Is it all in the Mind(fulness)? An Exploratory Study Assessing the Impact of Mindfulness on Professional Skepticism

Motivated by regulator concerns that auditors do not always demonstrate sufficient professional skepticism (hereafter skepticism); we consider whether a brief mindfulness intervention can assist. Research has demonstrated that mindfulness interventions help people focus on tasks in a range of settings. We draw on this research to predict, and find, that when novice auditors undertake a mindfulness intervention, they demonstrate greater skepticism than other novice auditors. This exploratory study provides preliminary evidence on an accessible intervention that can encourage greater skepticism.

A Mindfulness-Based Intervention to Alleviate Stress From Discrimination Among Young Sexual and Gender Minorities of Color: Protocol for a Pilot Optimization Trial (Preprint)

BACKGROUND Young sexual and gender minorities (SGMs) of color may face unique experiences of discrimination based on their intersectional positions (eg, discrimination based on both racial or ethnic identity and sexual identity). Emerging evidence suggests that mindfulness practices may reduce stress from discrimination and improve overall well-being among young SGM. Moreover, the omnipresence of smartphone access among racial or ethnic and sexual minority communities provides a method through which to administer mindfulness-based interventions among young SGMs of color. OBJECTIVE This paper outlines the protocol of the Optimizing a Daily Mindfulness Intervention to Reduce Stress from Discrimination among Young Sexual and Gender Minorities of Color (REDUCE) study, a pilot optimization trial of a smartphone-based mindfulness intervention that was developed in conjunction with the Healthy Minds Program (HMP) with the aim of reducing stress from discrimination among young SGMs. METHODS In total, 80 young (ages 18-29 years) SGMs of color will be enrolled in the study. The HMP is a self-guided meditation practice, and participants will be randomized to either a control condition or an intervention that uses a neuroscience-based approach to mindfulness. We will use the multiphase optimization strategy to assess which combination of mindfulness interventions is the most effective at reducing stress from discrimination among young SGMs of color. A combination of mindfulness-based meditation intervention components will be examined, comprising mindfulness-based practices of awareness, connection, and purpose. Awareness refers to the practice of self-awareness, which reduces the mind’s ability to be distracted and instead be present in the moment. Connection refers to the practice of connection with oneself and others and emphasizes on empathy and compassion with oneself and others. Purpose encourages goal-making in accordance with one’s values and management of behavior in accordance with these goals. In addition, we will assess the feasibility and acceptability of the HMP application among young SGMs of color. RESULTS The REDUCE study was approved by the Institutional Review Board of New York University, and recruitment and enrollment began in the winter of 2021. We expect to complete enrollment by the summer of 2022. The results will be disseminated via social media, journal articles, abstracts, or presentations, as well as to participants, who will be given the opportunity to provide feedback to the researchers. CONCLUSIONS This optimization trial is designed to test the efficacy, feasibility, and acceptability of implementing an application-based, mindfulness-based intervention to reduce stress from discrimination and improve well-being among young SGMs of color. Evidence from this study will assist in the creation of a sustainable, culturally relevant mobile app–based mindfulness intervention to reduce stress from discrimination among young SGMs of color. CLINICALTRIAL Clinicaltrials.gov NCT05131360; https://clinicaltrials.gov/ct2/show/NCT05131360 INTERNATIONAL REGISTERED REPORT DERR1-10.2196/35593

The Effect of Mindfulness Training On Resting-State Networks In Pre-Adolescent Children With Sub-Clinical Anxiety Related Attention Impairments.

Background: Mindfulness training has been associated with improved attention and affect regulation in preadolescent children with anxiety related attention impairments, however little is known about the underlying neurobiology. This study sought to investigate the impact of mindfulness training on functional connectivity of attention and limbic brain networks in pre-adolescents.Methods: A total of 47 children (aged 9-11 years) participated in a 10-week mindfulness intervention. Anxiety and attention measures and resting-state fMRI were completed at pre- and post-intervention. Sustained attention was measured using the Conners Continuous Performance Test, while the anxiety levels were measured using the Spence Children’s Anxiety Scale. Functional networks were estimated using independent-component analysis, and voxel-based analysis was used to determine the difference between the time-points to identify the effect of the intervention on the functional connectivity. Results: There was a significant decrease in anxiety symptoms and improvement in attention scores following the intervention. From a network perspective, the results showed increased functional connectivity post intervention in the salience and fronto-parietal networks as well as the medial-inferior temporal component of the default mode network. Positive correlations were identified in the fronto-parietal network with Hit Response Time and the Spence Children’s Anxiety Scale total and between the default mode network and Hit Response Time.Conclusions: A 10-week mindfulness intervention in children was associated with a reduction in anxiety related attention impairments, which were underpinned by concomitant changes in functional connectivity.

Mindful schools: Neuropsychological performance after the implementation of a mindfulness-based structured program in the school setting

Mindfulness has attracted considerable attention in educational settings as it can have positive effects on children. However, the role of mindfulness practice in schools has yet to be understood. The aim of the present study is to assess the impact of mindfulness on neuropsychological performance and psychological well-being of primary school children. It also aims to explore the teacher’s mindfulness training effect on the intervention. The present study recruited 100 children (64% girls and 36% boys) aged 9–11 from a primary school in Tarragona (Spain). The research was conducted between 2016–2018 with three experimental groups: a mindfulness intervention group with a trained mindfulness teacher, a mindfulness intervention group with a non-trained mindfulness teacher, and a control group. All groups were evaluated before and after a 13-weeks intervention, consisting of 5–10 min mindfulness daily sessions before class. After the intervention, the two groups of children receiving mindfulness sessions performed better than controls in several neuropsychological tasks involving executive functions, such as short-term and working memory, learning, mental flexibility, visuospatial abilities and processing speed. No significant differences were found in the assessment of daily stress or emotional and behavioural problems. The findings of the present study can contribute to a better understanding of the role of mindfulness practice in primary children regarding neuropsychological performance, highlighting the importance of the teacher’s mindfulness training in the teaching/learning process.

Vorgeburtlicher Androgen- einfluss auf süchtiges Verhalten in der Adoleszenz

Zusammenfassung. Hintergrund: Im Vergleich zu Frauen konsumieren Männer häufiger Alkohol, Tabak sowie illegale Drogen und sind anfälliger für pathologisches Glücksspiel und süchtiges Internetspielen. Die genannten Geschlechtsunterschiede deuten sich bereits im Adoleszentenalter an. Entsprechendes Konsumverhalten steht mit externalisierenden Auffälligkeiten der Jugendlichen in Zusammenhang. Neben sozialen Einflussfaktoren spielen biologische Faktoren eine zentrale Rolle für die Entstehung dieser Geschlechtsunterschiede. Bereits pränatal beeinflussen Androgene und Östrogene die Entwicklung des Gehirns mit bis ins Erwachsenenalter anhaltenden funktionellen und strukturellen Effekten. Intrauterine Sexualhormonexposition ist mit mütterlichen Risikofaktoren wie Stress und Substanzkonsum assoziiert. Ziel: Diese narrative Übersichtsarbeit diskutiert, welche Bedeutung vorgeburtlicher Androgeneinfluss im Mutterleib für die Entwicklung von süchtigem Verhalten und Selbstregulation im späteren Leben haben könnte. Zu diesem Thema wurden in den letzten Jahren tierexperimentelle Untersuchungen mit direkter Modulation pränataler Androgenisierung und klinische assoziative Studien basierend auf Biomarkern wie dem Zeige-/Ringfingerlängenverhältnis (2D:4D) durchgeführt. Ergebnis: Die aktuelle Studienlage lässt vermuten, dass eine verstärkte Androgenisierung des Gehirns während der intrauterinen Entwicklung das Risiko für süchtiges Verhalten und Selbstregulationsdefizite im späteren Leben erhöht. Abschließend werden Präventionsmöglichkeiten in der Schwangerschaft basierend auf diesem Modell diskutiert und ein kurzer Einblick in die Maternal Health and Infant Development in the Follow-up after Pregnancy and a Mindfulness Intervention Studie gegeben. Diese ist ein Teilprojekt des IMAC-Mind Forschungsverbundes zur Verbesserung der psychischen Gesundheit und zur Verringerung der Suchtgefahr im Kindes- und Jugendalter durch Achtsamkeit.

Benefits of a Mindfulness-Based Intervention upon School Entry: A Pilot Study

Background: mindfulness meditation is effective at fostering the executive functioning of children, i.e., the skills that play important roles in academic performance and social–emotional wellbeing. One possible mechanism for such an effect might be that meditation practices can decrease stress, especially if someone is at a risk for elevated cortisol levels, for instance, due to a stressful life event, such as starting school. Participants and methods: the present pilot study tested the effects of a six-session mindfulness intervention applied right after school entry compared to a passive control group. In total 61 first graders participated (Mage = 84.95 months, SD = 5.21) in this study from four classes of a primary school in Budapest. Repeated-measures ANOVA were performed to explore the effects on executive functioning skills and cortisol levels. Results: no effect was found on morning salivary cortisol levels, but the working memory capacities of girls significantly improved as a result of the intervention. Conclusions: a relatively short, story-based mindfulness intervention can improve the working memory capacities of first-graders; thus, it could potentially contribute to the academic performance and adaptation of children in schools.

The Impact of School-Based Mindfulness Intervention on Bullying Behaviors Among Teenagers: Mediating Effect of Self-Control

The current study aimed to explore the impact of a school-based mindfulness intervention on bullying behaviors among teenagers. A cluster randomized controlled trial was conducted, in which the experimental group ( n = 92) received mindfulness intervention, and the control group ( n = 97) did not. The measured outcomes included: bullying behavior, self-control, and trait mindfulness. The results were as follows: (1) the post-test scores of trait mindfulness and self-control in the experimental group significantly increased ( p < 0.01) while the scores of bullying behavior significantly decreased ( p < 0.01); (2) trait mindfulness was positively associated with self-control (r = 0.13 to 0.63, p < 0.05), whereas trait mindfulness and self-control were both negatively associated with bullying behavior (r = −0.38 to −0.13, p < 0.05); and (3) the mediating effect of self-control accounted for 50% of the overall effect of trait mindfulness on bullying behavior. These findings demonstrated that the school-based mindfulness intervention distinctly improves trait mindfulness and self-control and reduces bullying behavior among teenagers. Moreover, self-control plays a mediating role between trait mindfulness and bullying behavior.