Online Isha Upa Yoga for student mental health and well‐being during COVID‐19: A randomized control trial

Chang, Tracy F. H.; Ley, Barbara L.; Ramburn, Triya Tessa; Srinivasan, Sangeetha; Hariri, Sanaz; Purandare, Pradeep; Subramaniam, Bala

doi:10.1111/aphw.12341

Cited by 17 publications

(39 citation statements)

References 52 publications

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“…Next, a closer look at compliant participant scores in the cohort with brief exposure to yoga intervention (Simha Kriya) revealed a sustained improvement in PSS scores at week 6 and week 12 compared to non-compliant participants. These findings agree with those reported by Chang et al (33) in a waitlisted RCT in college students during the pandemic. They reported that consistent practice of yoga for 3 or more times per week resulted in significant changes in stress, anxiety, depression, wellbeing, resilience, positive & negative affect scores.…”

Section: Discussionsupporting

confidence: 93%

Perceived Stress, Resilience, and Wellbeing in Seasoned Isha Yoga Practitioners Compared to Matched Controls During the COVID-19 Pandemic

Upadhyay

Narayanan²,

Khera³

et al. 2022

Front. Public Health

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BackgroundYoga practices, including breathing, meditation, and posture protocols (asanas), have been shown to facilitate physical and mental wellbeing.MethodsSeasoned yoga practitioners were recruited from the Isha Foundation. Recruitment of the comparison group was achieved using snowball sampling and were not yoga practitioners. Participants in the non-yoga group were randomized to a 3-min Isha practice or a comparator group asked to perform 15-min of daily reading. Participants completed a series of web-based surveys (REDCap) at baseline, 6, and 12 weeks. These surveys include validated scales and objective questions on COVID-19 infection and medical history. The validated questionnaires assess for: perceived stress (PSS), mood states [anxiety and depression (PHQ-4), joy (DPES-Joy subscale)], mindfulness attention and awareness (MAAS), resilience (BRS), mental wellbeing (WEMWBS) and recovery from traumatic event (PTGI). Weekly activity diaries were employed as a tool for collecting compliance information from study participants. Perceived stress scale scores were identified as primary outcome for this study.FindingsThe median Perceived Stress Scale (PSS) score for the yoga practitioners compared to the active and placebo comparators was significantly lower at all time-points: baseline: 11 [IQR 7–15] vs. 16 [IQR 12–21] in both the active and placebo comparators (p < 0.0001); 6 weeks: 9 [IQR 6–13] vs. 12 [IQR 8–17] in the active comparator and 14 [IQR 9–18] in the placebo comparator (p < 0.0001); and 12 weeks: 9 [IQR 5–13] vs. 11.5 [IQR 8–16] in the active comparators and 13 [IQR 8–17] in the placebo comparator (p < 0.0001). Among the randomized participants that were compliant for the full 12 weeks, the active comparators had significantly lower median PSS scores than the placebo comparators 12 weeks [10 (IQR 5–14) vs. 13 (IQR 8–17), p = 0.017]. Further, yoga practitioners had significantly lower anxiety at all three-time points (p < 0.0001), lower depression at baseline and 6 weeks (p < 0.0003), and significantly higher wellbeing (p < 0.0001) and joy (p < 0.0001) at all three-time points, compared to the active and placebo comparator groups.InterpretationThe lower levels of stress, anxiety, depression, and higher level of wellbeing and joy seen in the yoga practitioners compared to the active and placebo comparators illustrate the impact of regular yoga practices on mental health even during the pandemic.Trial RegistrationClinicalTrials.gov, identifier: NCT 04498442.

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Section: Discussionsupporting

confidence: 93%

Perceived Stress, Resilience, and Wellbeing in Seasoned Isha Yoga Practitioners Compared to Matched Controls During the COVID-19 Pandemic

Upadhyay

Narayanan²,

Khera³

et al. 2022

Front. Public Health

Self Cite

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“…All incorporated studies assessed the effectiveness of internet-based psychological intervention programs for reducing stress, anxiety, and depression among university students during COVID-19 social distancing. Seven studies were conducted by researchers in American universities [ 32 , 33 , 34 , 35 , 36 , 37 , 38 ], two studies in Asian universities [ 39 , 40 ], and one study in an African university [ 41 ]. Meta-analyses were performed separately on interventions for reducing stress, anxiety, and depression ( Table 1 ).…”

Section: Resultsmentioning

confidence: 99%

“…The average number of sessions of the included mental interventions was 15.3 sessions, while the length of sessions varied between 10 and 90 min. The duration of the interventions also varied greatly, ranging from three weeks [ 40 ] to twelve weeks [ 32 , 35 ].…”

Section: Resultsmentioning

confidence: 99%

“…All 10 studies mentioned intervention providers (through online formats), which were categorized as follows: Isha Hatha yoga teacher [ 32 ]; college counselor [ 33 ]; instructor [ 34 , 41 ]; expert [ 40 ]; psychologist [ 35 , 39 ]; mindfulness teacher [ 37 ]; multidisciplinary team, including a study member and a mindfulness teacher, for the breathing application [ 36 ]; and a multidisciplinary team, including a psychologist and a mindfulness teacher [ 38 ]. Further, all 10 studies used internet-based/video-based interventions.…”

Section: Resultsmentioning

confidence: 99%

“… The effects of psychological interventions on reducing anxiety among university students during COVID-19 in the included randomized controlled trials [ 32 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 ]. …”

Section: Figurementioning

confidence: 99%

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Meta-Analysis of Psychological Interventions for Reducing Stress, Anxiety, and Depression among University Students during the COVID-19 Pandemic

Malinauskas

Malinauskienė

2022

IJERPH

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(1) Background: The aim of this study is to investigate the effects of internet-based intervention programs for reducing stress, anxiety, and depression among university students during the COVID-19 pandemic by conducting a meta-analysis. (2) Methods: Searches were conducted in the following databases: MEDLINE, EbscoHost Academic Search Ultimate, and PsycArticles, using a combination of “Covid-19 AND ‘Randomized Controlled Trial’ AND students”, as well as a combination of the following search terms: “internet”, “online”, “treat_”, “psycholog_”, “intervention”, “program_”, “stress_”, “depress_”, “anxiety”, “university”, “college”, ”freshm_”, “sophomore_”, and “undergraduat_”. The population, intervention, control, outcomes, and study design (PICOS) framework was used (P (population): university students during the COVID-19 pandemic; I (intervention): internet-based intervention programs for reducing stress, anxiety, and depression; C (control): no intervention, usual care, or on a waiting list; O (outcomes): stress, anxiety, and depression indicators; S (study design): meta-analysis including only randomized controlled trials (RCTs)). A meta-analysis was performed on the 10 retrieved studies published between 2021 and 2022. Only RCTs were analyzed. (3) Results: All 10 analyzed papers revealed a trend in the effectiveness of internet-based intervention for reducing stress, anxiety, and depression in university students during COVID-19. Significant effects from the included RCTs with interventions for reducing stress and depression were established. (4) Conclusions: Psychological internet-based interventions may help to reduce depression and stress among university students; however, more research is needed to determine their effectiveness in reducing anxiety.

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Technology‐enhanced mindfulness‐based collaborative social reasoning to improve adolescents' social–emotional competencies

Nagpal,

Lin,

Park

et al. 2024

J of Research on Adolesc

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This study reports the preliminary efficacy of an innovative school‐based, technology‐enhanced social–emotional learning program called “mindfulness‐based collaborative social reasoning” (MBCSR) for middle school students. MBCSR was developed by an interdisciplinary team of educational psychologists, mindfulness researchers, computer scientists, and health experts. We integrated the strengths of contemplative approaches, collaborative small group discussions, learning technology, and multidimensional assessments of students' social–emotional outcomes. Using a quasi‐experimental design, the study was implemented in four sixth‐grade English language arts classrooms (2 experimental and 2 business‐as‐usual control; N = 74) in a public middle school in the Midwest of the United States. It was co‐implemented by researchers and teachers, with sessions occurring for 45 minutes, once per week, for 8 weeks. The MBCSR group showed greater self‐efficacy for using Upa‐yoga and mindful breathing to regulate their emotions and behaviors ( = .13), and lower externalizing ( = .07) and bullying behaviors ( = .09) at the posttest compared to the control group, after controlling for baseline differences. Students in the experimental group overall showed positive and relaxed emotional and physiological states during the sessions. There were no significant differences between the two groups in mindfulness, emotional regulation, and social skills. This program sets an example for integrating social–emotional learning and academic learning into students' daily content instruction.

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Online Isha Upa Yoga for student mental health and well‐being during COVID‐19: A randomized control trial

Cited by 17 publications

References 52 publications

Perceived Stress, Resilience, and Wellbeing in Seasoned Isha Yoga Practitioners Compared to Matched Controls During the COVID-19 Pandemic

Perceived Stress, Resilience, and Wellbeing in Seasoned Isha Yoga Practitioners Compared to Matched Controls During the COVID-19 Pandemic

Meta-Analysis of Psychological Interventions for Reducing Stress, Anxiety, and Depression among University Students during the COVID-19 Pandemic

Technology‐enhanced mindfulness‐based collaborative social reasoning to improve adolescents' social–emotional competencies

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