Mothers with an infant in the neonatal intensive care unit (NICU) are at risk for depression, anxiety, and trauma symptoms, with negative implications for maternal-infant bonding, maternal well-being, and infant development. Few interventions to promote NICU mothers' mental health, however, have been developed or tested. This pre-post pilot study assessed feasibility, acceptability, and preliminary outcomes of a mindfulness intervention for NICU mothers. Twenty-seven mothers were recruited from a university NICU and offered a mindfulness intervention via introductory video and audio-recorded practices. Participants completed a baseline self-report survey. After 2 weeks of engaging with intervention materials, participants completed a second survey and in-depth interview. Quantitative data were analyzed using paired t tests; qualitative data were analyzed using thematic coding. Twenty-four women (89%) completed the study. Quantitative data indicated significant improvements in depressive, anxiety, and trauma symptoms, negative coping, NICU-related stress, and sleep (p < 0.05). Qualitative data identified themes of perceived improvements in psychological distress and stress symptoms, self-care, and relationships. Findings support the mindfulness intervention's feasibility, acceptability, and potential promise for reducing maternal distress and promoting well-being. Use of video and audio modalities may facilitate program sustainability and scale up. Further research on the program is merited.

Adolescent females are at elevated risk for the development of depression. In this study, we addressed two questions: Are pubertal hormones associated with adolescent mental health? Might this association depend on pubertal development? We tested the hypothesis that estradiol, which has been associated with adolescent social sensitivity, might interact with pubertal stage to predict depression risk at three time points in ninth and tenth grade. Hormones and pubertal development were measured ninth-grade females. Linear regression analyses were used to predict fall ninth-grade (N = 79), spring ninth-grade (N = 76), and spring tenth-grade (N = 67) Children's Depression Inventory (CDI) scores. The hypothesized model was not statistically significant, but exploratory analyses revealed that two- and three-way interactions incorporating estradiol, puberty (stage and perceived onset), and cortisol predicted current and future CDI scores. Our exploratory model did not predict changes in CDI but did account for future (spring of ninth grade) CDI scores. Specifically, estradiol was positively correlated with fall and spring ninth-grade depressive symptoms in participants with high cortisol who also reported earlier stages and later perceived onset of pubertal development. These findings suggest that hormones associated with sensitivity to the social environment deserve consideration in models of adolescent depression risk.

A growing body of literature supports the use of mindfulness-based practices to increase resilience and reduce emotional and behavioral problems of low-income youth of color who are exposed to chronic trauma. The current study, the first of its kind, addresses existing gaps in the literature by examining the social and emotional effects of mindfulness on instructors of color, a largely understudied population. All trainees (n = 25) in a year-long, mindfulness-based workforce development program in Baltimore were invited to participate in this qualitative descriptive study that involved semistructured interviews regarding the personal emotional impact of participating in the program, as well as possible changes in the subjects’ perceptions of yoga and the potential role of yoga in their communities. We applied a transcript-based analysis approach to the data from the individual interviews and derived themes using the constant comparative method. Twenty-one trainees (84%) participated in semistructured interviews. Participants were between the ages of 18 and 29 and were predominantly male (71.4%) and African-American (85.7%). We identified four key themes related to participating in the program: (1) changes in emotional functioning and self-perception, (2) changes in interactions with others, (3) changes in perception of yoga and mindfulness, and (4) perceived real-world application of yoga and mindfulness. The current study adds to the literature by exploring the public health implications of mindfulness, particularly in addressing effects of chronic trauma in low-income communities of color. The workforce development program also merits further evaluation as a potential model for enabling local and national nonprofit organizations to offer low-income youth and youth of color employment options that enhance resources in trauma-affected communities.

Time is closely linked to people's representation of spatial experience. Previous research showed that adults primed with positive affect judged that they were approaching the event (ego‐moving), whereas those primed with negative affect reported that the event was approaching them (event‐moving). The present research investigated the developmental sensitivity towards psycho‐spatial understanding by examining the role of positive and negative affect on children's perception of time. In Study 1, when tested in a within‐subjects design, 5‐, 7‐, and 9‐year‐olds as well as adults made ego‐moving judgments in response to an object of the positive event that was to happen in 2 days. However, by 9 years, children made adult‐like event‐moving responses to an object that stood for the negative affect. Five‐year‐olds continued to make ego‐moving judgments in the negative valence condition, whereas 7‐year‐olds' responses were in transition. Study 2 replicated the full developmental pattern found in Study 1, even when the positive and negative affect events were towards the identical object in the between‐subjects design and the time span was shortened to a few minutes. Implications of the affective spatiotemporal perception of time were further discussed in relation to the sense of agency. Highlights We uncover the pattern of developmental sensitivity towards the psycho‐spatial embodiment of time, in relation to a positive or negative event. Vignettes were used to ascertain participant's psycho‐spatial view of time in relation to valence; 9‐year‐olds had an adult‐like understanding. Teaching children to use different psycho‐spatial agentic perspectives has the potential to help children at risk of anxiety and depression.

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