Adverse childhood experiences, dispositional mindfulness, and adult health

Whitaker, Robert C.; Dearth‐Wesley, Tracy; Gooze, Rachel A.; Becker, Brenda D.; Gallagher, Kathleen C.; McEwen, Bruce S.

doi:10.1016/j.ypmed.2014.07.029

Cited by 88 publications

(52 citation statements)

References 44 publications

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“…The present study is the first to our knowledge to establish the role of dispositional mindfulness in moderating the deleterious effect of EF lapses on depressed mood. The use of repeated-measures daily diary methodology also helps to address the limitations of prior cross-sectional studies examining mindfulness as a buffer against emotional reactivity to life events assessed with self-report measures of concurrent hassles (Marks et al, 2010), perceived stress (Bränström et al, 2011), and retrospectively-reported childhood adversity (Whitaker et al, 2014). As noted previously, the present study also extends existing literature on reactivity to external events by examining reactivity to EF lapses which may be conceptualized as unwanted internal experience, a category of events that is especially relevant for studying mindfulness as a moderator.…”

Section: Discussionmentioning

confidence: 99%

“…Similarly, cross-sectional studies also showed that dispositional mindfulness (assessed with the MAAS) moderated the effect of recent hassles on depression, anxiety, and stress symptoms in an adolescent sample (Marks et al, 2010); whereas Bränström, Duncan, and Moskowitz (2011) found that mindfulness (assessed with FFMQ act with awareness and non-reactivity scales) moderated the association of perceived stress with depression symptoms and perceived physical health in a large adult sample. Finally, in a large sample of mostly female adult public service providers, the positive association of adverse childhood events and poor adult health-related quality of life was moderated by mindfulness as assessed by the Cognitive and Affective Mindfulness Scale-Revised (CAMS-R; Feldman et al, 2007) (Whitaker et al, 2014). These results suggest that the previously documented association of adverse childhood events and poor adult health may be buffered by dispositional mindfulness.…”

Section: Introductionmentioning

confidence: 99%

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Dispositional Mindfulness Uncouples Physiological and Emotional Reactivity to a Laboratory Stressor and Emotional Reactivity to Executive Functioning Lapses in Daily Life

et al. 2016

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Both dispositional mindfulness and mindfulness training may help to uncouple the degree to which distress is experienced in response to aversive internal experience and external events. Because emotional reactivity is a transdiagnostic process implicated in numerous psychological disorders, dispositional mindfulness and mindfulness training could exert mental health benefits, in part, by buffering emotional reactivity. The present studies examine whether dispositional mindfulness moderates two understudied processes in stress reactivity research: the degree of concordance between subjective and physiological reactivity to a laboratory stressor (Study 1); and the degree of dysphoric mood reactivity to lapses in executive functioning in daily life (Study 2). In both studies, lower emotional reactivity to aversive experiences was observed among individuals scoring higher in mindfulness, particularly non-judging, relative to those scoring lower in mindfulness. These findings support the hypothesis that higher dispositional mindfulness fosters lower emotional reactivity. Results are discussed in terms of implications for applying mindfulness-based interventions to a range of psychological disorders in which people have difficulty regulating emotional reactions to stress.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Dispositional Mindfulness Uncouples Physiological and Emotional Reactivity to a Laboratory Stressor and Emotional Reactivity to Executive Functioning Lapses in Daily Life

et al. 2016

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“…Mindfulness interventions, which include yoga and meditation, have been found to increase youth resilience and self-regulation of stress, emotions, and behavior. [64][65][66][67] The federal government took an important step toward reinforcing trauma-informed approaches in schools through the Every Student Succeeds Act (ESSA), signed by President Barack Obama in December 2015. 68 This bipartisan measure reauthorized the United States' national education law.…”

Section: Evidence-based Interventionsmentioning

confidence: 99%

Adverse Childhood Experiences and Resilience: Addressing the Unique Needs of Adolescents

Soleimanpour

Geierstanger

Brindis

2017

Academic Pediatrics

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Adolescents exposed to adverse childhood experiences (ACEs) have unique developmental needs that must be addressed by the health, education, and social welfare systems that serve them. Nationwide, over half of adolescents have reportedly been exposed to ACEs. This exposure can have detrimental effects, including increased risk for learning and behavioral issues and suicidal ideation. In response, clinical and community systems need to carefully plan and coordinate services to support adolescents who have been exposed to ACEs, with a particular focus on special populations. We discuss how adolescents' needs can be met, including considering confidentiality concerns and emerging independence; tailoring and testing screening tools for specific use with adolescents; identifying effective multipronged and cross-system trauma-informed interventions; and advocating for improved policies.KEYWORDS: adolescent health policy; adolescents; adverse childhood experiences; resilience; trauma ACADEMIC PEDIATRICS 2017;17:S108-S114 ADVERSE CHILDHOOD EXPERIENCES (ACEs) are increasingly a focus of both research and interventions nationwide, given emerging evidence of their high prevalence and lifelong health impacts. To date, much of the ACEs literature has focused on children and adults. Greater attention should be paid to the distinct developmental needs of adolescents and how the systems that serve them can more adequately respond.Distinct from both childhood and adulthood, adolescence is a unique developmental stage of rapid growth during which physiologic, cognitive, social, and emotional changes occur simultaneously. During this time (ages 11 to 21 years), adolescents experience physical and sexual maturation, develop more abstract and long-term thinking, and engage in risk-taking behaviors as they establish their independence. Adolescents who have experienced ACEs may be less able to successfully navigate this transformational stage as a result of the damaging effects of traumatic experiences on their emotional and cognitive development and/or lack of or limited positive supports.A large body of research has demonstrated that investments in early childhood can yield significant social and economic returns in adulthood and that this developmental stage should be prioritized for investments, particularly for disadvantaged youth. 1,2 However, this research also supports the notion that to maximize returns, there is a concurrent need to invest resources to address the needs of adolescents, particularly for those who may not have received needed supports in early childhood and/or who continue to experience ACEs into adolescence.Thus, adolescence represents a key window of opportunity to ameliorate the short-and longer-term impacts of trauma and positively alter the life course trajectory. High rates of trauma exposure have led to a pressing need to identify youth who have been exposed; recognize the varied ways in which youth respond to these experiences; identify effective strategies to provide traumainformed care; and d...

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“…69 -71 In addition, data suggest that greater levels of mindfulness in adulthood may mitigate some of the negative health effects of adverse childhood experiences. 72 The literature in children and youth, however, is less developed and, although suggestive of benefit, is just beginning to emerge. 73 -76 To provide the highest level of available evidence regarding the specific effect(s) attributable to meditation instruction for children and youth, conclusions in this report are based on findings from RCTs with active control conditions.…”

Section: Meditationmentioning

confidence: 99%

Mind-Body Therapies in Children and Youth

McClafferty¹,

Sibinga²,

Bailey³

et al. 2016

Pediatrics

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Mind-body therapies are popular and are ranked among the top 10 complementary and integrative medicine practices reportedly used by adults and children in the 2007–2012 National Health Interview Survey. A growing body of evidence supports the effectiveness and safety of mind-body therapies in pediatrics. This clinical report outlines popular mind-body therapies for children and youth and examines the best-available evidence for a variety of mind-body therapies and practices, including biofeedback, clinical hypnosis, guided imagery, meditation, and yoga. The report is intended to help health care professionals guide their patients to nonpharmacologic approaches to improve concentration, help decrease pain, control discomfort, or ease anxiety.

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Adverse childhood experiences, dispositional mindfulness, and adult health

Cited by 88 publications

References 44 publications

Dispositional Mindfulness Uncouples Physiological and Emotional Reactivity to a Laboratory Stressor and Emotional Reactivity to Executive Functioning Lapses in Daily Life

Dispositional Mindfulness Uncouples Physiological and Emotional Reactivity to a Laboratory Stressor and Emotional Reactivity to Executive Functioning Lapses in Daily Life

Adverse Childhood Experiences and Resilience: Addressing the Unique Needs of Adolescents

Mind-Body Therapies in Children and Youth

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