Mindfulness-Based College: A Stage 1 Randomized Controlled Trial for University Student Well-Being

Loucks, Eric B.; Nardi, William; Gutman, Roee; Saadeh, Frances; Liu, Yu; Vago, David R.; Fiske, Lauren B; Spas, Jayson; Harrison, Abigail

doi:10.1097/psy.0000000000000860

Cited by 18 publications

(29 citation statements)

References 52 publications

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“…In addition, while MBSR recommends 45 minutes of formal mindfulness practice recordings at least 6 days a week, MBC is amended to allow participants to choose their home practice lengths, through 10-, 20-, 30- and 45-minute recordings. For additional details concerning the intervention as well as results from the preliminary acceptability and feasibility study please see Loucks et al 2021 [ 25 ].…”

Section: Methodsmentioning

confidence: 99%

“…Videoconference in-depth interviews (IDI) were chosen to lower participant burden and increase participation rates, especially when considering the health and safety concerns regarding the COVID-19 pandemic [ 39 , 40 ]. The interviews lasted 20-45 minutes and were conducted by a trained facilitator (WN) a cisgendered male PhD candidate with previous qualitative facilitation experience with no other research team members present in interviews [ 25 , 41 , 42 ]. The facilitator handled communication for the research study and the participants were familiar with him prior to the interviews.…”

Section: Methodsmentioning

confidence: 99%

“…The facilitator handled communication for the research study and the participants were familiar with him prior to the interviews. In addition, participants were aware that the facilitator was a part of the study notified that the facilitator has been involved in multiple mindfulness research studies with this study team [ 25 , 41 , 42 ]. The facilitator did not elaborate on additional characteristics (e.g., reasons and interest in the topic, goals, etc.)…”

Section: Methodsmentioning

confidence: 99%

“…The Mindfulness-Based College (MBC) program is an evidence-informed adaptation of the Mindfulness-Based Stress Reduction (MBSR) program that was specifically designed for undergraduate students and has the potential to reach a wider undergraduate population [ 25 ]. MBC builds on a foundation of mindfulness skills (e.g., meditation, yoga, self-awareness, attention control, emotional regulation, etc.)…”

Section: Introductionmentioning

confidence: 99%

“…In addition, this intervention also targets theoretical mechanisms to increase self-regulation, specifically self-awareness, emotional regulation, and attention control [ 26 ]. In an RCT ( n = 96), MBC significantly improved depressive symptoms ( p = 0.03), loneliness ( p = 0.03), sleep quality ( p = 0.04) and decreased sedentary activity ( p = 0.006) compared to enhanced usual care control [ 25 ].…”

Section: Introductionmentioning

confidence: 99%

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Students experiences of an 8-week mindfulness-based intervention at a college of opportunity: a qualitative investigation of the mindfulness-based college program

et al. 2022

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Background Mindfulness-based programs have the potential to improve the well-being of undergraduate students by reducing anxiety, depression, and isolation in the wake of the COVID-19 pandemic. The aim of this qualitative study was to explore lived experiences of undergraduates in a mindfulness-based program at a “college of opportunity” that has high proportions of first-generation college students. Specifically, we sought to: (1) explore the application of mindfulness practices in students’ daily lives; (2) explore how participants believe mindfulness training affected their health and well-being; (3) learn participants’ recommendations and suggested changes for mindfulness-based interventions in future iterations. Methods Students were recruited from XXX and consented to participate in semi-structured digitally conducting interviews after the completion of the 8-week intervention in the Fall/Spring 2020 academic year. Data were analyzed using Applied Thematic Analysis and a codebook was constructed using a consensus-driven process using both a priori and emergent coding. All transcripts were double-coded, and concordance was achieved for all interviews. Results Qualitative results indicated that the most applied practices were those that could be easily incorporated into a daily routine. Furthermore, students reported an increased ability to cope with a variety of stressors, decreased reactivity, and enhanced resilience specifically concerning mental health challenges. Additionally, engaging in mindfulness training improved students’ ability to navigate social distancing measures, other COVID-19-specific stress, and enhanced motivation for self-care practices to sustain well-being. Concerning preferred intervention delivery modality, participants stated that due to multiple, growing responsibilities (e.g., pressures of commuting to class) they preferred in-person delivery, shorter sessions over a longer period, with classes in the morning or early afternoon. Conclusions Findings provide pragmatic and psychosocial insights into students’ application of mindfulness training across personal, professional, and academic domains enhancing their well-being. This work builds on qualitative work concerning students’ perceptions and applications of mindfulness while offering insights into the future of mindfulness programs among undergraduates. Trial registration Clinicaltrials.gov NCT03124446.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Students experiences of an 8-week mindfulness-based intervention at a college of opportunity: a qualitative investigation of the mindfulness-based college program

et al. 2022

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Adapted Mindfulness Training for Interoception and Adherence to the DASH Diet

Loucks,

Kronish,

Saadeh

et al. 2023

JAMA Netw Open

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ImportanceHypertension is a major cause of cardiovascular disease, and although the Dietary Approaches to Stop Hypertension (DASH) diet lowers blood pressure (BP), adherence is typically low. Mindfulness training adapted to improving health behaviors that lower BP could improve DASH adherence, in part through improved interoceptive awareness relevant to dietary consumption.ObjectiveTo evaluate the effects of the Mindfulness-Based Blood Pressure Reduction (MB-BP) program on interoceptive awareness and DASH adherence.Design, Setting, and ParticipantsParallel-group, phase 2, sequentially preregistered randomized clinical trials were conducted from June 1, 2017, to November 30, 2020. Follow-up was 6 months. Participants with elevated unattended office BP (≥120/80 mm Hg) were recruited from the population near Providence, Rhode Island. Of 348 participants assessed for eligibility, 67 did not meet inclusion criteria, 17 declined, and 63 did not enroll prior to study end date. In total, 201 participants were randomly assigned, 101 to the MB-BP program and 100 to the enhanced usual care control group, with 24 (11.9%) unavailable for follow-up. Outcome assessors and the data analyst were blinded to group allocation. Analyses were performed using intention-to-treat principles from June 1, 2022, to August 30, 2023.InterventionsThe 8-week MB-BP program was adapted for elevated BP, including personalized feedback, education, and mindfulness training directed to hypertension risk factors. Both MB-BP and control groups received home BP monitoring devices with instructions and options for referral to primary care physicians. The control group also received educational brochures on controlling high BP.Main Outcomes and MeasuresThe primary outcome was Multidimensional Assessment of Interoceptive Awareness (MAIA) questionnaire scores (range 0-5, with higher scores indicating greater interoceptive awareness), and the secondary outcome was DASH adherence scores assessed via a 163-item Food Frequency Questionnaire (range 0-11, with higher scores indicating improved DASH adherence), all compared using regression analyses.ResultsAmong 201 participants, 118 (58.7%) were female, 163 (81.1%) were non-Hispanic White, and the mean (SD) age was 60.0 (12.2) years. The MB-BP program increased the MAIA score by 0.54 points (95% CI, 0.35-0.74 points; P &lt; .001; Cohen d = 0.45) at 6 months vs control. In participants with poor baseline DASH adherence, the MB-BP program also significantly increased the DASH score by 0.62 points (95% CI, 0.13-1.11 points; P = .01; Cohen d = 0.71) at 6 months vs controls. The intervention was also associated with a 0.34-point improvement in the DASH diet score in all MB-BP participants from baseline (95% CI, 0.09-0.59 points; P = .01; Cohen d = 0.27), while the control group showed a −0.04 point change in DASH diet score from baseline to 6 months (95% CI, −0.31 to 0.24 points; P = .78; Cohen d = −0.03).Conclusions and RelevanceA mindfulness program adapted to improving health behaviors to lower BP improved interoceptive awareness and DASH adherence. The MB-BP program could support DASH dietary adherence in adults with elevated BP.Clinical Trial RegistrationClinicalTrials.gov Identifiers: NCT03859076 and NCT03256890

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Effectiveness of a Brief Online Mindfulness-Based Intervention for University Students

et al. 2023

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Objectives The COVID-19 pandemic resulted in a dramatic increase in Web-based education, lacking face-to-face student–teacher and student–student interaction, and consequently impairing students’ sense of belonging to a community, interoceptive awareness, and academic self-efficacy. This study examined how a brief mindfulness-based intervention in an online university course can be effective in enhancing attention resources, developing a stronger sense of academic self-efficacy, and improving the sense of belonging to a community, which represent critical factors affecting students’ participation in online and blended courses. Method Four-hundred and eighty-six participants (Mage 22.88) completed a battery of measures at pre- and post-treatment. One class (experimental group) participated in a brief online mindfulness-based intervention (42%), whereas the other one (control group) did not take part in the intervention (58%). The intervention included breathing meditation at the beginning of class, sharing of experiences, mini-lectures on mindfulness, and daily practice, and lasted for 28 consecutive days. Results Participants in the experimental group when compared to controls showed a significant increase in the feeling of influencing the course activities (F = 9.628; p < 0.005), in the self-regulation of attention (F = 19.133; p < 0.001), in academic self-efficacy (F = 9.220; p < 0.005), and, particularly, in their self-efficacy in regulating learning (F = 12.942; p < 0.001). The students’ adherence to the assigned practice could partially explain the effectiveness of the intervention. Conclusions This study offers useful clues about the effectiveness of mindfulness interventions in the classroom in enhancing sense of belonging to a community, attention grounded in bodily sensations, and academic self-efficacy. Preregistration This study is not preregistered.

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Mindfulness-Based College: A Stage 1 Randomized Controlled Trial for University Student Well-Being

Abstract: Supplemental digital content is available in the text.

Cited by 18 publications

References 52 publications

Students experiences of an 8-week mindfulness-based intervention at a college of opportunity: a qualitative investigation of the mindfulness-based college program

Students experiences of an 8-week mindfulness-based intervention at a college of opportunity: a qualitative investigation of the mindfulness-based college program

Adapted Mindfulness Training for Interoception and Adherence to the DASH Diet

Effectiveness of a Brief Online Mindfulness-Based Intervention for University Students

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