A deeper dive, a wider pool: Preschool benefits sustain to first grade on a broader set of outcomes.

The current study provides new evidence on the sustained benefits of preschool attendance on a broader range of skills-both academic and executive functioning (EF)-than many prior studies have examined. Using propensity score methods, we predicted children's (N = 920, M age at 1st = 6.5 years) literacy, language, math, and EF skills in kindergarten and again at first-grade (2020-2021) based on whether they had attended public preschool (school-based pre-k; Head Start) versus no preschool. In our race-ethnically diverse sample of children (48% Hispanic/Latinx; 21% Black; 14% White; 9% Native American; 9% multiracial) from low-income families, preschool attenders showed advantages on English literacy, English language, and math in kindergarten, which mostly persisted into first-grade. Preschool did not boost EF in kindergarten or first-grade.

Exploring the Predictors of Enrollment and Kindergarten Entry Skills of Spanish-Speaking Dual Language Learners in a Mixed-Delivery System of Public Preschool.

Dual language learners (DLLs) - young children learning and developing in multiple languages - make up nearly one-third of the population of public preschool attendees in the U.S. Yet despite the large number of DLLs attending the nation's largest public preschool programs - Head Start and state-funded public pre-k - little is known about DLL families' patterns of selection into each program, nor about the relative benefits of each program for DLLs' early learning. The present study uses contemporary data from a mixed-delivery system of public preschool in Tulsa, Oklahoma to examine predictors of attending Head Start or Tulsa Public Schools (TPS) pre-k, as well as whether program type is associated with differences in DLLs' kindergarten entry skills. Among DLLs from economically-disadvantaged families, we find some limited differences between DLLs who selected into TPS public pre-k versus Head Start: TPS public pre-k attenders were more likely to have married mothers, parents who chose a preschool program based on logistical opportunities/constraints rather than programmatic preferences, and greater attention/impulse control skills at the start of preschool than were Head Start attenders. We then examined the association between program type and children's academic and self-regulation skills at kindergarten entry. Controlling for predictors of differential enrollment and children's earlier skills, we find no differences in kindergarten skills across students who attended Head Start and TPS public pre-k, suggesting both programs prepare DLLs equally well for school success.

Blood sugar level follows perceived time rather than actual time in people with type 2 diabetes.

The current study investigates whether perceived time has an effect on blood glucose level in people with type 2 diabetes. The hypothesis is that perceived time will have a greater influence over blood glucose level than actual time. Changes in blood glucose levels were measured in 46 participants with diabetes while they completed simple tasks during a 90-min period. Participants' perception of time was manipulated by having them refer to clocks that were either accurate or altered to run fast or slow. Blood glucose levels changed in accordance with how much time they believed had passed instead of how much time had actually passed. These results are an example of the influence psychological processes can directly exert on the body.

Langerian mindfulness, quality of life and psychological symptoms in a sample of Italian students.

BACKGROUND: Noticing new things, accepting the continuously changing nature of circumstances, and flexibly shifting perspectives in concert with changing contexts constitute the essential features of Langerian mindfulness. This contrasts with a "mindless" approach in which one remains fixed in a singular mindset and is closed off to new possibilities. Despite potentially important clinical applications for this construct, few studies have explored them. The instrument developed to measure Langerian mindfulness is the Langer Mindfulness Scale (LMS), although this tool has been limited primarily to English-speaking populations. The study aimed to test LMS validity in the Italian language and to analyze the relationships between Langerian mindfulness and well-being. METHODS: We translated the LMS into Italian, analyzed its factor structure, and investigated the correlation between mindfulness and quality of life and psychological well-being in a sample of 248 Italian students (88.7% females, mean age 20.05). A confirmatory factor analysis confirmed the tri-dimensional structure of the English LMS in the Italian version. RESULTS: The primary analysis found a significant negative correlation between mindfulness and psychological symptoms including obsessive-compulsive tendencies, depression, anxiety, and paranoid ideation. There was also a positive correlation between mindfulness and reports of quality of life. CONCLUSIONS: The Italian LMS appears reliable and it shows relevant correlations with well-being.

Commentary: Beyond more of the same - sustaining the benefits of preschool education - reflections on Bierman et al. (2016).

Preschool education is now firmly linked to two aspirational purposes: as the first step on a trajectory of academic and life success for all children and as wise economic policy for the nation. Both purposes are grounded in an assumption that the early developmental boost children receive from preschool will produce lasting impacts. However, efforts to identify enduring impacts of contemporary preschool programs have produced mixed evidence, leading the field to acknowledge that we have yet to adequately understand the essential conditions and processes in early education classrooms that increase the odds that children will flourish in school and thrive in their adult lives.

Mindfulness as a Protective Factor for the Burden of Caregivers of Amyotrophic Lateral Sclerosis Patients.

OBJECTIVES: Caregivers of people with severe chronic conditions, such as amyotrophic lateral sclerosis (ALS), are at risk of developing depression and anxiety and reduced quality of life. Few studies have explored protective factors in this population and none investigated the role of mindfulness. The study aimed to examine the relationship between mindfulness and health-related outcomes in a population of ALS caregivers. METHODS: We conducted an online survey with ALS caregivers, and again at 4-month follow-up, to assess mindfulness, burden, quality of life, anxiety, and depression. The associations between mindfulness and the other outcomes were evaluated both cross-sectionally and longitudinally. RESULTS: Mindfulness correlated negatively with burden, depression, and anxiety and positively with quality of life, maintaining stability through time. CONCLUSION: Our results showed that mindfulness is positively related to quality of life and negatively related to level of burden. We suggest that this construct can represent a preventative factor toward the negative effects of caregiving.

Symptom changes in multiple sclerosis following psychological interventions: a systematic review.

BACKGROUND: Multiple Sclerosis is a disease of the central nervous system involving a variety of debilitating physical, sensory, cognitive and emotional symptoms. This literature review evaluated the impact of psychological interventions on the physiological symptoms associated with the illness. METHODS: A systematic literature search was conducted using Medline, PsycINFO, Scopus, and the Cochrane Library databases, as well as reference lists. Relevant studies were selected and assessed according to a preset protocol. RESULTS: The search produced 220 articles, with 22 meeting inclusion criteria for the review. A total of 5,705 subjects with Multiple Sclerosis were analyzed. Results from the included studies indicate a general improvement in both psychological and physiological outcomes following psychological treatment. The most highly influenced physical symptoms include fatigue, sleep disturbances, pain, and physical vitality. CONCLUSIONS: Findings from the review suggest a positive relationship between psychological interventions and physiological Multiple Sclerosis symptoms. Implications for future research are discussed.

Transforming the way we live together: a model to move communities from policy to implementation.

Most cities, counties, and neighborhoods are not designed for an aging population. By providing a range of services to all residents, Lifelong Communities allow individuals to age in place. Although the Lifelong Communities Initiative is based on established guiding principles, little information exists regarding the realities of moving from policy to implementation. The Atlanta Regional Commission conducted a case study in Mableton, Georgia, and found successful implementation requires a combination of support from local citizen groups and government. The Atlanta Regional Commission is replicating these best practices in other communities and providing support to those aspiring to launch or expand Lifelong Communities.

Placebo and Nocebo Effects as Bayesian-Brain Phenomena: The Overlooked Role of Likelihood and Attention.

The Bayesian-brain framework applied to placebo responses and other mind-body interactions suggests that the effects on the body result from the interaction between priors, such as expectations and learning, and likelihood, such as somatosensorial information. Significant research in this area focuses on the role of the priors, but the relevance of the likelihood has been surprisingly overlooked. One way of manipulating the relevance of the likelihood is by paying attention to sensorial information. We suggest that attention can influence both precision and position (i.e., the relative distance from the priors) of the likelihood by focusing on specific components of the somatosensorial information. Two forms of attention seem particularly relevant in this framework: mindful attention and selective attention. Attention has the potential to be considered a "major player" in placebo/nocebo research, together with expectations and learning. In terms of application, relying on attentional strategies as "amplifiers" or "silencers" of sensorial information could lead to an active involvement of individuals in shaping their care process and health. In this contribution, we discuss the theoretical implications of these intuitions with the aim to provide a comprehensive framework that includes Bayesian brain, placebo/nocebo effects, and the role of attention in mind-body interactions.

Early care, education, and child development.

Children growing up in the United States today typically spend a substantial portion of their early childhood years in early care and education (ECE) settings. These settings are thus an essential element of any effort to understand the ecology of early development. Research aimed at identifying the short- and long-term impacts of ECE experiences has a long history, the results of which now point to three key conclusions. (a) Although parents are the most important influence on children's development, ECE experiences have both short- and long-term impacts on a wide range of developmental outcomes that are best understood in interaction with family effects. (b) The quality of adult-child interactions in ECE settings is the most potent source of variation in child outcomes, although the amount of exposure to these settings also plays a role, perhaps especially with regard to social-emotional development. (c) Some children, notably those growing up in poverty, appear to be more vulnerable to variation in the quality of ECE settings than do other children. The frontiers of ECE research are addressing individual differences in children's responses to child care and approaching these settings both as sites for intervention research and as part of a wider web of important settings in young children's lives.

When does 1 + 1 not equal 2? The relative advantage of public school-based pre-k versus head start for low-income children's kindergarten cognitive and self-regulatory skills.

Decades of research suggest that both Head Start and public pre-kindergarten (pre-k) programs boost low-income preschoolers' kindergarten skills. What is not yet well understood is whether there are relative advantages of transitioning from Head Start after 1 year into a school-based public pre-k program for the year immediately before kindergarten for children's developing cognitive and self-regulation skills. This is an important question, because in many communities Head Start and school-based pre-k programs provide competing early education options for low-income 4-year-olds, leaving policymakers, educators, and parents wondering which pathway best promotes the mix of skills predictive of success in elementary school. Only one study-conducted prior to significant recent demographic and policy changes affecting early education and focused exclusively on cognitive outcomes-has addressed this question. We extend that work with contemporary data on 362 low-income children to assess the relative advantages for both kindergarten cognitive and self-regulatory skills of 2 years of Head Start before kindergarten versus transitioning from Head Start to school-based pre-k at age 4. The child sample was evenly split by gender and diverse in race/ethnicity (50% Hispanic/Latinx; 36% Black; 7% White). Results showed that children who transitioned after 1 year of Head Start to school-based pre-k at age 4 showed marginally higher kindergarten literacy (d = .13) and significantly greater math (d = .18) skills than children who remained in Head Start for a second year, but there were no significant differences in kindergarten self-regulatory skills. Implications for contemporary, pressing policy issues are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Feasibility of an Online Langerian Mindfulness Program for Stroke Survivors and Caregivers.

Mindfulness is promising for individuals with neurological disorders and their caregivers to improve psychological well-being. The potential application of a Langerian mindfulness intervention, focused on attention to variability, however, is still unknown. The objective of the study was to determine the feasibility (usability, satisfaction, and potential effectiveness on psychological well-being) of an online mindfulness intervention for stroke survivors and caregivers. Using mixed methods, 11 stroke survivors and three caregivers participated in a 3-week, online, Langerian mindfulness intervention. A semi-structured interview assessed the intervention's usability and gathered feedback. Self-reported measures about psychological well-being were documented remotely 3 times (preintervention, postintervention, and 1-month follow-up). Qualitatively, participants were highly satisfied with the intervention and reported subjective benefits, but the usability of the online platform was poor. None of the self-reported measures changed over time. This study provided evidence of feasibility of an online Langerian mindfulness intervention in a new population: stroke survivors and caregivers.

An online non-meditative mindfulness intervention for people with ALS and their caregivers: a randomized controlled trial.

Objectives: Mindfulness-based interventions seem to be effective in promoting QOL of ALS patients and caregivers, but most require substantial time. In the Langerian approach, mindfulness can be easily promoted with mental tasks and short lectures. This study aims to explore the impact of an ALS-specific online Langerian mindfulness training program on QOL of ALS patients. Methods: We developed and tested with an Randomized Controlled Trial (RCT) a 5-week active learning mindfulness program. Participants were recruited from the ALS clinic at Penn State Health and online and were randomly assigned to either the mindfulness group or a wait-list control group. The primary outcome was the patient's QOL after the treatment. 3 and 6-month follow-ups, together with anxiety, depression, care burden, and physical function, assessed at all times for both patients and caregivers, were explored as secondary outcomes. Results: 47 ALS patients and 27 caregivers were recruited. Among the ALS patients, the experimental group reported higher levels of QOL at the end of the treatment (d = 0.54). Moreover, they showed lower values of depression, anxiety, and negative emotions, compared to the controls, over time. The caregivers from the mindfulness group reported lower scores of care burden, depression, and anxiety, with higher values of energy and emotional well-being over time. Conclusions: This small RCT provides preliminary evidence that this intervention leads to an increase of QOL and a reduction in psychological comorbidities in ALS patients and caregivers. Given the relatively short time commitment, it may be easily implemented by the ALS community.

Chaos during the COVID-19 outbreak: Predictors of household chaos among low-income families during a pandemic.

Objective: The objective of this study was to explore whether household chaos measured during the COVID-19 pandemic is predicted by prepandemic parental and household characteristics. Background: The COVID-19 pandemic has dramatically altered children's home environments and routines due to stay-at-home orders, school closures, and economic shocks. These disruptions have been especially challenging for low-income families who have limited resources and have been disproportionately affected by the pandemic. Household chaos, which captures routines, organization, stability, noise, and crowding in the home, is a documented threat to parent functioning and positive child development. The pandemic has likely exacerbated household chaos, especially for low-income families. Method: Data come from a larger, ongoing study of low-income children and their parents in Tulsa, Oklahoma; this analysis relies on data from the subset of low-income parents who responded to surveys when their children were in kindergarten (in 2018-2019) and during the pandemic, when their children were in first grade (n = 335). We use multivariate ordinary least squares regression models to test whether household chaos measured during the pandemic is predicted by prepandemic parental and household characteristics. Results: Prepandemic parental depression and household chaos were significantly predictive of chaos during the pandemic, even after accounting for household demographics. Implications: The current study highlights pandemic-induced elevations in parental distress and household chaos among low-income families. Results will provide valuable direction to policymakers, educators, and parents on how best to offset negative impacts of the COVID-19 pandemic on family functioning and child development.

Double jeopardy: poorer social-emotional outcomes for children in the NICHD SECCYD experiencing home and child-care environments that confer risk.

Using data from the National Institute of Child Health and Human Development Early Child Care Research Network (NICHD SECCYD), the authors examined whether interactions between home and child-care quality affect children's social-emotional adjustment at 24, 36, and 54 months (N = 771). Triadic splits on quality of home and child care were used to examine children in specific ecological niches, with a focus on those who experience the double jeopardy of poor quality home and child-care environments. Children in this niche exhibited the highest levels of mother-reported problem behavior and the lowest levels of prosocial behavior. However, there was evidence that children from lower quality home environments were able to benefit from the compensatory influence of high-quality child care. These results suggest policies aimed at the cross-context influences of protective and risky settings.

Social-emotional effects of early childhood education programs in Tulsa.

This article assesses the effects of Tulsa, Oklahoma's early childhood education programs on social-emotional outcomes, examining teacher ratings of children's behavior from the Adjustment Scales for Preschool Intervention and a measure of attentiveness using fixed effects regressions with propensity score matching. The sample includes 2,832 kindergarten students in 2006, of whom 1,318 participated in the Tulsa Public Schools (TPS) pre-K program and 363 participated in the CAP of Tulsa County Head Start program the previous year. Program participation was associated with lower timidity and higher attentiveness for TPS pre-K alumni and a marginally significant reduction in timidity for Head Start alumni. Results were similar for the free lunch-eligible subsample. We conclude that high-quality, school-based preschool programs can enhance social-emotional development.

The rise in cortisol in family day care: associations with aspects of care quality, child behavior, and child sex.

This study examined the increase in salivary cortisol from midmorning to midafternoon in 151 children (3.0-4.5 years) in full-time home-based day care. Compared to cortisol levels at home, increases were noted in the majority of children (63%) at day care, with 40% classified as a stress response. Observations at day care revealed that intrusive, overcontrolling care was associated with the cortisol rise. For girls, the cortisol rise was associated with anxious, vigilant behavior, while for boys the rise was associated with angry, aggressive behavior. Child behavior did not mediate or moderate relations between care quality and the cortisol rise, except for evidence that boys scoring low on angry, aggressive behavior were more sensitive to variations in warm, supportive care than boys scoring high on this behavior.

Betaine and Isoquinoline Alkaloids Protect against Heat Stress and Colonic Permeability in Growing Pigs.

Heat stress (HS) compromises productivity of pork production, in part as a result of increased oxidative stress and inflammatory responses, particularly within the gastrointestinal tract. This study aimed to investigate whether plant-derived betaine and isoquinoline alkaloids could ameliorate HS in pigs. Fifty female Large White × Landrace grower pigs, which were acclimated to control (CON), control plus betaine (BET), or control plus isoquinoline alkaloids (IQA) diets for 14 days were then exposed to heat stress or thermoneutral condition. Both BET and IQA partially ameliorated increases in respiration rate (p = 0.013) and rectal temperature (p = 0.001) associated with HS conditions. Heat stress increased salivary cortisol concentrations and reduced plasma creatinine, lactate, and thyroid hormone concentrations. Heat stress increased colon FD4 permeability, which was reduced by IQA (p = 0.030). Heat stress increased inflammation in the jejunum and ileum, as indicated by elevated interleukin-1ß (p = 0.022) in the jejunum and interleukin-1ß (p = 0.004) and interleukin-8 (p = 0.001) in the ileum. No differences in plasma total antioxidant capacity (TAC) were observed with HS, but betaine increased plasma TAC compared to IQA. Dietary BET increased betaine concentrations in the jejunum, ileum (p < 0.001 for both), plasma, liver, kidney (p < 0.010 for all), urine (p = 0.002) and tended to be higher in muscle (p = 0.084). Betaine concentration was not influenced by HS, but it tended to be higher in plasma and accumulated in the liver. These data suggest that betaine and isoquinoline alkaloids supplementation ameliorated consequences of heat stress in grower pigs and protected against HS induced increases in colonic permeability.

Associations between publicly funded preschool and low-income children's kindergarten readiness: The moderating role of child temperament.

Publicly funded center-based preschool programs were designed to enhance low-income children's early cognitive and social-emotional skills in preparation for kindergarten. In the U.S., the federal Head Start program and state-funded public school-based pre-kindergarten (pre-k) programs are the two primary center-based settings in which low-income children experience publicly funded preschool. Although evidence suggests that these programs generally promote cognitive and social-emotional skills for low-income children overall, whether the benefits of program participation vary for low-income children with difficult temperaments is unexplored. Difficult temperament status is a source of vulnerability that connotes increased risk for poor early school outcomes-risks that may be ameliorated by public preschool programs known to promote kindergarten readiness among other vulnerable populations. Using a nationally representative sample of low-income children (N ≈ 3,000) drawn from the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B), this study tests whether associations between public preschool participation and children's cognitive and social-emotional skills in kindergarten are moderated by difficult temperament status. We focus on Head Start and public school-based pre-k, comparing both with parental care and with each other. Results provide weak evidence that public preschool's benefits on children's cognitive and social-emotional skills in kindergarten are moderated by child temperament. School-based pre-k is significantly associated with better reading skills relative to parental care only for children with difficult temperaments. Additionally, for children with difficult temperaments, Head Start is significantly associated with better approaches to learning relative to parental care, and with reduced externalizing behavior problems relative to school-based pre-k. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Longitudinal associations between mindfulness and well-being in people with multiple sclerosis.

Background/Objective: Depression, anxiety, fatigue, and sleep problems are typical conditions reported in people with multiple sclerosis (MS), often resulting in a reduction of their quality of life (QOL) and well-being. Mindfulness is a multifaceted and complex construct that has been increasingly explored for its correlated to well-being. Despite preliminary evidence, longitudinal data about the impact of mindfulness on QOL in MS remain limited. In addition, Langerian mindfulness, one of the prominent approaches to mindfulness, is yet unexplored in this field. The study aims to examine the longitudinal relationships between two forms of mindfulness (Langerian and contemplative) and QOL, anxiety, depression, fatigue, and sleep. Method: Within a larger randomized controlled trial of an online mindfulness-based stress reduction intervention, a cohort of 156 people with MS was recruited and assessed for both mindfulness constructs, QOL, anxiety, depression, fatigue, and sleep problems. Assessments were repeated after 2 and after another 6 months. Results: Both mindfulness constructs were highly correlated with all investigated outcomes. Both Langerian and contemplative mindfulness predicted higher QOL, lower anxiety, depression, fatigue, and sleep, over time. Conclusions: In both approaches dispositional mindfulness is a protective factor against depression, anxiety, fatigue, and sleep in people with MS.

Antecedentes/Objetivo: La depresión, la ansiedad, la fatiga y los problemas para dormir son condiciones típicas en personas con esclerosis múltiple (EM), que a menudo conllevan una reducción de su calidad de vida (CV). El mindfulness es una construcción compleja y multifacética que ha sido cada vez más explorada por su correlación con el bienestar. Sin embargo, los datos longitudinales sobre el impacto del mindfulness en la calidad de vida en la EM siguen siendo limitados. Este estudio tiene como objetivo examinar las relaciones longitudinales entre dos formas de mindfulness con la calidad de vida, la ansiedad, la depresión, la fatiga y el sueño. Método: Se contó con una muestra de 156 personas con EM y se evaluaron los constructos de mindfulness, calidad de vida, ansiedad, depresión, fatiga y problemas de sueño. Las evaluaciones se repitieron después de 2 y 6 meses. Resultados: Ambos constructos de mindfulness estuvieron altamente correlacionados con todos los resultados investigados, y ambos predijeron mayor CV, menor ansiedad, depresión, fatiga y problemas de sueño con el tiempo. Conclusiones: El mindfulness es un factor de protección contra la depresión, la ansiedad, la fatiga y el sueño en personas con EM.