at baseline, post-program, and 3-month follow-up; teachers were randomly assigned to condition after baseline assessment. Results showed that 87% of teachers completed the program and found it beneficial. Teachers randomized to MT showed greater mindfulness, focused attention and working memory capacity, and occupational self-compassion, as well as lower levels of occupational stress and burnout at post-program and follow-up, than did those in the control condition. No statistically significant differences due to MT were found for physiological measures of stress. Mediational analyses showed that group differences in mindfulness and self-compassion at post-program mediated reductions in stress and burnout as well as symptoms of anxiety and depression at follow-up. Implications for teaching and learning are discussed.
The effects of randomization to mindfulness training (MT) or to a waitlist-control condition on psychological and physiological indicators of teachers’ occupational stress and burnout were examined in 2 field trials. The sample included 113 elementary and secondary school teachers (89% female) from Canada and the United States. Measures were collected at baseline, post-program, and 3-month follow-up; teachers were randomly assigned to condition after baseline assessment. Results showed that 87% of teachers completed the program and found it beneficial. Teachers randomized to MT showed greater mindfulness, focused attention and working memory capacity, and occupational self-compassion, as well as lower levels of occupational stress and burnout at post-program and follow-up, than did those in the control condition. No statistically significant differences due to MT were found for physiological measures of stress. Mediational analyses showed that group differences in mindfulness and self-compassion at post-program mediated reductions in stress and burnout as well as symptoms of anxiety and depression at follow-up. Implications for teaching and learning are discussed.
ObjectivesThe aim of this review is to examine the literature related to the sources of stress, coping mechanisms and interventions to support undergraduate nursing and midwifery students to cope with stress during their undergraduate education.
Design
Integrative literature review.
Data Sources
The databases CINAHL, PubMed and PsycINFO were searched for articles published between 2010 and 2016. Search terms in various combinations were used for example; student nurse, student midwife, undergraduate, stress, coping and interventions.
Review Methods
An integrative review based on Whittemore and Knafl's approach was used to conduct the review.
Results
The search generated 25 articles that met the inclusion criteria. The key sources of stress emanated from clinical, academic and financial issues but predominantly from the clinical environment. Students used a variety of coping strategies, both adaptive and maladaptive. These appear to be influenced by their past and present circumstances such as, their needs, what was at stake and their options for coping. Interventions for student nurses/midwives to cope with stress were varied and in the early stages of development. Mindfulness showed some promising positive results. Interventions focussed on the individual level excluding the wider social context or organisation level.
Conclusions
Stress is pervasive in all aspects of undergraduate nursing and midwifery education. Nursing and midwifery educators need to be aware of this impact and provide appropriate support to students in both the clinical and academic environments. Further research is needed to capture the experience of stress from the students' perspective as well as the barriers and facilitators to supporting students from the preceptors'/mentors' perspectives. Finally, more intervention studies are needed to identify and compare what interventions are effective in supporting students to cope with stress during their undergraduate education.
Purpose: The purpose of this paper is to provide a critical perspective on the international evidence on promoting young people's social and emotional well-being in schools. The challenges of integrating evidence-based interventions within schools are discussed and the need for innovative approaches to research and practice are considered in order to support more sustainable approaches that can be embedded into the everyday practice of school systems. Design/methodology/approach: A common elements approach to intervention development and implementation is explored. A case study is presented on piloting this approach with post-primary students, based on consultations with students and teachers concerning their needs in supporting youth social and emotional well-being. Findings: The integration and sustainability of evidence-based social and emotional skills programmes within the context of whole school systems is far from clearly established. Research on the use of a common elements approach to evidence-based treatment and youth prevention programmes is presented and the application of this method to the development and implementation of social and emotional learning interventions is considered. Preliminary case study findings are presented exploring this approach in school-based intervention development for post-primary school students. Research limitations/implications: The potential of adopting a common elements approach is considered; however, more rigorous research is needed to identify the most potent strategies for social and emotional skills development. Originality/value: Identifying a common set of evidence-based strategies for enhancing adolescents' social and emotional skills could lead to innovative approaches to intervention delivery that would extend the impact and reach of evidence-based practice across diverse educational systems and school settings.
Objective: The aim of the study was to determine whether mindfulness-based stretching and deep breathing exercise (MBX) normalizes cortisol levels and reduces PTSD symptom severity among individuals with subclinical features of PTSD. Design and Setting: A randomized controlled trial was conducted at the University of New Mexico Health Sciences Center. Participants: Twenty-nine nurses (28 female) aged 45– 66 years participated in the study. Intervention: Sixty-minute MBX sessions were conducted semiweekly for 8 weeks. Main Outcome Measures: Serum cortisol was measured, and the PTSD Checklist–Civilian version (PCL-C) was performed at baseline and weeks 4, 8, and 16.Results: Twenty-nine participants completed the study procedures, 22 (79%) with PTSD symptoms (MBX, n ϭ 11; control, n ϭ 11), and 7 (21%) without PTSD (BASE group). Eight-week outcomes for the MBX group were superior to those for the control group (mean difference for PCL-C scores, Ϫ13.6; 95% confidence interval [CI], Ϫ25.6, Ϫ1.6; P ϭ .01; mean difference for serum cortisol, 5.8; 95% CI, 0.83, 10.8; P ϭ .01). No significant differences were identified between groups in any other items. The changes in the MBX group were maintained at the 16-week follow-up (P ϭ .85 for PCL-C; P ϭ .21 for cortisol). Our data show that improved PTSD scores were associated with normalization of cortisol levels (P Ͻ .05).
Conclusions: The results suggest that MBX appears to reduce the prevalence of PTSD-like symptoms in individuals exhibiting subclinical features of PTSD. (J Clin Endocrinol Metab 98: 2984 –2992, 2013)
ObjectiveTo evaluate the effectiveness of Koru, a mindfulness training program for college students and other emerging adults.
Participants
Ninety students (66% female, 62% white, 71% graduate students) participated between Fall 2012 and Spring 2013.
Methods
Randomized controlled trial. We hypothesized that Koru, compared to a wait-list control group, would reduce perceived stress and sleep problems, and increase mindfulness, self-compassion, and gratitude.
Results
As hypothesized, results showed significant Group (Koru, wait-list) X Time (pre, post) interactions for improvements in perceived stress (F=4.50, df [1, 76.40], p=.037, d=.45), sleep problems (F= 4.71, df [1,79.49], p=.033, d=.52), mindfulness (F=26.80, df [1, 79.09], p<.001, d=.95), and self-compassion (F=18.08, df [1, 74.77], p<.001, d=.75). All significant effects were replicated in the wait-list group. Significant correlations were observed among changes in perceived stress, sleep problems, mindfulness, and self-compassion.
Conclusions
Results support the effectiveness of the Koru program for emerging adults in the university setting.
College students and other young adults today are experiencing high levels of stress as they pursue personal, educational, and career goals. In recent years, there has been increased awareness of the seriousness of these struggles, which may increase the risk of psychological distress and mental illness among this age group now commonly referred to as 'emerging adults.' Scientific research has shown that practicing mindfulness can help manage stress and enhance quality of life, but traditional methods of teaching mindfulness and meditation are not always effective for this developmental stage.Mindfulness for the Next Generation is an easy-to-use guide that details a four-session mindfulness-based program, called 'Koru,' aimed at helping young adults cope with anxiety, navigate the tasks they face, and achieve meaningful personal growth. Authors Holly Rogers and Margaret Maytan, Duke University psychiatrists and the developers of the Koru program, discuss the unique challenges this group faces, identify effective teaching techniques for working with them, and review the research supporting mindfulness for stress reduction in a scientifically rigorous yet reader-friendly way. The book explains the specific model created by the authors and describes each session in a 'mini-manual' format. Mindfulness for the Next Generation is written for therapists, teachers, health professionals, and student service providers who work with college students and other emerging adults.
Drawing on recent claims in the study of relationships, attachment, and emotion, the authors hypothesized that romantic love serves a commitment-related function and sexual desire a reproduction-related function. Consistent with these claims, in Study 1, brief experiences of romantic love and sexual desire observed in a 3-min interaction between romantic partners were related to distinct feeling states, distinct nonverbal displays, and commitment- and reproductive-related relationship outcomes, respectively. In Study 2, the nonverbal display of romantic love was related to the release of oxytocin. Discussion focuses on the place of romantic love and sexual desire in the literature on emotion.
Zotero Collections:
This article advocates the use of free play in the provision of the Social and Emotional Aspects of Learning (SEAL) programme in schools. It uses case studies to illustrate how children develop and use the five strands of SEAL while playing. The author draws on recent research and literature to support the idea that SEAL skills are caught rather than taught; and that play is the medium most able to provide opportunities for becoming more self-aware, empathic and motivated as well as becoming more able to manage feelings and develop and deploy social skills. The need for school staff to be supported in providing free play and in facilitating social and emotional development in new ways is also considered. The essential role of the adult in developing relationships that support the development of SEAL skills is acknowledged.
The SMART-in-Education program helps teachers cope with rising academic demands and falling budgets.
OBJECTIVE: Nearly 38% of U.S. adults use complementary and alternative medicine approaches to manage physical conditions (e.g., chronic pain, arthritis, cancer, heart disease, and high blood pressure) and psychological or emotional health concerns (e.g., post-traumatic stress disorder, anxiety, and depression). Research evidence has accumulated for yoga as an effective treatment approach for these conditions. Further, yoga has increased in popularity among healthcare providers and the general population. Given these trends, this study explored perceptions about yoga as a viable complementary treatment to which health professions students would refer patients.PARTICIPANTS: More than 1500 students enrolled in health professions programs at a Pacific Northwest school were enrolled; data were obtained from 478 respondents.
DESIGN: The study assessed willingness to refer patients to yoga as a complementary and alternative medicine for 27 symptoms (identified in the literature as having evidence for yoga's utility), which were subsequently grouped into skeletal, physical, and psychological on the basis of factor analysis. Responses were assessed using a mixed-model analysis of variance with health profession and yoga practitioner as between-subjects variables and symptoms as a within-subjects factor.
RESULTS: In descending order of likelihood to refer patients to yoga were students in occupational therapy, physician assistant program, psychology, physical therapy, pharmacy, dental hygiene, speech and audiology, and optometry. All groups perceived yoga's greatest utility for skeletal symptoms, followed by psychological and physical symptoms. Findings also revealed a significant positive relationship between level of personal yoga practice and willingness to refer patients to yoga.
CONCLUSIONS: Although students expressed some openness to referring patients to yoga, ratings of appropriateness were not accurately aligned with extant evidence base. Personal experience seemed to be a salient factor for accepting yoga as a referral target. These findings suggest the importance of developing strategies to make health professionals more aware of the merits of yoga, regardless of whether they themselves are yoga practitioners.
Background: Ankle and subtalar stiffness are widely associated with many foot and ankle conditions and functional deficits. Loss of range of motion, particularly dorsiflexion, results in significant gait dysfunction. A variety of methods have been evaluated to address this problem, including yoga, manipulation, dance training, jogging and static stretching exercises. No tools have been described that effectively and efficiently stretch the ankle and subtalar joint without requiring supervision or assistance of a trained physical therapist. Materials and Methods: Twenty-two subjects with varying foot and ankle diagnoses who had little or no improvement in range of motion after traditional assisted physical therapy were recruited from a foot and ankle orthopaedic clinic. The subjects' ankle and subtalar range of motion (ROM) in plantarflexion (PF), dorsiflexion (DF), inversion (INV), and eversion (EVR) were measured using a standard goniometer by a single physiotherapist prior to using the stretching device. The subjects were trained on the proper use of the stretching device and then instructed to use it daily for a 6-week period. Then the same examiner repeated the above measurements. Statistical analysis was performed using a two sample t-test assuming unequal variances. Results: There were statistically significant increases in ROM in all planes tested: DF to PF (p = 0.0052), and INV to EVR (p = 0.018). Conclusion: Stretching with the device significantly increased ankle and subtalar ROM. Clinical Significance: The stretching device can be used at home on a regular basis with minimal training and can effectively treat stiffness of the ankle and subtalar joints. It can be cost-effective when compared to use of physiotherapy services.
Pages |