University study can be a life period of heightened psychological distress for many students. The development of new preventive and intervention programs to support well-being in university students is a fundamental challenge for mental health professionals. We designed an 8-week online mindfulness-based program (eMBP) combining a face-to-face approach, text, audio, video components, and support psychotherapy principles with a unique intensive reminder system using the Facebook Messenger and Slack applications in two separate runs (N = 692). We assessed the program's effect on mindful experiencing, perceived stress, emotion regulation strategies, self-compassion, negative affect, and quality of life. The results of the presented pilot study confirmed that eMBP is a feasible and effective tool in university students' mental health support. The students who completed the eMBP reported a reduction of perceived stress with a large effect size ( p η2 = 0.42) as well as a decrease of negative affect experience frequency and intensity ( p η2 = 0.31), an increase of being mindful in their life (Five Facet Mindfulness Questionnaire subscales: p η2 = 0.21, 0.27, 0.25, 0.28, 0.28), and a higher rate of self-compassion ( p η2 = 0.28) with a medium effect size. A small effect size was found in the frequency of using a cognitive reappraisal strategy ( p η2 = 0.073). One new result is the observation of an eMBP effect ( p η2 = 0.27) on the decrease in attributed importance to the quality-of-life components replicated in two consecutive runs of the program. The study affirms that mindfulness-based interventions can be effectively delivered in an eHealth form to university students.

• Klíčová slova
• eHealth, emotion regulation, life satisfaction, mindfulness, online intervention, self-compassion,
• Publikační typ
• časopisecké články MeSH

BACKGROUND: A growing body of literature shows that psychological distress is not only a major threat to psychological well-being but can also have a significant impact on physical health. In cancer patients, it can negatively affect prognosis and posttreatment recovery processes. Since face-to-face psychological interventions are often inaccessible to cancer patients, researchers have recently been focusing on the effectiveness of eHealth adaptations of well-established approaches. In this context, there has been a call for high-quality randomised controlled trials that would allow for a direct comparison of different approaches, potentially addressing different needs and preferences of patients, and also for more systematic research focusing on how psychological interventions affect not only psychological but also biological markers of stress. Both of these questions are addressed in the present study. METHODS: A randomised controlled trial will be carried out to test and compare the effectiveness of three eight-week eHealth programmes for the mental health support of cancer patients. All programmes will be delivered through the same application for mobile devices MOU MindCare. N = 440 of breast cancer survivors will be recruited at the end of their adjuvant treatment (chemotherapy, radiotherapy, or both) and randomly assigned to one of the three interventions - Mindfulness-Based Cognitive Therapy for Cancer (MBCT-Ca), Positive Psychology (PP), or Autogenic Training (AT) - or the treatment-as-usual (TAU) control group. Psychological and biological markers of stress and adaptive functioning will be assessed at baseline (T0), post-treatment (T1), three-month follow-up (T2), and nine-month follow-up (T3). Primary outcomes will include heart-rate variability and self-report measures of depression, anxiety, perceived stress, general quality of life, and positive mental health. Secondary outcomes will include the levels of serum cortisol and immunomarkers, sleep quality, fatigue, common health symptoms, and several transdiagnostic psychological variables that are expected to be specifically affected by the MBCT-Ca and PP interventions, including dispositional mindfulness, emotion regulation, self-compassion, perceived hope, and gratitude. The data will be analysed using the mixed model repeated measures (MMRM) approach. DISCUSSION: This trial is unique in comparing three different eHealth interventions for cancer patients based on three well-established approaches to mental health support delivered on the same platform. The study will allow us to examine whether different types of interventions affect different indicators of mental health. In addition, it will provide valuable data regarding the effects of stress-reducing psychological interventions on the biomarkers of stress playing an essential role in cancer recovery processes and general health.

• Klíčová slova
• Autogenic training, Biomarkers of stress, Mindfulness-based intervention, Positive psychology intervention, Psycho-oncology, e-mental health,
• Publikační typ
• časopisecké články MeSH

BACKGROUND: Mindfulness-based programs have shown a promising effect on several health factors associated with increased risk of dementia and the conversion from mild cognitive impairment (MCI) to dementia such as depression, stress, cognitive decline, immune system and brain structural and functional changes. Studies on mindfulness in MCI subjects are sparse and frequently lack control intervention groups. OBJECTIVE: To determine the feasibility and the effect of mindfulness-based stress reduction (MBSR) practice on depression, cognition and immunity in MCI compared to cognitive training. METHODS: Twenty-eight MCI subjects were randomly assigned to two groups. MBSR group underwent 8-week MBSR program. Control group underwent 8-week cognitive training. Their cognitive and immunological profiles and level of depressive symptoms were examined at baseline, after each 8-week intervention (visit 2, V2) and six months after each intervention (visit 3, V3). MBSR participants completed feasibility questionnaire at V2. RESULTS: Twenty MCI patients completed the study (MBSR group n=12, control group n=8). MBSR group showed significant reduction in depressive symptoms at both V2 (p=0.03) and V3 (p=0.0461) compared to the baseline. There was a minimal effect on cognition - a group comparison analysis showed better psychomotor speed in the MBSR group compared to the control group at V2 (p=0.0493) but not at V3. There was a detectable change in immunological profiles in both groups, more pronounced in the MBSR group. Participants checked only positive/neutral answers concerning the attractivity/length of MBSR intervention. More severe cognitive decline (PVLT≤36) was associated with the lower adherence to home practice. CONCLUSION: MBSR is well-accepted potentially promising intervention with positive effect on cognition, depressive symptoms and immunological profile.

• Klíčová slova
• MCI, anxiety, cognition, depression, monocyte activation, neurodegeneration,
• MeSH
• deprese psychologie   terapie   MeSH
• hodnocení výsledků zdravotní péče MeSH
• kognitivní dysfunkce psychologie   terapie   MeSH
• lidé MeSH
• metafyzické vztahy mezi duší a tělem * MeSH
• pilotní projekty MeSH
• průzkumy a dotazníky MeSH
• psychický stres terapie   MeSH
• studie proveditelnosti MeSH
• úzkost psychologie   MeSH
• všímavost metody   MeSH
• Check Tag
• lidé MeSH
• mužské pohlaví MeSH
• ženské pohlaví MeSH
• Publikační typ
• časopisecké články MeSH
• randomizované kontrolované studie MeSH

OBJECTIVES: Mindfulness-based interventions (MBIs) for persons with dementia (PwD) have yielded mixed results, possibly attributable to the fact that little is known about the validity and reliability of trait mindfulness self-report measures in PwD. This narrative review sought to identify studies involving self-reported trait mindfulness and other clinical measures that may hold information on the convergent validity and reliability of these measures in PwD. METHODS: Scientific databases were searched for studies involving PwD and mindfulness assessments. RESULTS: N = 426 studies from PubMed and N = 156 from PsychInfo databases were reviewed. Four cross-sectional studies were identified that allowed inferences about the validity of mindfulness measures. A qualitative review indicated that convergent validity with other measures varied with sample heterogeneity and cognitive impairment. Merely one MBI included self-reported trait mindfulness, however without reporting sample-specific validity or reliability. CONCLUSIONS: Despite efforts to implement MBIs in PwD, information on basic methodological psychometric issues is minimal. Future studies ought to address the validity and reliability of self-reported mindfulness in detail across different stages of dementia. CLINICAL IMPLICATIONS: Results of MBIs need to be considered cautiously. Basic information about psychometric properties of mindfulness self-report measures is required and these measures need to be included systematically in MBIs.

• Klíčová slova
• Dementia, depression, mindfulness, mindfulness-based interventions, rumination, validity,
• MeSH
• demence * psychologie   terapie   MeSH
• lidé MeSH
• psychometrie metody   MeSH
• reprodukovatelnost výsledků MeSH
• senioři MeSH
• všímavost * metody   MeSH
• zpráva o sobě * normy   MeSH
• Check Tag
• lidé MeSH
• senioři MeSH
• Publikační typ
• časopisecké články MeSH
• přehledy MeSH

BACKGROUND: eHealth mindfulness-based programs (eMBPs) are on the rise in complex oncology and palliative care. However, we are still at the beginning of answering the questions of how effective eMBPs are and for whom, and what kinds of delivery modes are the most efficient. OBJECTIVE: This systematic review aims to examine the feasibility and efficacy of eMBPs in improving the mental health and well-being of patients with cancer, to describe intervention characteristics and delivery modes of these programs, and to summarize the results of the included studies in terms of moderators, mediators, and predictors of efficacy, adherence, and attrition. METHODS: In total, 4 databases (PubMed, PsycINFO, Scopus, and Web of Knowledge) were searched using relevant search terms (eg, mindfulness, program, eHealth, neoplasm) and their variations. No restrictions were imposed on language or publication type. The results of the efficacy of eMBPs were synthesized through the summarizing effect estimates method. RESULTS: A total of 29 published papers describing 24 original studies were included in this review. In general, the results indicate that eMBPs have the potential to reduce the levels of stress, anxiety, depression, fatigue, sleep problems, and pain, and improve the levels of mindfulness, posttraumatic growth, and some parameters of general health. The largest median of Cohen d effect sizes were observed in reducing anxiety and depression (within-subject: median -0.38, IQR -0.62 to -0.27; between-group: median -0.42, IQR -0.58 to -0.22) and facilitating posttraumatic growth (within-subject: median 0.42, IQR 0.35 to 0.48; between-group: median 0.32, IQR 0.22 to 0.39). The efficacy of eMBP may be comparable with that of parallel, face-to-face MBPs in some cases. All studies that evaluated the feasibility of eMBPs reported that they are feasible for patients with cancer. Potential moderators, mediators, and predictors of the efficacy, attrition, and adherence of eMBPs are discussed. CONCLUSIONS: Although the effects of the reviewed studies were highly heterogeneous, the review provides evidence that eMBPs are an appropriate way for mindfulness practice to be delivered to patients with cancer. Thus far, existing eMBPs have mostly attempted to convert proven face-to-face mindfulness programs to the eHealth mode. They have not yet fully exploited the potential of eHealth technology.

• Klíčová slova
• cancer, eHealth, mHealth, mindfulness, mobile phone, systematic review,
• MeSH
• hodnotící studie jako téma MeSH
• lidé MeSH
• nádory psychologie   MeSH
• telemedicína metody   MeSH
• všímavost metody   MeSH
• Check Tag
• lidé MeSH
• Publikační typ
• časopisecké články MeSH
• systematický přehled MeSH

BACKGROUND: Research has shown that 20% of Czech teachers suffer with burnout symptoms and 65% are at risk of burning out, which suggests that it is essential to continue addressing the issue of stress in Czech teachers. The main objective of this study was to evaluate a self-compassion and mindfulness-based professional development program for primary school teachers in the Czech Republic. METHODS: Five schools were recruited, two as intervention schools (n of teachers = 47) and three as controls (n of teachers = 57). Teachers completed questionnaires at three time points: pre-test in September 2018, post-test in November 2018, and a follow-up in April 2019. RESULTS: The results at post-test indicated that teachers in the intervention group scored significantly higher (p < 0.05) in self-efficacy and self-compassion, and significantly lower in depression, anxiety and emotional exhaustion, compared to the controls. The intervention teachers were marginally lower (p < 0.10) in perceived stress and marginally higher in subjective well-being, compared to the controls. At follow-up, teachers' subjective well-being in the control group significantly worsened compared to the baseline. However, the intervention group did not show significant changes over time, which suggests a "protective effect" on the intervention group against worsening during the school year. CONCLUSIONS: The study suggests that providing teachers with self-compassion and mindfulness practices can lead to beneficial effects on several outcome variables. Further studies need to investigate if these benefits can be sustained and if they affect teachers' physical health, their relationships with students, and the students' outcomes.

• Klíčová slova
• compassion, mindfulness, primary school teachers, stress management techniques, well-being,
• MeSH
• dospělí MeSH
• lidé středního věku MeSH
• lidé MeSH
• profesionální vyhoření prevence a kontrola   MeSH
• průzkumy a dotazníky MeSH
• psychický stres MeSH
• školy MeSH
• učitelé * psychologie   MeSH
• všímavost * MeSH
• Check Tag
• dospělí MeSH
• lidé středního věku MeSH
• lidé MeSH
• mužské pohlaví MeSH
• ženské pohlaví MeSH
• Publikační typ
• časopisecké články MeSH
• Geografické názvy
• Česká republika MeSH

OBJECTIVE: Increasing numbers of young people attending university has raised concerns about the capacity of student mental health services to support them. We conducted a randomised controlled trial (RCT) to explore whether provision of an 8 week mindfulness course adapted for university students (Mindfulness Skills for Students-MSS), compared with university mental health support as usual (SAU), reduced psychological distress during the examination period. Here, we conduct an economic evaluation of MSS+SAU compared with SAU. DESIGN AND SETTING: Economic evaluation conducted alongside a pragmatic, parallel, single-blinded RCT comparing provision of MSS+SAU to SAU. PARTICIPANTS: 616 university students randomised. PRIMARY AND SECONDARY OUTCOME MEASURES: The primary economic evaluation assessed the cost per quality-adjusted life year (QALY) gained from the perspective of the university counselling service. Costs relate to staff time required to deliver counselling service offerings. QALYs were derived from the Clinical Outcomes in Routine Evaluation Dimension 6 Dimension (CORE-6D) preference based tool, which uses responses to six items of the Clinical Outcomes in Routine Evaluation Outcome Measure (CORE-OM; primary clinical outcome measure). Primary follow-up duration was 5 and 7 months for the two recruitment cohorts. RESULTS: It was estimated to cost £1584 (2022 prices) to deliver an MSS course to 30 students, £52.82 per student. Both costs (adjusted mean difference: £48, 95% CI £40-£56) and QALYs (adjusted mean difference: 0.014, 95% CI 0.008 to 0.021) were significantly higher in the MSS arm compared with SAU. The incremental cost-effectiveness ratio (ICER) was £3355, with a very high (99.99%) probability of being cost-effective at a willingness-to-pay threshold of £20 000 per QALY. CONCLUSIONS: MSS leads to significantly improved outcomes at a moderate additional cost. The ICER of £3355 per QALY suggests that MSS is cost-effective when compared with the UK's National Institute for Health and Care Excellence thresholds of £20 000 per QALY. TRIAL REGISTRATION NUMBER: Australian and New Zealand Clinical Trials Registry, ACTRN12615001160527.

• Klíčová slova
• health economics, mental health, psychiatry,
• MeSH
• analýza nákladů a výnosů MeSH
• kvalita života MeSH
• kvalitativně upravené roky života MeSH
• lidé MeSH
• mladiství MeSH
• mladý dospělý MeSH
• psychický distres * MeSH
• studenti psychologie   MeSH
• univerzity MeSH
• všímavost * MeSH
• Check Tag
• lidé MeSH
• mladiství MeSH
• mladý dospělý MeSH
• Publikační typ
• časopisecké články MeSH
• práce podpořená grantem MeSH
• pragmatická klinická studie MeSH
• randomizované kontrolované studie MeSH
• Geografické názvy
• Austrálie MeSH

BACKGROUND: There is concern that increasing demand for student mental health services reflects deteriorating student well-being. We designed a pragmatic, parallel, single-blinded randomised controlled trial hypothesising that providing mindfulness courses to university students would promote their resilience to stress up to a year later. Here we present 1-year follow-up outcomes. METHODS: University of Cambridge students without severe mental illness or crisis were randomised (1:1, remote software-generated random numbers), to join an 8-week mindfulness course adapted for university students (Mindfulness Skills for Students (MSS)), or to mental health support as usual (SAU). RESULTS: We randomised 616 students; 53% completed the 1-year follow-up questionnaire. Self-reported psychological distress and mental well-being improved in the MSS arm for up to 1 year compared to SAU (p<0.001). Effects were smaller than during the examination period. No significant differences between arms were detected in the use of University Counselling Service and other support resources, but there was a trend for MSS participants having milder needs. There were no differences in students' workload management; MSS participants made more donations. Home practice had positive dose-response effects; few participants meditated. No adverse effects related to self-harm, suicidality or harm to others were detected. CONCLUSION: Loss to follow-up is a limitation, but evidence suggests beneficial effects on students' average psychological distress that last for at least a year. Effects are on average larger at stressful times, consistent with the hypothesis that this type of mindfulness training increases resilience to stress. TRIAL REGISTRATION NUMBER: ACTRN12615001160527.

• Klíčová slova
• Health services, Mental health, Psychological stress, Randomised trials,
• MeSH
• lidé MeSH
• následné studie MeSH
• psychická odolnost * MeSH
• psychický stres * psychologie   MeSH
• studenti * psychologie   MeSH
• univerzity MeSH
• všímavost * MeSH
• výsledek terapie MeSH
• Check Tag
• lidé MeSH
• Publikační typ
• časopisecké články MeSH
• práce podpořená grantem MeSH
• randomizované kontrolované studie MeSH
• Research Support, U.S. Gov't, P.H.S. MeSH

This meta-review summarizes existing evidence from systematic reviews and meta-analyses on the effectiveness of school-based psychological interventions aimed at improving student mental health and well-being, and preventing mental illness. Systematic reviews and meta-analyses were identified via the electronic databases PsycINFO, Web of Knowledge, Medline, Embase, and HMIC (Health Management Information Consortium). Ten systematic reviews and meta-analysis were eligible for inclusion in the final analyses. These systematic reviews and meta-analyses evaluated the effects of five types of school-based psychological interventions: Mindfulness, Social Emotional Learning, Cognitive Behavioral Therapy, Yoga, and Body-Image. Overall effectiveness reported in the included studies was significant for the most part, and ranging from small to large with respect to the effect size. The authors of all of the studies emphasized the need for additional high-quality trials to further examine the effectiveness of school-based psychological interventions aimed at improving student mental health and well-being, and preventing mental illness.

• Klíčová slova
• Mental health, Prevention, Psychological intervention, Review, School intervention, Students,
• MeSH
• dítě MeSH
• duševní poruchy prevence a kontrola   MeSH
• duševní zdraví * MeSH
• emoční nastavení * MeSH
• lidé MeSH
• mladiství MeSH
• školní zdravotnické služby * MeSH
• studenti psychologie   MeSH
• Check Tag
• dítě MeSH
• lidé MeSH
• mladiství MeSH
• Publikační typ
• časopisecké články MeSH
• přehledy MeSH

OBJECTIVE: This study examined the role of dispositional mindfulness in impacting the relational benefits of yoga in novice practitioners in an undergraduate academic yoga course. PARTICIPANTS: 21 college students enrolled in a yoga course throughout a 15-week academic semester (January-April 2016). METHODS: Participants attended lab assessments at the beginning and end of the semester and were asked to complete eight consecutive Internet-based daily surveys across six separate bursts, yielding 48 data points for each participant. RESULTS: Multivariate time-series analyses revealed within-person subgroup differences such that in general, those in the high trait mindfulness group gleaned benefits from yoga practice with respect to relational outcomes. CONCLUSIONS: This study demonstrated trait mindfulness impacts relational outcomes in novice yoga practitioners, suggesting those low in trait mindfulness may not garner immediate relational benefits from yoga and could benefit from additional strategies to bolster against any negative influences of initiating yoga practice.

• Klíčová slova
• Intensive longitudinal methods, relational health, trait mindfulness, yoga,
• MeSH
• behaviorální terapie metody   MeSH
• dospělí MeSH
• jóga psychologie   MeSH
• lidé MeSH
• meditace psychologie   MeSH
• mladiství MeSH
• mladý dospělý MeSH
• průzkumy a dotazníky MeSH
• studenti psychologie   MeSH
• univerzity MeSH
• všímavost metody   MeSH
• Check Tag
• dospělí MeSH
• lidé MeSH
• mladiství MeSH
• mladý dospělý MeSH
• mužské pohlaví MeSH
• ženské pohlaví MeSH
• Publikační typ
• časopisecké články MeSH