Mindfulness as an Alternative for Supporting University Student Mental Health: Cognitive-Emotional and Depressive Self-Criticism Measures

Azam, Muhammad; Mongrain, Myriam; Vora, Khushboo; Pirbaglou, Meysam; Azargive, Saam; Changoor, T M R; Wayne, Noah; Guglietti, Crissa L.; Macpherson, Alison; Irvine, Jane; Rotondi, Michael; Smith, Dawn; Pérez, Daniel; Ritvo, Paul

doi:10.17583/ijep.2016.1504

Cited by 22 publications

(14 citation statements)

References 31 publications

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“…The videos were available for participants 24 hours/day to watch or listen to on computers, phones, or tablets at their convenience. The module scripts and audio recordings were created by one of the investigators with extensive experience as a clinical psychologist and researcher in mindfulness (PR) [ 31 - 36 ], and they were based on mindfulness and cognitive behavioral therapy (CBT) principles and informed by the prior student-based focus group study [ 37 , 38 ]. The choice of moving and still images used in the creation of the videos involved collaborative work (PR, CEM, and FA).…”

Section: Methodsmentioning

confidence: 99%

Effectiveness of an 8-Week Web-Based Mindfulness Virtual Community Intervention for University Students on Symptoms of Stress, Anxiety, and Depression: Randomized Controlled Trial

Morr¹,

Ritvo²,

Ahmad³

et al. 2020

JMIR Ment Health

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101

103

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Background A student mental health crisis is increasingly acknowledged and will only intensify with the COVID-19 crisis. Given accessibility of methods with demonstrated efficacy in reducing depression and anxiety (eg, mindfulness meditation and cognitive behavioral therapy [CBT]) and limitations imposed by geographic obstructions and localized expertise, web-based alternatives have become vehicles for scaled-up delivery of benefits at modest cost. Mindfulness Virtual Community (MVC), a web-based program informed by CBT constructs and featuring online videos, discussion forums, and videoconferencing, was developed to target depression, anxiety, and experiences of excess stress among university students. Objective The aim of this study was to assess the effectiveness of an 8-week web-based mindfulness and CBT program in reducing symptoms of depression, anxiety, and stress (primary outcomes) and increasing mindfulness (secondary outcome) within a randomized controlled trial (RCT) with undergraduate students at a large Canadian university. Methods An RCT was designed to assess undergraduate students (n=160) who were randomly allocated to a web-based guided mindfulness–CBT condition (n=80) or to a waitlist control (WLC) condition (n=80). The 8-week intervention consisted of a web-based platform comprising (1) 12 video-based modules with psychoeducation on students’ preidentified life challenges and applied mindfulness practice; (2) anonymous peer-to-peer discussion forums; and (3) anonymous, group-based, professionally guided 20-minute live videoconferences. The outcomes (depression, anxiety, stress, and mindfulness) were measured via an online survey at baseline and at 8 weeks postintervention using the Patient Health Questionnaire-9 (PHQ9), the Beck Anxiety Inventory (BAI), the Perceived Stress Scale (PSS), and the Five Facets Mindfulness Questionnaire Short Form (FFMQ-SF). Analyses employed generalized estimation equation methods with AR(1) covariance structures and were adjusted for possible covariates (gender, age, country of birth, ethnicity, English as first language, paid work, unpaid work, relationship status, physical exercise, self-rated health, and access to private mental health counseling). Results Of the 159 students who provided T1 data, 32 were males and 125 were females with a mean age of 22.55 years. Participants in the MVC (n=79) and WLC (n=80) groups were similar in sociodemographic characteristics at T1 with the exception of gender and weekly hours of unpaid volunteer work. At postintervention follow-up, according to the adjusted comparisons, there were statistically significant between-group reductions in depression scores (β=–2.21, P=.01) and anxiety scores (β=–4.82, P=.006), and a significant increase in mindfulness scores (β=4.84, P=.02) compared with the WLC group. There were no statistically significant differences in perceived stress for MVC (β=.64, P=.48) compared with WLC. Conclusions With the MVC intervention, there were significantly reduced depression and anxiety symptoms but no significant effect on perceived stress. Online mindfulness interventions can be effective in addressing common mental health conditions among postsecondary populations on a large scale, simultaneously reducing the current burden on traditional counseling services. Trial Registration ISRCTN Registry ISRCTN12249616; http://www.isrctn.com/ISRCTN12249616

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Section: Methodsmentioning

confidence: 99%

Effectiveness of an 8-Week Web-Based Mindfulness Virtual Community Intervention for University Students on Symptoms of Stress, Anxiety, and Depression: Randomized Controlled Trial

Morr¹,

Ritvo²,

Ahmad³

et al. 2020

JMIR Ment Health

Self Cite

101

103

View full text Add to dashboard Cite

show abstract

“…Classroom-based mindfulness interventions are the most common type of intervention in the literature (Miller et al, 2017;Schwind et al, 2016;Thomas, 2017). Implementing brief mindfulness exercises in university classrooms (e.g., breathing, meditation) in 10-to 30-minute intervals has shown to decrease depression, anxiety, and stress in students (Azam et al, 2016;Chen, Yang, Wang, & Xiaoyaun, 2013;de Vibe et al, 2013).…”

Section: Classroom-based Interventionsmentioning

confidence: 99%

Introducing a Late Bank in Online Graduate Courses: The Response of Students

2019

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In post-secondary education, students must demonstrate strong time-management skills while they navigate several courses in a semester. When students struggle to meet due dates, they can accrue late penalties, which exacerbates a stressful situation. In response, two graduate programs integrated a late bank system into their online courses. Students could submit one of two assignments up to five days after the due date without penalty. After each assignment was due, a survey was used to measure students’ levels of stress, the perception of the late bank, and reasons for using it. This study found the late bank was utilized by students, was positively regarded, and improved student attitudes toward their instructor. Reported levels of stress were similar for students who used the late bank compared to those did not. The results suggest that incorporating a late bank into the course design is an effective method of promoting student well-being.

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“…Through acceptance and curiosity, the practice of mindfulness can help broaden attention to facilitate a positive reappraisal of a seemingly negative situation (Garland, Farb, Goldin, & Fredrickson, ; Garland, Gaylord, & Fredrickson, ). Research shows long‐term well‐being benefits, such as lowered anxiety, depression, insomnia, and fatigue in university students after implementing mindfulness (e.g., Azam et al, ; Cavanagh et al, ) and reappraisal‐based interventions (e.g., Taylor et al, ).…”

Section: Introductionmentioning

confidence: 99%

Exploring daily affective changes in university students with a mindful positive reappraisal intervention: A daily diary randomized controlled trial

et al. 2017

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Brief and cost-effective interventions focused on emotion regulation techniques can buffer against stress and foster positive functioning. Mindfulness and positive reappraisal are two techniques that can mutually enhance one another to promote well-being. However, research testing the effectiveness of interventions combining mindfulness and reappraisal is lacking. The current pilot examined the effect of a combined mindful-reappraisal intervention on daily affect in a 5-day diary study with 106 university students. Participants were randomized to a mindful-reappraisal intervention (n = 36), a reappraisal-only intervention (n = 34), or an active control activity (n = 36). All participants described a negative event each day but only reappraised the event in the intervention conditions. Using multilevel growth modelling, results indicated that negative affect in both interventions declined over 5 days compared to the control; however, there were no differences in the growth of positive affect. Compared to reappraisal-only, the mindful-reappraisal group reported overall lower daily negative affect and marginally higher daily positive affect over the 5-day intervention. These findings suggest that brief daily practice combining mindfulness and positive reappraisal can be trained as a self-regulatory resource to promote positive affect and buffer negative affect above and beyond reappraisal practice alone.

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Mindfulness as an Alternative for Supporting University Student Mental Health: Cognitive-Emotional and Depressive Self-Criticism Measures

Abstract: To cite this article: Azam et al. (2016). Mindfulness as an alternative for supporting university student mental health: cognitive-emotional and depressive self-criticism measures.

Cited by 22 publications

References 31 publications

Effectiveness of an 8-Week Web-Based Mindfulness Virtual Community Intervention for University Students on Symptoms of Stress, Anxiety, and Depression: Randomized Controlled Trial

Effectiveness of an 8-Week Web-Based Mindfulness Virtual Community Intervention for University Students on Symptoms of Stress, Anxiety, and Depression: Randomized Controlled Trial

Introducing a Late Bank in Online Graduate Courses: The Response of Students

Exploring daily affective changes in university students with a mindful positive reappraisal intervention: A daily diary randomized controlled trial

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