Mindfulness-based programs improve psychological flexibility, mental health, well-being and time management in academics

Background: Occupational stress is high in academia, and partly related to time pressure. Mindfulness-based programs are known to be effective in reducing stress and increasing well-being. Recent work suggested that these programs may also improve time management. This study tested the effects of a mindfulness-based program on academics’ psychological flexibility, mental health, well-being and time management.Methods: The study was conducted in a French research department. Participants were offered to join a mindfulness-based program (n = 21) or to be on a wait-list control group (n = 22). Self-reported measures of psychological flexibility, mental health (stress, anxiety and depression symptoms), well-being and time use were collected before and after the 8 weeks program.Results: Results showed that psychological flexibility, mental health, well-being and effective time use significantly increased in the intervention group compared to the control condition.Conclusions: The results suggested that the mindfulness-based programs were effective in improving adaptive functioning, well-being, and optimal time use in academia, thus underlining potential useful perspectives to help academics improve mental health and time management.

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Mindfulness-Based Programs Improve Psychological Flexibility, Mental Health, Well-Being, and Time Management in Academics

European Journal of Investigation in Health, Psychology and Education ◽

10.3390/ejihpe10040073 ◽

2020 ◽

Vol 10 (4) ◽

pp. 1035-1050

Author(s):

Gabriel A. B. Marais ◽

Sophie Lantheaume ◽

Robin Fiault ◽

Rebecca Shankland

Keyword(s):

Mental Health ◽

Time Use ◽

Time Management ◽

Intervention Group ◽

Psychological Flexibility ◽

Well Being ◽

Being And Time ◽

Optimal Time ◽

Control Group ◽

Depression Symptoms

(1) Background: Occupational stress is high in academia, and is partly related to time pressure. Mindfulness-based programs are known to be effective in reducing stress and increasing well-being. Recent work suggested that these programs may also improve time management. This study tested the effects of a mindfulness-based program on academics’ psychological flexibility, mental health, well-being, and time management. (2) Methods: The study was conducted in a French research department. Participants were offered to join a mindfulness-based program (n = 21) or to be on a wait-list control group (n = 22). Self-reported measures of psychological flexibility, mental health (stress, anxiety, and depression symptoms), well-being, and time use were collected before and after the eight week program. (3) Results: Results showed that psychological flexibility, mental health, well-being, and efficient time use significantly increased in the intervention group compared to the control condition. (4) Conclusions: The results suggested that the mindfulness-based programs were effective in improving adaptive functioning, well-being, and optimal time use in academia, thus underlining potential useful perspectives to help academics improve mental health and time management.

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Assessing the impact of the European resilience curriculum in preschool, early and late primary school children

School Psychology International ◽

10.1177/01430343211025075 ◽

2021 ◽

pp. 014303432110250

Author(s):

Celeste Simões ◽

Anabela C. Santos ◽

Paula Lebre ◽

João R. Daniel ◽

Cátia Branquinho ◽

...

Keyword(s):

Mental Health ◽

Intervention Group ◽

Well Being ◽

Primary School Children ◽

Control Group ◽

Physical And Mental Health ◽

Quasi Experimental ◽

Mental Health Difficulties ◽

Prosocial Behaviours ◽

The Impact

Resilience is an individual’s ability to adapt successfully to and persevere during and after significant challenges. Resilience programmes based on a socioemotional learning approach have been associated with an increase in protextive factors (e.g., prosocial competencies), improvements in physical and mental health, and a decrease in internalised and externalised symptoms. The present study aimed to evaluate the impact of the RESCUR curriculum implemented in Portuguese schools on students’ academic, behavioural, and socioemotional outcomes, based on child and teacher reports. Participants included 1,084 children (53.2% male) aged 3-15 ( M = 7.24, SD = 2.31). A quasi-experimental study compared outcomes for an experimental intervention group (AIG) with a waiting list control group (WG). The results showed the RESCUR programme decreased mental health difficulties while increasing both prosocial behaviours and well-being. In addition, academic performance increased for those in preschool after implementation. Both teachers and children consistently reported positive behavioural changes in resilience-related competencies after implementing RESCUR. Our findings contribute to the recent research on the potential of RESCUR to address key socioemotional competencies and improve relevant protextive factors. Study limitations and future recommendations are addressed.

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Efficacy of ‘Foundations’, a Digital Mental Health App to Improve Mental Well-Being, during COVID-19: A Proof-of-Principle Randomised Controlled Trial (Preprint)

10.2196/preprints.30976 ◽

2021 ◽

Author(s):

Silvina Catuara-Solarz ◽

Bartlomiej Skorulski ◽

Inaki Estella ◽

Claudia Avella-Garcia ◽

Sarah Shepherd ◽

...

Keyword(s):

Mental Health ◽

Perceived Stress ◽

Intervention Group ◽

Well Being ◽

Self Report ◽

World Health ◽

Randomised Control Trial ◽

Control Group ◽

Mental Well Being ◽

Proof Of Principle

BACKGROUND Against a long-term trend of increasing demand, the COVID-19 pandemic has led to a global rise in common mental disorders. Now more than ever, there is an urgent need for scalable, evidence-based interventions to support mental well-being. OBJECTIVE The aim of this proof-of-principle study was to evaluate the efficacy of a mobile-based app in adults with self-reported symptoms of anxiety and stress in a randomised control trial that took place during the first wave of the COVID-19 pandemic in the UK. METHODS Adults with mild to severe anxiety and moderate to high levels of perceived stress were randomised to either the intervention or control arm. Participants in the intervention arm were given access to the app, Foundations, for the duration of the 4-week study. All participants were required to self-report a range of validated measures of mental well-being (10-item Connor-Davidson Resilience scale [CD-RISC-10]; 7-item Generalised Anxiety Disorder scale [GAD-7]; Office of National Statistics Four Subjective Well-being Questions [ONS-4]; World Health Organisation-5 Well-Being Index [WHO-5]) and sleep (Minimal Insomnia Scale [MISS]) at baseline and weeks 2 and 4; and, in addition, on perceived stress weekly (10-item Perceived Stress Score [PSS]). RESULTS 136 participants completed the study and were included in the final analysis. The intervention group (n=62) showed significant improvements compared to the control group (n=74) on measures of anxiety (GAD-7 score, delta from baseline to week 2 in the intervention group: -1.35 [SD 4.43]; control group: -0.23 [SD 3.24]; t134= 1.71 , P=.04), resilience (CD-RISC score, delta from baseline to week 2 in the intervention group: 1.79 [± SD 4.08]; control group: -0.31 [± SD 3.16]; t134 -3.37, P<.001), sleep (MISS score, delta from baseline to week 2 in the intervention group: -1.16 [± SD 2.67]; control group: -0.26 [± SD 2.29]; t134= 2.13, P=.01), and mental well-being (WHO-5 score, delta from baseline to week 2 in the intervention group: 1.53 [5.30]; control group: -0.23 [± SD 4.20]; t134= -2.16, P=.02) within 2 weeks of using Foundations, with further improvements emerging at week 4. Perceived stress was also reduced within the intervention group, although the results did not reach statistical significance relative to the control group (PSS score, delta from baseline to week 2 in the intervention group: -2.94 [± SD 6.84]; control group: -2.05 [± SD 5.34]; t134= 0.84, P=.20). CONCLUSIONS This study provides proof-of-principle that the digital mental health app, Foundations, can improve measures of mental well-being, anxiety, resilience, and sleep within 2 weeks of use, with greater effects after 4 weeks. It therefore offers potential as a scalable, cost-effective, and accessible solution to enhance mental well-being, even during times of crisis such as the COVID-19 pandemic.

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The Effects of a Mindfulness Program on Mental Health in Students at an Undergraduate Program for Teacher Education: A Randomized Controlled Trial in Real-Life

Frontiers in Psychology ◽

10.3389/fpsyg.2021.722771 ◽

2021 ◽

Vol 12 ◽

Author(s):

Lise Juul ◽

Eva Brorsen ◽

Katinka Gøtzsche ◽

Birgitte Lund Nielsen ◽

Lone Overby Fjorback

Keyword(s):

Mental Health ◽

Teacher Education ◽

Student Teachers ◽

Perceived Stress ◽

Controlled Trial ◽

Intervention Group ◽

Real Life ◽

Well Being ◽

Control Group ◽

Undergraduate Program

Background: In this study, we aimed to investigate the effects of a mindfulness program including Mindfulness-Based Stress Reduction (MBSR) on the mental health of student teachers when offered at their educational institution in a real-life context.Methods: A parallel randomized controlled trial (RCT) was conducted among self-selected student teachers at a Danish undergraduate program for teacher education in the autumns of 2019 and 2020. Participation was not recommended in case of (1) clinical depression or a diagnosis of psychosis or schizophrenia, (2) abuse of alcohol, drugs, and/or medicine. Randomization was performed by a Statistician who was blinded to the identity of the students. Data was collected using self-reported questionnaires. The primary outcome was a change in perceived stress 3 months from baseline. Secondary outcome measures were symptoms of anxiety and depression, well-being, resilience, mindfulness, and thoughts and feelings during rest. The effects were analyzed according to the intention-to-treat principle using mixed-effect linear regression models. Mediating effects of mindfulness skills on the mental health outcomes were explored using structural equation modeling.Results: The study group included 67 student teachers with 34 allocated to the intervention group (median age: 25 years; women: n = 24, 71%); and 33 students (median age: 25 years; women: n = 25, 76%) allocated to a waiting list control group. At baseline, mean Perceived Stress Scale (PSS) scores were 18.88 (SD: 5.75) in the intervention group and 17.91 (SD: 6.36) in the waiting list control group. A total of 56 students completed the questionnaire at a 3-month follow-up (28 in both the intervention- and the control group). Statistically significant effects of the intervention were found on perceived stress, symptoms of anxiety and depression, well-being, and on three of seven resting-state dimensions. No effects were found on resilience or mindfulness. Statistically significant mediated effects via resting-state dimensions were found.Conclusion The findings suggested that offering a mindfulness program at an undergraduate program for teacher education could significantly improve the mental health among self-selected students within 3 months. Results of mediation analysis supported the hypothesis that some of the effects might be explained by reduced distracting thoughts.Clinical Trial Registration: [www.ClinicalTrials.gov], identifier [NCT04558099].

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The Impact of Time-use Training on the Quality of Time Management in the Mothers of Children With Intellectual Disabilities

Iranian Rehabilitation Journal ◽

10.32598/irj.18.2.895.1 ◽

2020 ◽

Vol 18 (2) ◽

pp. 145-154

Author(s):

Sanaz Arzhangi ◽

◽

Meimanat Hosseini ◽

Samaneh Hosseinzadeh ◽

Mansoureh Zagheri Tafreshi ◽

...

Keyword(s):

Time Use ◽

Time Management ◽

Demographic Data ◽

Intervention Group ◽

Educational Interventions ◽

T Test ◽

Control Group ◽

Cluster Sampling ◽

The Impact

Objectives: The present research aimed to determine the effect of time-use training on the quality of time management in the mothers of girls with Intellectual Disability (ID) attending special schools. Methods: This was a quasi-experimental study with a control group design. In total, 80 mothers (40 mothers in the intervention group & 40 mothers in the control group) of children with ID (age range: 6-13 years) were studied. The study participants were selected by cluster sampling method. The required data were collected using a demographic data questionnaire and the Mothers’ Time Use Questionnaire (MTUQ). A time management training program was provided in a one-day workshop for the intervention group. The obtained data were analyzed in SPSS using Independent Samples t-test, Paired Samples t-test, and Chi-squared test. Results: After the intervention period, the quality of time management of the mothers in the intervention group significantly increased, compared to the controls (P<0.05). Discussion: The current research findings suggested that time-use training improved the quality of time management in the studied subjects. Therefore, educational interventions related to time management are recommended for the parents of children with ID. Besides, paying attention to this vulnerable group should be among nurses’ responsibilities.

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An intervention to improve teacher well-being support and training to support students in UK high schools (the WISE study): A cluster randomised controlled trial

PLoS Medicine ◽

10.1371/journal.pmed.1003847 ◽

2021 ◽

Vol 18 (11) ◽

pp. e1003847

Author(s):

Judi Kidger ◽

Nicholas Turner ◽

William Hollingworth ◽

Rhiannon Evans ◽

Sarah Bell ◽

...

Keyword(s):

Mental Health ◽

School Environment ◽

Controlled Trial ◽

Intervention Group ◽

Cluster Randomised Controlled Trial ◽

Well Being ◽

Median Number ◽

Poor Mental Health ◽

Control Group ◽

Health And Well Being

Background Teachers are at heightened risk of poor mental health and well-being, which is likely to impact on the support they provide to students, and student outcomes. We conducted a cluster randomised controlled trial, to test whether an intervention to improve mental health support and training for high school teachers led to improved mental health and well-being for teachers and students, compared to usual practice. We also conducted a cost evaluation of the intervention. Methods and findings The intervention comprised (i) Mental Health First Aid training for teachers to support students; (ii) a mental health awareness session; and (iii) a confidential staff peer support service. About 25 mainstream, non-fee-paying secondary schools stratified by geographical area and free school meal entitlement were randomly allocated to intervention (n = 12) or control group (n = 13) after collection of baseline measures. We analysed data using mixed-effects repeated measures models in the intention-to-treat population, adjusted for stratification variables, sex, and years of experience. The primary outcome was teacher well-being (Warwick-Edinburgh Mental Well-being Scale). Secondary outcomes were teacher depression, absence, and presenteeism, and student well-being, mental health difficulties, attendance, and attainment. Follow-up was at months 12 (T1) and 24 (T2). We collected process data to test the logic model underpinning the intervention, to aid interpretation of the findings. A total of 1,722 teachers were included in the primary analysis. Teacher well-being did not differ between groups at T2 (intervention mean well-being score 47.5, control group mean well-being score 48.4, adjusted mean difference −0.90, 95% CI –2.07 to 0.27, p = 0.130). The only effect on secondary outcomes was higher teacher-reported absence among the intervention group at T2 (intervention group median number of days absent 0, control group median number of days absent 0, ratio of geometric means 1.04, 95% CI 1.00 to 1.09, p = 0.042). Process measures indicated little change in perceived mental health support, quality of relationships, and work-related stress. The average cost of the intervention was £9,103 per school. The study’s main limitations were a lack of blinding of research participants and the self-report nature of the outcome measures. Conclusions In this study, we observed no improvements to teacher or student mental health following the intervention, possibly due to a lack of impact on key drivers of poor mental health within the school environment. Future research should focus on structural and cultural changes to the school environment, which may be more effective at improving teacher and student mental health and well-being. Trial registration www.isrctn.com ISRCTN95909211.

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Effect of web-based time-use intervention on occupational balance during the Covid-19 pandemic

Canadian Journal of Occupational Therapy ◽

10.1177/0008417421994967 ◽

2021 ◽

pp. 000841742199496

Author(s):

Serkan Pekçetin ◽

Ayla Günal

Keyword(s):

University Students ◽

Time Use ◽

Time Management ◽

Intervention Group ◽

Control Group ◽

Single Session ◽

Post Intervention ◽

Web Based ◽

Management Intervention ◽

Management Interventions

Background. Restrictions implemented to control the spread of the Covid-19 pandemic may lead to disruptions in occupational balance among university students. Purpose. The aim of this study was to evaluate the effectiveness of a web-based time-use intervention on the occupational balance of university students. Method. A total of 60 participants were randomly assigned to the intervention and control groups. The intervention group received eight sessions of web-based time management intervention, while the control group received a single-session web-based time management intervention. Pre-and post-intervention occupational balance of the participants was evaluated with Occupational Balance Questionnaire (OBQ). Findings. The eight-session intervention was more effective than the single-session intervention in improving OBQ total scores and all individual OBQ item scores except for “Having sufficient things to do during a regular week.” Implications. Occupational therapists can implement web-based time management interventions to promote the occupational balance of university students during the Covid-19 pandemic.

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Social Support and Acceptance Commitment Therapy on Subjective Well-Being and Mental Health of COVID-19 Patient

Open Access Macedonian Journal of Medical Sciences ◽

10.3889/oamjms.2021.7216 ◽

2021 ◽

Vol 9 (G) ◽

pp. 238-243

Author(s):

Imamatul Faizah ◽

Yanis Kartini ◽

Ratna Yunita Sari ◽

Riska Rohmawati ◽

Raden Khairiyatul Afiyah ◽

...

Keyword(s):

Mental Health ◽

Social Support ◽

Intervention Group ◽

Well Being ◽

Control Group ◽

Subjective Well Being ◽

Acceptance Commitment Therapy ◽

Commitment Therapy ◽

Before And After ◽

The Difference

BACKGROUND: The COVID-19 pandemic does not only have a physical impact on the sufferers, restrictions on social interaction, and the existence of negative stigma from residents, but also have an impact on mental health and self-assessment on the patient. Nursing interventions can improve the mental health and happiness of patients, namely by providing social support and providing acceptance commitment therapy by the health workers. The provision of social support and acceptance commitment therapy aims to produce a meaningful life for patients undergoing treatment. AIM: The aim of this study was to determine the effect of social support and acceptance commitment therapy on subjective well-being and mental health of COVID-19 patients. METHODS: The research design used is quasi-experimental research with dependent pre-test and post-test samples. The sampling technique used is consecutive sampling to determine the sample according to the inclusion and exclusion criteria, with a total sample of 106 respondents who were divided into 53 respondents for the intervention group and 53 respondents for the control group. The independent variables in this study are social support and acceptance commitment therapy. Meanwhile, the dependent variables in this study are subjective well-being and mental health. The instruments used in this research are The Social Support Questionnaire, Mental Health Inventory, and Satisfaction with Life Scale. Statistical analysis was conducted using t-test with p < 0.5. RESULTS: The results show that in the intervention group, the difference in mean subjective well-being before and after the intervention is 6.88, while the difference in the mean of mental health before and after the intervention is 39.71. Furthermore, in the control group, the difference in mean subjective well-being before and after the intervention is 0.17, while the difference in the mean of mental health before and after the intervention is 0.02. Data analysis shows that social support and acceptance commitment therapy had an effect on subjective well-being and mental health of COVID-19 patients with p = 0.00. CONCLUSION: The provision of social support and acceptance commitment therapy can be done as a preventive effort to maintain the mental health and subjective well-being of COVID-19 patients during the treatment period both in the hospital and independent isolation at home.

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A New Mental Health Mobile App for Well-Being and Stress Reduction in Working Women: Randomized Controlled Trial

Journal of Medical Internet Research ◽

10.2196/14269 ◽

2019 ◽

Vol 21 (11) ◽

pp. e14269 ◽

Cited By ~ 6

Author(s):

Cássia Canha Coelhoso ◽

Patricia Renovato Tobo ◽

Shirley Silva Lacerda ◽

Alex Heitor Lima ◽

Carla Regina Camara Barrichello ◽

...

Keyword(s):

Mental Health ◽

Repeated Measures ◽

Intervention Group ◽

Working Women ◽

Well Being ◽

Mobile App ◽

World Health ◽

Control Group ◽

Work Related

Background Although the availability and use of mobile mental health apps has grown exponentially in recent years, little data are available regarding their efficacy. Objective This study aimed to evaluate the effectiveness of an app developed to promote stress management and well-being among working women compared with a control app. Methods Female employees at a private hospital were invited to participate in the study via mailing lists and intranet ads. A total of 653 individuals self-enrolled through the website. Eligible participants were randomized between control (n=240) and intervention (n=250) groups. The well-being mobile app provides an 8-week program with 4 classes per week (including a brief theoretical portion and a 15-min guided practice). The active control app also provided 4 assessments per week that encouraged participants to self-observe how they were feeling for 20 min. We also used the app to conduct Web-based questionnaires (10-item Perceived Stress Scale and 5-item World Health Organization Well-Being Index) and ask specific questions to assess subjective levels of stress and well-being at baseline (t1), midintervention (t4=4 weeks after t1) and postintervention (t8=8 weeks after t1). Both apps were fully automated without any human involvement. Outcomes from the control and intervention conditions at the 3 time points were analyzed using a repeated measures analysis of variance. Results Among the randomized participants (n=490), 185 participants were excluded at the 4-week follow-up and another 79 at the 8-week follow-up because of noncompliance with the experimental protocol. Participants who did not complete t4 and t8 assessments were equally distributed between groups (t4: control group=34.6% [83/240] and intervention group=40.8% [102/250]; P=.16; t8: control group=29.9% [47/157] and intervention group=21.6% [32/148]; P=.10). Both groups showed a significant increase in general well-being as a function of time (F2,426=5.27; P=.006), but only the intervention group presented a significant increase in work-related well-being (F2,426=8.92; P<.001), as well as a significant reduction in work-related and overall stress (F2,426=5.50; P=.004 and F2,426=8.59; P<.001, respectively). Conclusions The well-being mobile app was effective in reducing employee stress and improving well-being. Trial Registration Clinicaltrials.gov NCT02637414; https://clinicaltrials.gov/ct2/show/NCT02637414.

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Is there an app for that? A cluster randomised controlled trial of a mobile app–based mental health intervention

Health Informatics Journal ◽

10.1177/1460458219884195 ◽

2019 ◽

Vol 26 (3) ◽

pp. 1538-1559 ◽

Cited By ~ 3

Author(s):

Rachel Kenny ◽

Amanda Fitzgerald ◽

Ricardo Segurado ◽

Barbara Dooley

Keyword(s):

Mental Health ◽

Randomised Controlled Trial ◽

Controlled Trial ◽

Intervention Group ◽

Cluster Randomised Controlled Trial ◽

Well Being ◽

Mobile App ◽

Control Group ◽

Cluster Randomised ◽

Randomised Controlled

Demand for the use of mobile apps in mental health interventions has grown in recent years, particularly among adolescents who experience elevated levels of distress. However, there is a scarcity of evidence for the effectiveness of these tools within this population. The aim of this study was to test the effectiveness of CopeSmart, a mental health mobile app, using a multicentre cluster randomised controlled trial design. Participants were 15–18-years-olds (N = 560) recruited from 10 schools randomly assigned to an intervention or control condition. Intervention participants used the app over a 4-week period. Multi-level modelling analyses revealed no significant changes in the intervention group from pre-test to post-test, when compared to the control group, in terms of emotional distress, well-being, emotional self-awareness or coping strategies. Findings suggest that a 4-week app-based intervention may not be enough to elicit intra-personal changes in mental health outcomes in a general adolescent population.

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