Effectiveness and mechanisms of change of a mindfulness-based intervention on elementary school children: A cluster-randomized control trial.

Mindfulness-based interventions (MBIs) in the school context are increasingly widespread worldwide. The present study evaluates the effectiveness of a school-MBI (GrowingUp Breathing program) on children's socio-emotional and academic development. Three hundred thirteen elementary students from 7 to 12 years old from two schools in Madrid (Spain) participated. A cluster-randomized control trial was designed, assigning eight classrooms to the MBI-group (N = 155) and eight classrooms to the waiting-list control group (N = 158). Measures were evaluated at pre- and post-intervention in both groups and a 3-month follow-up was collected in the MBI-group. Children self-reported their mindfulness skills (i.e., dispositional mindfulness and psychological inflexibility) and well-being (i.e., anxiety and life satisfaction) and teachers evaluated children's social-emotional competence (i.e., emotion regulation, peer-relationship problems, and prosociality), well-being (i.e., emotional symptoms), and academic competence (i.e., student engagement and academic achievement). Mindfulness skills and emotional regulation were examined as potential mediators. Results revealed that children who received the MBI, compared to children in the WLC-group, improved their mindfulness skills, emotion regulation, prosociality, and emotional and behavioral engagement and decreased anxiety and peer-relationship problems. Positive changes in dispositional mindfulness led to reductions in children's anxiety and psychological inflexibility. Positive changes in emotional regulation led to improvements in prosociality and student engagement and decreased peer-relationships problems and emotional symptoms. Therefore, the results showed that a brief-MBI integrated in the Spanish regular school curriculum enhanced children's socio-emotional and academic development. Dispositional mindfulness and emotion regulation work as processes of change that underlie the intervention's impact.

The effectiveness of a school mindfulness-based intervention on the neural correlates of inhibitory control in children at risk: A randomized control trial.

Interest in the applications of mindfulness practice in education is growing in the scientific community. Recent research has shown that mindfulness practice in schools may be beneficial for executive functions (EFs) which are abilities crucial for healthy development. The study of the effects of mindfulness practices on children's neural correlates of EFs, particularly inhibitory control, may provide relevant information about the impact and mechanisms of mindfulness-based interventions (MBIs) in children. The aim of the present study was to investigate the effects of a MBI in elementary school children on the neural correlates of inhibitory control via a randomized controlled trial. Children from two 4th grade classrooms and two 5th grade classrooms located in a school identified as having low socioeconomic status in Santiago de Chile were randomly assigned to either receive a MBI or serve as active controls and receive a social skills program. Both before and after the interventions, electroencephalographic activity was recorded during a modified version of the Go/Nogo task in a subsample of children in each group. Additionally, teachers completed questionnaires of students' EFs and students completed self-report measures. Results revealed increases in EFs assessed by questionnaires together with improved P3 amplitude associated with successful response inhibition in children who received the MBI compared to active controls. These results contribute to the understanding of the ways in which mindfulness practices can promote the development of inhibitory control together with EF improvement, factors identified as critical for children's social and emotional development and positive mental health. RESEARCH HIGHLIGHTS: This study investigated the effects of a mindfulness-based intervention in children from a low socioeconomic status school on neural correlates of EFs. Children performed a Go/Nogo task while electroencephalographic activity was recorded and completed questionnaires before and after a MBI or an active control program. Improvements in EFs assessed by questionnaires together with an increased Nogo-P3 activity associated with successful inhibition in children who received the MBI were found. The results could contribute to understand how mindfulness practice can promote the development of inhibitory control in children from vulnerable populations.

Papel de la corteza prefrontal ventromedial en la respuesta a eventos emocionalmente negativos / The role of the ventromedial prefrontal cortex in the response to negative emotional events

Introducción. Esta revisión presenta un conjunto de datos que muestran el importante papel que desempeña la corteza prefrontal ventromedial (aquí definida como un área extensa que incluye a las cortezas prefrontal medial y ventral) en los circuitos neuronales encargados de responder a los eventos negativos (por ejemplo, peligrosos, dolorosos o provocadores de asco). Desarrollo. La corteza prefrontal ventromedial tiene un rápido acceso a la información visual y, en consecuencia, es capaz de reaccionar ante los eventos visuales negativos aproximadamente a los 100-150 ms desde la aparición del estímulo. Además, su respuesta a este tipo de estimulación, incluso cuando ésta no se percibe conscientemente, es más intensa que a los estímulos no negativos. Se describen las principales conexiones de esta región prefrontal con las estructuras sensoriales –tanto conexiones abajo-arriba (bottom-up), recibiendo información de las cortezas sensoriales, como arribaabajo (top-down), modulando la actividad de estas áreas–, con las regiones responsables de procesos cognitivos relevantes en la toma de decisiones sobre cómo afrontar un acontecimiento negativo (por ejemplo, memoria, planificación de la acción), y con las áreas responsables de la ejecución autonómica y motora. Conclusiones. Se proporciona un esquema integrador del papel de la corteza prefrontal ventromedial en la respuesta a eventos negativos (AU)

Introduction. This review presents data showing the key role of ventromedial prefrontal cortex (here defined as an extensive area that includes ventral and medial prefrontal cortices) in the neural circuitry in charge of responding to negative events(i.e., dangerous, painful or disgusting). Development. Ventromedial prefrontal cortex has rapid access to visual information and, in consequence, is able to react to negative visual events at approximately 100-150 ms from the stimulus onset. Its response to this type of stimulation, even when it is unconsciously perceived, is more intense than to non-negative stimuli. The main connections of this prefrontal area with sensorial structures (both up, in order to get incoming sensory information, and down, modulating the activity of these areas), with regions in charge of cognitive processes relevant to take a decision on how to cope with the negative stimulus (e.g., memory, action planning), and with areas in charge of autonomic and motor execution, are described. Conclusions. An integrative schema of the role of ventromedial prefrontal cortex in the response to negative events is provided (AU)