Background: The Objective: To assess the effectiveness of a mindfulness-based Tai Chi Chuan on physical performance and cognitive function among cognitive frailty older adults. Design: A single-blind,three-arm randomized controlled trial. Setting: Three communities in Daqing, China. Participants: The study sample comprised 93 men and women aged 65 years or older who were able to walk more than 10 m without helping tools, scored 0.5 on Clinical Dementia Rating (CDR) and absence of concurrent dementia, identified pre-frailty (scored 1-2 on Fried Frailty Criteria) and frailty older adults (scored 3-5 on Fried Frailty Criteria). Intervention: Subjects were randomly allocated to three groups: Group1, which received mindfulness intervention (formal and informal mindfulness practices); Group 2, which received Tai-Chi Chuan intervention; Group 3, which received MTCC intervention. Measurements: The primary outcomes was cognitive frailty rate(measured by Fried Frailty Criteria and Clinical Dementia Rating-CDR) , the secondary outcome were cognitive function (measured by Min-Mental State Examination-MMES) and physical level (measured by Short physical performance battery- SPPB, Timed up and Go test-TUG and the 30-second Chair test). They were all assessed at Time 1-baseline, Time 2-after the end of 6-month intervention and the follow up (Time 3-half year after the end of 6-month intervention). Results: The baseline characteristics did not differ among the groups.Improvements in the cognitive function (MMES), physical performance (SPPB, TUG, 30-second Chair test) were significantly difference between time-group interaction (p<.05). The rate of CF was significantly different among groups at 6-month follow-up period (χ2=6.37, p<.05). A lower prevalence of frailty and better cognitive function and physical performance were found in the Group 3 compared with other two groups at the follow-up period (p<.05). Conclusions: MTCC seems to be effectively reverse CF, improving the cognitive and physical function among older adults, suggesting that MTCC is a preferably intervention option in community older adults with cognitive frailty.

Purpose. Psychological resilience plays an important role in relieving the psychological distress. However, little is known about its underlying mechanisms. Mental health literacy, an important way to promote mental health, may mediate the effect of psychological resilience on psychological distress. This study aimed to explore the relationship between mental health literacy, psychological resilience, and psychological distress and explore the mediating effect between psychological resilience and psychological distress. Design and Methods. A cross-sectional study design was used. A total of 627 medical students were selected from one university. An electronic questionnaire was administered to collect information on the level of mental health literacy, psychological resilience, and psychological distress. Pearson’s correlation analysis was used in analyzing the relationship, and the Bootstrap method was used to test the mediating effects. Findings. Psychological distress significantly negatively correlated with mental health literacy and psychological resilience ( P < 0.001 ). The indirect effect of mental health literacy accounted for 50.43% of the total effect between psychological resilience and psychological distress. Practical Implication. Psychological resilience decreased the level of psychological distress, and this relationship was partially mediated by mental health literacy. These findings showed that efforts aimed at enhancing the mental health literacy may prevent or reduce the prevalence of psychological distress symptoms among college students.

The discovery of psychological healing methods that are easy to master and can be developed by the individual as a means of improving students' self-psychological adjustment ability is of great practical value. This study is a randomized control trial intended to investigate the effectiveness of mindfulness-based emotion management interventions and to test their effects on the mood state and resilience of college students. A total of 72 students were recruited and randomly divided into an intervention group and a control group. Thirty-six students in the intervention group received a modified mindfulness-based emotion management intervention once per week for 4 weeks, with each intervention having a duration of 80 minutes. Participants were assessed by questionnaires to measure mindfulness level, emotion, and resilience before and after intervention. There were significant interaction effects on mindfulness level (F = 97.76, p < 0.00), mood state (F = 353.52, p < 0.00), and resilience (F = 178.99, p < 0.00) scores. A modified 4-week mindfulness-based emotion management intervention can improve the mindfulness level and resilience of college students and is an innovative and feasible strategy for enhancing mental health in college students.

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