Top

Gepubliceerd in:

21-12-2024 | ORIGINAL PAPER

The Effectiveness of a Mindfulness-Based Program in Improving Cognitive and Socio-Affective Skills Among Adolescents with Intellectual and Developmental Disabilities: A Randomized Controlled Study

Auteurs: Ben Mansour Nesrine, Sana Jarraya, Lucio Caprioli

Gepubliceerd in: Mindfulness | Uitgave 1/2025

Abstract

Objectives

This single-site, randomized controlled trial aimed to investigate the impact of 8-week mindfulness sessions on cognitive variables such as working memory and sustained attention, along with emotional variables including stress and self-esteem, as well as social behavior, among adolescents aged 16 with intellectual and developmental disabilities (IDDs).

Methods

A total of 45 adolescents (24 boys; 21 girls; age, 16.02 ± 0.36 years) were enrolled and randomly assigned to three groups of 15, the mindfulness (MG), physical activity (PAG), and control group (CG), and blindly administered (a) the digit span task, (b) the Corsi Block-Tapping Test, (c) the Zazzo Two-Sign Barrage, (d) pH indicator paper strips, (e) the Rosenberg Self-Esteem Scale, and (f) the Social Responsiveness Scale at the baseline (T0) and after 8 weeks (T1). During the intervention period, the MG and PAG attended two weekly mindfulness and physical activity (PA) sessions of 30 and 45 min, respectively. At T0, no significant differences between the groups were observed.

Results

A two-way ANOVA with repeated measures revealed that mindfulness was associated with higher levels of (i) sustained attention, (ii) visuospatial working memory, (iii) stress, and (iv) social behavior. However, no significant effect was observed on verbal working memory and global self-esteem, in comparison to PAG and the CG.

Conclusions

The promising results of this study showed the potential of mindfulness practice as an effective and cost-effective intervention for a population with IDD. In this regard, mindfulness seems an interesting intervention to introduce into the school environment.

Preregistration

This study is not preregistered.

vorige artikel Randomized Controlled Trial of a Brief Mindfulness Practice on Emotional Reactivity and Recovery: Understanding Effects of Gender and Trait Self-compassion

volgende artikel Efficacy of an Online Mindfulness Training to Improve Well-Being in Teachers: A Randomized Waitlist Controlled Trial

Abdel-Khalek, A. M., Korayem, A. S., & El-Nayal, M. A. (2012). Self-esteem among college students from four Arab countries. Psychological Reports, 110(1), 297–303. https://doi.org/10.2466/07.09.17.PR0.110.1.297-303CrossRefPubMed

Alghadir, A. H., & Gabr, S. A. (2020). Physical activity impact on motor development and oxidative stress biomarkers in school children with intellectual disability. Revista Da Associação Médica Brasileira, 66(5), 600–606. https://doi.org/10.1590/1806-9282.66.5.600CrossRefPubMed

American Psychiatric Association, D. S. M. T. F., & American Psychiatric Association, D. S. (2013). Diagnostic and statistical manual of mental disorders: DSM-5 (Vol. 5, No. 5). American Psychiatric Association.

Awh, E., Belopolsky, A. V., & Theeuwes, J. (2012). Top-down versus bottom-up attentional control: A failed theoretical dichotomy. Trends in Cognitive Sciences, 16(8), 437–443. https://doi.org/10.1016/j.tics.2012.06.010CrossRefPubMedPubMedCentral

Bellgrove, M. A., Hester, R., & Garavan, H. (2004). The functional neuroanatomical correlates of response variability: Evidence from a response inhibition task. Neuropsychologia, 42(14), 1910–1916. https://doi.org/10.1016/j.neuropsychologia.2004.05.007CrossRefPubMed

Beserra, A. H. N., Kameda, P., Deslandes, A. C., Schuch, F. B., Laks, J., & Moraes, H. S. D. (2018). Can physical exercise modulate cortisol level in subjects with depression? A systematic review and meta-analysis. Trends in Psychiatry and Psychotherapy, 40(4), 360–368. https://doi.org/10.1590/2237-6089-2017-0155CrossRefPubMed

Bölte, S., Poustka, F., & Constantino, J. N. (2008). Assessing autistic traits: Cross-cultural validation of the social responsiveness scale (SRS). Autism Research, 1(6), 354–363. https://doi.org/10.1002/aur.49CrossRefPubMed

Borji, R., Affes, S., Zarrouk, N., Sahli, S., & Rebai, H. (2023). Acute effects of aerobic versus resistance exercises on cognitive function in individuals with intellectual disability. Journal of Applied Research in Intellectual Disabilities, 36(1), 106–115. https://doi.org/10.1111/jar.13039CrossRefPubMed

British Psychological Society. (2014). Code of human research ethics. https://www.bps.org.uk/guideline/bps-code-human-research-ethics

Butler, J. (2021). Vivre la pleine conscience en classe : 5 minutes d'activités quotidiennes pour favoriser le bien-être socioémotionnel et l’apprentissage des élèves. Chenelière Éducation.

Caetano, I., Amorim, L., Soares, J. M., Ferreira, S., Coelho, A., Reis, J., Santos, N. C., Moreira, P. S., Marques, P., Magalhães, R., Esteves, M., Picó-Pérez, M., & Sousa, N. (2021). Amygdala size varies with stress perception. Neurobiology of Stress, 14, 100334. https://doi.org/10.1016/j.ynstr.2021.100334CrossRefPubMedPubMedCentral

Chapman, M. J., Hare, D. J., Caton, S., Donalds, D., McInnis, E., & Mitchell, D. (2013). The use of mindfulness with people with intellectual disabilities: A systematic review and narrative analysis. Mindfulness, 4(2), 179–189. https://doi.org/10.1007/s12671-013-0197-7CrossRef

Chiesa, A., & Serretti, A. (2010). A systematic review of neurobiological and clinical features of mindfulness meditations. Psychological Medicine, 40(8), 1239–1252. https://doi.org/10.1017/S0033291709991747CrossRefPubMed

Conner, C. M., White, S. W., Beck, K. B., Golt, J., Smith, I. C., & Mazefsky, C. A. (2019). Improving emotion regulation ability in autism: The emotional awareness and skills enhancement (EASE) program. Autism, 23(5), 1273–1287. https://doi.org/10.1177/1362361318810709CrossRefPubMed

Creswell, J. D. (2017). Mindfulness interventions. Annual Review of Psychology, 68(1), 491–516. https://doi.org/10.1146/annurev-psych-042716-051139CrossRefPubMed

Cubillo, A., Hermes, H., Berger, E., Winkel, K., Schunk, D., Fehr, E., & Hare, T. A. (2023). Intra-individual variability in task performance after cognitive training is associated with long-term outcomes in children. Developmental Science, 26(1), e13252. https://doi.org/10.1111/desc.13252CrossRefPubMed

Cullen, M. (2011). Mindfulness-based interventions: An emerging phenomenon. Mindfulness, 2(3), 186–193. https://doi.org/10.1007/s12671-011-0058-1CrossRef

Currie, T.-L., McKenzie, K., & Noone, S. (2019). The experiences of people with an intellectual disability of a mindfulness-based program. Mindfulness, 10(7), 1304–1314. https://doi.org/10.1007/s12671-019-1095-4CrossRef

DiStefano, C., Sadhwani, A., & Wheeler, A. C. (2020). Comprehensive assessment of individuals with significant levels of intellectual disability: Challenges, strategies, and future directions. American Journal on Intellectual and Developmental Disabilities, 125(6), 434–448. https://doi.org/10.1352/1944-7558-125.6.434CrossRefPubMed

Drüsedau, L., Schoba, A., Conzelmann, A., Sokolov, A., Hautzinger, M., Renner, T. J., & Barth, G. M. (2022). A structured group intervention (TüTASS) with focus on self-perception and mindfulness for children with autism spectrum disorder, ASD. A pilot study. European Archives of Psychiatry and Clinical Neuroscience, 272(2), 177–185. https://doi.org/10.1007/s00406-021-01281-9CrossRefPubMed

Duggan, S. N., Smyth, N. D., Egan, S. M., Roddy, M., & Conlon, K. C. (2008). An assessment of the validity of enteral aspirate pH measurements made with commercial pH strips. E-SPEN, the European e-Journal of Clinical Nutrition and Metabolism, 3(6), e303–e308. https://doi.org/10.1016/j.eclnm.2008.08.002CrossRef

Faul, F., Erdfelder, E., Lang, A.-G., & Buchner, A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39(2), 175–191. https://doi.org/10.3758/BF03193146CrossRefPubMed

Fox, K. C. R., Dixon, M. L., Nijeboer, S., Girn, M., Floman, J. L., Lifshitz, M., Ellamil, M., Sedlmeier, P., & Christoff, K. (2016). Functional neuroanatomy of meditation: A review and meta-analysis of 78 functional neuroimaging investigations. Neuroscience & Biobehavioral Reviews, 65, 208–228. https://doi.org/10.1016/j.neubiorev.2016.03.021CrossRef

Garland, E. L., Farb, N. A., Goldin, R. P., & Fredrickson, B. L. (2015). Mindfulness broadens awareness and builds eudaimonic meaning: A process model of mindful positive emotion regulation. Psychological Inquiry, 26(4), 293–314. https://doi.org/10.1080/1047840X.2015.1064294CrossRefPubMedPubMedCentral

Geronimi, E. M. C., Arellano, B., & Woodruff-Borden, J. (2020). Relating mindfulness and executive function in children. Clinical Child Psychology and Psychiatry, 25(2), 435–445. https://doi.org/10.1177/1359104519833737CrossRefPubMed

Goldin, P. R., & Gross, J. J. (2010). Effects of mindfulness-based stress reduction (MBSR) on emotion regulation in social anxiety disorder. Emotion, 10(1), 83–91. https://doi.org/10.1037/a0018441CrossRefPubMedPubMedCentral

Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry, 26(1), 1–26. https://doi.org/10.1080/1047840X.2014.940781CrossRef

Gu, J., Strauss, C., Bond, R., & Cavanagh, K. (2015). How do mindfulness-based cognitive therapy and mindfulness-based stress reduction improve mental health and wellbeing? A systematic review and meta-analysis of mediation studies. Clinical Psychology Review, 37, 1–12. https://doi.org/10.1016/j.cpr.2015.01.006CrossRefPubMed

Hart, N., Fawkner, S., Niven, A., & Booth, J. (2022). Scoping review of yoga in schools: Mental health and cognitive outcomes in both neurotypical and neurodiverse youth populations. Children, 9(6), 849. https://doi.org/10.3390/children9060849CrossRefPubMedPubMedCentral

Haydicky, J., Wiener, J., Badali, P., Milligan, K., & Ducharme, J. M. (2012). Evaluation of a mindfulness-based intervention for adolescents with learning disabilities and co-occurring ADHD and anxiety. Mindfulness, 3(2), 151–164. https://doi.org/10.1007/s12671-012-0089-2CrossRef

Hölzel, B. K., Lazar, S. W., Gard, T., Schuman-Olivier, Z., Vago, D. R., & Ott, U. (2011). How does mindfulness meditation work? Proposing mechanisms of action from a conceptual and neural perspective. Perspectives on Psychological Science, 6(6), 537–559. https://doi.org/10.1177/1745691611419671CrossRefPubMed

Howarth, A., Riaz, M., Perkins-Porras, L., Smith, J. G., Subramaniam, J., Copland, C., Hurley, M., Beith, I., & Ussher, M. (2019). Pilot randomised controlled trial of a brief mindfulness-based intervention for those with persistent pain. Journal of Behavioral Medicine, 42(6), 999–1014. https://doi.org/10.1007/s10865-019-00040-5CrossRefPubMed

Hwang, Y.-S., & Kearney, P. (2013). A systematic review of mindfulness intervention for individuals with developmental disabilities: Long-term practice and long lasting effects. Research in Developmental Disabilities, 34(1), 314–326. https://doi.org/10.1016/j.ridd.2012.08.008CrossRefPubMed

Jacinto, M., Rodrigues, F., Monteiro, D., Antunes, R., Ferreira, J. P., Matos, R., & Campos, M. J. (2023). Quality of life in individuals with intellectual and developmental disabilities: The congruency effect between reports. Healthcare, 11(12), 1748. https://doi.org/10.3390/healthcare11121748CrossRefPubMed

Johnson, B. T., Acabchuk, R. L., George, E. A., Nardi, W., Sun, S., Salmoirago-Blotcher, E., Scharf, J., & Loucks, E. B. (2023). Mental and physical health impacts of mindfulness training for college undergraduates: A systematic review and meta-analysis of randomized controlled trials. Mindfulness, 14(9), 2077–2096. https://doi.org/10.1007/s12671-023-02212-6CrossRefPubMedPubMedCentral

Juliano, A. C., Alexander, A. O., DeLuca, J., & Genova, H. (2020). Feasibility of a school-based mindfulness program for improving inhibitory skills in children with autism spectrum disorder. Research in Developmental Disabilities, 101, 103641. https://doi.org/10.1016/j.ridd.2020.103641CrossRefPubMed

Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144–156. https://doi.org/10.1093/clipsy.bpg016CrossRef

Kazakou, P., Nicolaides, N. C., & Chrousos, G. P. (2023). Basic concepts and hormonal regulators of the stress system. Hormone Research in Paediatrics, 96(1), 8–16. https://doi.org/10.1159/000523975CrossRefPubMed

Kessels, R. P. C., Van Zandvoort, M. J. E., Postma, A., Kappelle, L. J., & De Haan, E. H. F. (2000). The Corsi block-tapping task: Standardization and normative data. Applied Neuropsychology, 7(4), 252–258. https://doi.org/10.1207/S15324826AN0704_8CrossRefPubMed

Khoury, B., Lecomte, T., Fortin, G., Masse, M., Therien, P., Bouchard, V., Chapleau, M.-A., Paquin, K., & Hofmann, S. G. (2013). Mindfulness-based therapy: A comprehensive meta-analysis. Clinical Psychology Review, 33(6), 763–771. https://doi.org/10.1016/j.cpr.2013.05.005CrossRefPubMed

Kim, J., & Kwon, M. (2018). Effects of mindfulness-based intervention to improve task performance for children with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 31(1), 87–97. https://doi.org/10.1111/jar.12333CrossRefPubMed

Laugeson, E. A., Gantman, A., Kapp, S. K., Orenski, K., & Ellingsen, R. (2015). A randomized controlled trial to improve social skills in young adults with autism spectrum disorder: The UCLA PEERS® program. Journal of Autism and Developmental Disorders, 45(12), 3978–3989. https://doi.org/10.1007/s10803-015-2504-8CrossRefPubMed

Malboeuf-Hurtubise, C., Taylor, G., & Mageau, G. A. (2019). Impact of a mindfulness-based intervention on basic psychological need satisfaction and internalized symptoms in elementary school students with severe learning disabilities: Results from a randomized cluster trial. Frontiers in Psychology, 10, 2715. https://doi.org/10.3389/fpsyg.2019.02715CrossRefPubMedPubMedCentral

Merrells, J., Buchanan, A., & Waters, R. (2019). “We feel left out”: Experiences of social inclusion from the perspective of young adults with intellectual disability. Journal of Intellectual & Developmental Disability, 44(1), 13–22. https://doi.org/10.3109/13668250.2017.1310822CrossRef

Müller, C., Otto, B., Sawitzki, V., Kanagalingam, P., Scherer, J.-S., & Lindberg, S. (2021). Short breaks at school: Effects of a physical activity and a mindfulness intervention on children’s attention, reading comprehension, and self-esteem. Trends in Neuroscience and Education, 25, 100160. https://doi.org/10.1016/j.tine.2021.100160CrossRefPubMed

Orsini, A. (1994). Corsi’s block-tapping test: Standardization and concurrent validity with WISC—R for children aged 11 to 16. Perceptual and Motor Skills, 79(3_suppl), 1547–1554. https://doi.org/10.2466/pms.1994.79.3f.1547CrossRefPubMed

Park, J.-Y., & Park, E.-Y. (2019). The rasch analysis of Rosenberg self-esteem scale in individuals with intellectual disabilities. Frontiers in Psychology, 10, 1992. https://doi.org/10.3389/fpsyg.2019.01992CrossRefPubMedPubMedCentral

Patel, D. R., Cabral, M. D., Ho, A., & Merrick, J. (2020). A clinical primer on intellectual disability. Translational Pediatrics, 9(1), 23–35. https://doi.org/10.21037/tp.2020.02.02CrossRef

Prakash, R. S., Fountain-Zaragoza, S., Kramer, A. F., Samimy, S., & Wegman, J. (2020). Mindfulness and attention: Current state-of-affairs and future considerations. Journal of Cognitive Enhancement, 4(3), 340–367. https://doi.org/10.1007/s41465-019-00144-5CrossRefPubMedPubMedCentral

Rickards, T. A., Cranston, C. C., Touradji, P., & Bechtold, K. T. (2018). Embedded performance validity testing in neuropsychological assessment: Potential clinical tools. Applied Neuropsychology: Adult, 25(3), 219–230. https://doi.org/10.1080/23279095.2017.1278602CrossRefPubMed

Schmiedeler, S. (2015). Achtsamkeitsbasierte Therapieverfahren bei der Aufmerksamkeitsdefizit-/ Hyperaktivitätsstörung (ADHS). Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie, 43(2), 123–131. https://doi.org/10.1024/1422-4917/a000341CrossRefPubMed

Shabani, D. B., & Fisher, W. W. (2006). Stimulis fading and differantial reinforcement for the treatment of needle phobia in ayouth with autism. Journal of Applied Behavior Analysis, 39(4), 449–452. https://doi.org/10.1901/jaba.2006.30-05CrossRefPubMedPubMedCentral

Sheibaninia, A. (2014). The effect of social stress on salivary trace elements. Biological Trace Element Research, 162(1–3), 58–63. https://doi.org/10.1007/s12011-014-0119-0CrossRefPubMed

Sibalis, A., Milligan, K., Pun, C., McKeough, T., Schmidt, L. A., & Segalowitz, S. J. (2019). An EEG investigation of the attention-related impact of mindfulness training in youth with ADHD: Outcomes and methodological considerations. Journal of Attention Disorders, 23(7), 733–743. https://doi.org/10.1177/1087054717719535CrossRefPubMed

Singh, N. N., & Hwang, Y.-S. (2020). Mindfulness-based programs and practices for people with intellectual and developmental disability. Current Opinion in Psychiatry, 33(2), 86–91. https://doi.org/10.1097/YCO.0000000000000570CrossRefPubMed

Singh, N. N., Lancioni, G. E., Winton, A. S. W., Karazsia, B. T., Myers, R. E., Latham, L. L., & Singh, J. (2014). Mindfulness-based positive behavior support (MBPBS) for mothers of adolescents with autism spectrum disorder: Effects on adolescents’ behavior and parental stress. Mindfulness, 5(6), 646–657. https://doi.org/10.1007/s12671-014-0321-3CrossRef

Teper, R., & Inzlicht, M. (2013). Meditation, mindfulness and executive control: The importance of emotional acceptance and brain-based performance monitoring. Social Cognitive and Affective Neuroscience, 8(1), 85–92. https://doi.org/10.1093/scan/nss045CrossRefPubMed

Tint, A., Thomson, K., & Weiss, J. A. (2017). A systematic literature review of the physical and psychosocial correlates of Special Olympics participation among individuals with intellectual disability. Journal of Intellectual Disability Research, 61(4), 301–324. https://doi.org/10.1111/jir.12295CrossRefPubMed

Van De Weijer-Bergsma, E., Formsma, A. R., De Bruin, E. I., & Bögels, S. M. (2012). The effectiveness of mindfulness training on behavioral problems and attentional functioning in adolescents with ADHD. Journal of Child and Family Studies, 21(5), 775–787. https://doi.org/10.1007/s10826-011-9531-7CrossRefPubMed

Vilvens, H. L., Frame, D. L., & Owen, P. C. (2021). Promoting the inclusion of mindfulness and contemplative practices in the college classroom. Pedagogy in Health Promotion, 7(2), 148–158. https://doi.org/10.1177/2373379920925849CrossRef

Wagner, A. P., Galante, J., Dufour, G., Barton, G., Stochl, J., Vainre, M., & Jones, P. B. (2023). Cost-effectiveness of providing university students with a mindfulness-based intervention to reduce psychological distress: Economic evaluation of a pragmatic randomised controlled trial. British Medical Journal Open, 13(11), e071724. https://doi.org/10.1136/bmjopen-2023-071724CrossRef

Wang, Z., Yip, C. C. H., Leung, D. C. K., & Chan, K. K. S. (2023). The impact of mindfulness on stigma stress and well-being among individuals with mental disorders. Mindfulness, 14(4), 808–817. https://doi.org/10.1007/s12671-023-02111-wCrossRef

Yu, J., Rawtaer, I., Feng, L., Fam, J., Kumar, A. P., Kee-Mun Cheah, I., Honer, W. G., Su, W., Lee, Y. K., Tan, E. C., Kua, E. H., & Mahendran, R. (2021). Mindfulness intervention for mild cognitive impairment led to attention-related improvements and neuroplastic changes: Results from a 9-month randomized control trial. Journal of Psychiatric Research, 135, 203–211. https://doi.org/10.1016/j.jpsychires.2021.01.032CrossRefPubMed

Zainal, N. H., & Newman, M. G. (2024). Mindfulness enhances cognitive functioning: A meta-analysis of 111 randomized controlled trials. Health Psychology Review, 18(2), 369–395. https://doi.org/10.1080/17437199.2023.2248222CrossRefPubMed

Zazzo, R. (1969). Manuel pour l'examen psychologique de l'enfant. (No Title).

Zhao, M., & Chen, S. (2018). The effects of structured physical activity program on social interaction and communication for children with autism. BioMed Research International, 2018, 1825046. https://doi.org/10.1155/2018/1825046CrossRef

Zylowska, L., Ackerman, D. L., Yang, M. H., Futrell, J. L., Horton, N. L., Hale, T. S., Pataki, C., & Smalley, S. L. (2008). Mindfulness meditation training in adults and adolescents with ADHD: A feasibility study. Journal of Attention Disorders, 11(6), 737–746. https://doi.org/10.1177/1087054707308502CrossRefPubMed

Titel: The Effectiveness of a Mindfulness-Based Program in Improving Cognitive and Socio-Affective Skills Among Adolescents with Intellectual and Developmental Disabilities: A Randomized Controlled Study
Auteurs: Ben Mansour Nesrine
Sana Jarraya
Lucio Caprioli
Publicatiedatum: 21-12-2024
Uitgeverij: Springer US
Gepubliceerd in: Mindfulness / Uitgave 1/2025
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI: https://doi.org/10.1007/s12671-024-02495-3

Andere artikelen Uitgave 1/2025

Present Mind in the Ageing Brain: Neural Associations of Dispositional Mindfulness in Cognitive Decline

ORIGINAL PAPER

A Comparison of the Effects of Ethics- Versus Wisdom-Based Mindfulness Practices on Prosocial Behaviour

Open Access
ORIGINAL PAPER

The Influence of Mindfulness Induction on Attentional Control of Irrelevant Emotional Information

ORIGINAL PAPER

The Short-Term Appreciative Joy Scale: Development, Validation, and Application in a Randomized Controlled Trial

ORIGINAL PAPER

Psychometric Properties and Factor Structure of the Swedish Version of the Self-Compassion Scale

Open Access
ORIGINAL PAPER

The Neural Signature of Inner Peace: Morphometric Differences Between High and Low Accepters

Open Access
ORIGINAL PAPER

Bohn Stafleu van Loghum

Welkom bij THIM Hogeschool voor Fysiotherapie & Bohn Stafleu van Loghum

Registreer

Login

The Effectiveness of a Mindfulness-Based Program in Improving Cognitive and Socio-Affective Skills Among Adolescents with Intellectual and Developmental Disabilities: A Randomized Controlled Study

Abstract

Objectives

Methods

Results

Conclusions

Preregistration

Andere artikelen Uitgave 1/2025

Present Mind in the Ageing Brain: Neural Associations of Dispositional Mindfulness in Cognitive Decline

A Comparison of the Effects of Ethics- Versus Wisdom-Based Mindfulness Practices on Prosocial Behaviour

The Influence of Mindfulness Induction on Attentional Control of Irrelevant Emotional Information

The Short-Term Appreciative Joy Scale: Development, Validation, and Application in a Randomized Controlled Trial

Psychometric Properties and Factor Structure of the Swedish Version of the Self-Compassion Scale

The Neural Signature of Inner Peace: Morphometric Differences Between High and Low Accepters

Bohn Stafleu van Loghum

Welkom bij THIM Hogeschool voor Fysiotherapie & Bohn Stafleu van Loghum

Registreer

Login

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Objectives

Methods

Results

Conclusions

Preregistration

Log in om toegang te krijgen

Present Mind in the Ageing Brain: Neural Associations of Dispositional Mindfulness in Cognitive Decline

A Comparison of the Effects of Ethics- Versus Wisdom-Based Mindfulness Practices on Prosocial Behaviour

The Influence of Mindfulness Induction on Attentional Control of Irrelevant Emotional Information

The Short-Term Appreciative Joy Scale: Development, Validation, and Application in a Randomized Controlled Trial

Psychometric Properties and Factor Structure of the Swedish Version of the Self-Compassion Scale

The Neural Signature of Inner Peace: Morphometric Differences Between High and Low Accepters