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Introduction
This study describes the implementation of a mind–body intervention to reduce the perceived level of stress in a nonclinical group of university students. We used a novel approach including a single session of a mind–body technique known as the brain wave modulation (BWM) as an adjunct to a single information session on stress manageme...
Citations
... This shift raises important questions about the efficacy of online training compared to traditional face-to-face methods. As the educational sector adapts to these changes, it becomes imperative to explore the impact of these training programs, specifically on the worklife balance of women employees in secondary schools [12,13]. Similarly, emotional intelligence and stress management are increasingly recognized as crucial competencies for navigating the complexities of modern work environments [14,22]. ...
... For women educators, who may juggle multiple roles and responsibilities both at work and home, effective stress management becomes even more crucial [12]. The ability to cope with stress not only impacts their professional performance but also influences their personal lives [13]. ...
... Emotional intelligence and stress management emerge as key factors mediating the relationship between training programs and work-life balance. This finding is consistent with research highlighting the importance of emotional resilience and coping strategies in mitigating job-related stressors among educators [12,23]. Teachers with higher levels of emotional intelligence exhibit greater self-awareness, empathy, and emotional regulation, which are crucial for maintaining well-being and professional effectiveness [14,31]. ...
The primary aim of this study is to investigate the factors influencing work-life balance among women teachers in secondary schools, with a focus on the role of training programs, emotional intelligence, stress management and supportive work environments. A cross-sectional research design was employed, and data were collected from 422 women teachers in Durg district, Chhattisgarh, using an online survey during period July to December 2023. Through Partial Least Squares Structural Equation Modeling (PLS-SEM) analysis, the study found that high-quality training programs play a significant role in enhancing work-life balance, with emotional intelligence and stress management acting as crucial mediating factors. Additionally, a supportive work environment was identified as a key moderator in the relationship between training programs and work-life balance. These findings highlight the importance of holistic approaches that integrate training programs, emotional intelligence development, stress management, and supportive work environments to foster a healthy work-life balance among women educators. The implications of these findings for policy and practice in the education sector highlight the necessity of investing in teacher development programs and organizational initiatives aimed at supporting teacher well-being.
... Beta Waves: These brain waves are linked to alertness and focused, critical cognition. They are lower in amplitude and have a greater frequency (13)(14)(15)(16)(17)(18)(19)(20)(21)(22)(23)(24)(25)(26)(27)(28)(29)(30). When someone is concentrating on a task, addressing a problem, or paying attention, beta waves predominate. ...
... Practises of brain yoga might be used with conventional therapy methods to relieve anxiety and stress. They might be a very beneficial addition to psychotherapy or counselling [27][28][29][30] . ...
Citation: P. Sudhan et al. (2024), Effect Of Brain Yoga Practice In The University Academic Students: Optimizing Quality Of Life And Stress Management, Educational Administration: Theory and Practice, 30(3), 458-466, Doi: 10.53555/kuey.v30i3.1290 ARTICLE INFO ABSTRACT This study investigates the potential benefits of brain-yoga practice on the quality of life and immune health of university academic students. Academic students often face high levels of stress and sedentary lifestyles, which can adversely affect their overall well-being. A comprehensive literature review reveals that yoga and mindfulness practices have shown promise in reducing stress, improving mental health, and enhancing immune function. To assess the impact of a 12-week brain-yoga program, a group of 30 university academic students participated in the study. The study aimed to demonstrate the positive effects of brain-yoga practice on the quality of life and stress management of digital academic students. The results revealed statistically significant improvements in quality of life, immune markers, and reduced stress and anxiety levels after the 12-week brain-yoga program. These participants were divided into two groups, each containing fifteen individuals. Experimental group I engaged in Brain Yoga practice, while control group II did not partake in any such practice Additionally, potential correlations with academic performance were explored. This study contributes valuable evidence to the growing body of literature on the potential benefits of Brain yoga in educational settings and its capacity to enhance the overall well-being of university academic students.
... This method includes diverse therapeutic approaches, such as meditation, yoga, relaxation and breathing techniques, biofeedback, qigong, and autogenic training (Fogaça et al., 2021). Many researchers have applied mind-body programs to promote student mental health and have shown promising results (Cozzolino et al., 2020;Novak et al., 2020;Zhu et al., 2021). A meta-analysis by Chen et al. (2021) found that mindfulness interventions resulted in a noteworthy reduction in stress levels among nursing students. ...
Elevated stress levels are related to diminished mental health, potentially leading to decreased well‐being and performance of nursing students. While researchers have focused on developing stress management interventions, there is a need to synthesize the evidence. A systematic review with meta‐analysis was conducted to assess the evidence for the effectiveness of stress management interventions in nursing students. A systematic literature search identified controlled stress management interventions employing a validated psychological or physiological stress measure. Forty‐one studies were included, with 36 forming a pool of 2715 participants in the meta‐analysis. The overall effect on psychological stress was positive. Intervention type, delivery modality, intervention duration in weeks, and number of sessions were moderators of intervention effectiveness, with more significant effects for mind–body programs, on‐site delivery methods, durations of 9–12 weeks, and 15–30 sessions. For physiological stress, the biomarkers of blood pressure, heart rate, and cortisol levels decreased significantly. Future research is necessary for promising outcomes related to currently underrepresented indicators and to investigate the long‐term effects of interventions.
... Stress management is the process of utilizing techniques and interventions to reduce the negative effects of stress on the body and mind [1][2][3][4][5]. There are various approaches to stress management, including relaxation techniques [6][7][8][9]. These approaches aim to reduce the physiological response to stress and promote relaxation [10]. ...
Background
Stress management and biofeedback interventions have been shown to be effective in improving mental and physical health outcomes. However, previous research studies and synthesized models for applying these interventions in research utilization are insufficient.
Objective
This study aimed to synthesize a model for applying stress management and biofeedback interventions in research utilization.
Methods
A systematic review and meta-analysis were conducted according to the PRISMA guidelines.
Multiple studies were used to assess the effectiveness of applying stress management and biofeedback interventions published from 2017 to 2023. The process included identifying the research questions, conducting a comprehensive literature search, assessing study quality, extracting data, synthesizing the data, analyzing and interpreting the findings, drawing conclusions, and making recommendations.
Results
The results indicated a significant mean effect size without evidence of publication bias. The effect sizes of the subgroups among the study variables were not significantly different [ Q = 4.02, p = .26]. However, there were significant differences regarding the mean effect sizes among the studies [ Q = 63.59, p < .001] and also in terms of the test of subgroups among the participants [ Q = 8.49, p = .04].
Conclusion
The results emphasize the importance of evidence-based practice and highlight the need for ongoing evaluation and refinement of interventions. The proposed model was supported by related theories and research studies in order to ensure the robustness and reliability to guide practice and future research in the field of biofeedback interventions. By following this model, researchers and practitioners can ensure that stress management and biofeedback interventions are evidence-based and are effective in improving mental and physical health outcomes.
... On the one hand, OMT can be defined as a person-centred approach to healthcare that applies manual diagnosis and treatment and provides psychosocial support and advice on nutrition, exercise, and lifestyle [20]. On the other hand, MBI aims to improve the interaction of body and mind (e.g., through changes in breathing rhythm, body movements, and mental status) [21] and comprises diverse approaches including yoga, meditation, mindfulness, and tai chi [22]. The current body of evidence suggests that both OMT and MBI improve MP [23,24] like LBP [25,26]. ...
Heart rate variability (HRV) describes fluctuations in time intervals between heartbeats and reflects autonomic activity. HRV is reduced in stressed patients with musculoskeletal pain and improved after osteopathic manipulative treatment and mind-body interventions. Heart-focused pal-pation (HFP) combines manual and mind-body approaches to facilitate relaxation. This randomised controlled pilot study investigated the feasibility and sample size for a future randomised controlled trial and the effect of a single treatment with HFP or sham HFP (SHAM) on short-term HRV. A total of Thirty-three adults (47.7 ± 13.5 years old) with stress and musculoskeletal pain completed the trial with acceptable rates of recruitment (8.25 subjects per site/month), retention (100%), adherence (100%), and adverse events (0%). HFP (n = 18), but not SHAM (n = 15), significantly increased the root mean square of successive RR interval differences (p = 0.036), standard deviation of the NN intervals (p = 0.009), and ratio of the low-frequency to high-frequency power band (p = 0.026). HFP and SHAM significantly decreased the heart rate (p < 0.001, p = 0.009) but not the stress index and ratio of the Poincaré plot standard deviation along and perpendicular to the line of identity (p > 0.05). A power analysis calculated 72 participants. Taken together, the study was feasible and HFP improved HRV in stressed subjects with musculoskeletal pain, suggesting a parasympathetic effect.
... Using mind-body interventions has been shown to be key to promoting resilience to chronic stress. Mind-body interventions cover a range of practices that trigger the "relaxation response, " a physiological state of lower sympathetic tone, increased parasympathetic tone, and lower resting heart rate, respiratory rate, and blood pressure (Benson et al., 1974;Cozzolino et al., 2020). For example, the practice of meditation has been shown to physically change regions of the brain, improving information-processing and emotion-regulation abilities (Grossman et al., 2004;Davidson and Lutz, 2008) . ...
Background
To mitigate against the possible adverse effects of stress among nurses due to the COVID-19 outbreak, we designed a 12-week mind–body based online intervention program to promote well-being and prevent stress-related disorders such as burnout. Our study aimed to compare the impact of the intervention on perception of stress, negative emotions, burnout, mindfulness, resilience, and well-being at pretest and 6 months post-intervention and to compare the effect among nurses working at two different hospitals.
Methods
We conducted an uncontrolled trial using a convenience sample of nurses working at two hospitals in Mexico: one designated to treat confirmed COVID-19 patients (COVID-hospital) and the other whose patients had a negative COVID-19 test on admission (Non COVID-hospital). The 12 week online intervention consisted of 36 mind–body based micropractices, with subjective well-being as the primary outcome. Secondary outcomes were health perception, resilience, mindfulness, negative emotions, stress, and burnout.
Results
A pretest survey was completed by 643 nurses. Of the remaining valid responses, 82% were women, with a mean age of 34.8 (SD = 8.95) years old. For the analysis two groups of nurses were sampled by cluster: a COVID-hospital group of 429 (67%) nurses, and a non-COVID Hospital group of 214 (33%) nurses. The proportion lost to follow-up was 71% at postest (n = 188) and 42% at 6 months follow-up (n = 371). At pretest, non-COVID hospital nurses had lower subjective well-being and higher burnout than their COVID hospital counterparts. At postest, non-COVID hospital nurses displayed more negative emotions than their COVID hospital peers. At 6 months post-intervention, nurses experienced improved mindfulness, reduced negative emotions and stress, but a decrease in subjective well-being and resilience. Nurses working at the non-COVID hospital had significantly higher mean scores for burnout than those working at the COVID hospital.
Conclusion
The results of our study suggest that our online mind–body interventions can help to reduce stress and negative emotions, yet the effects on subjective well-being and resilience are uncertain. Further research is needed to gain a better understanding of their potential mechanisms and the associated efforts of such online interventions.
Clinical Trial Registration
ClinicalTrials.gov, NCT05515172.
... MBIs have been found to protect against changes in depression (Finkelstein-Fox et al., 2018) to reduced psychological distress among college students (Miller et al., 2022) to increased resilience to stress (Galante et al., 2018(Galante et al., , 2021 to decreased psychological distress and perceived discrimination among international college students (Xiong et al., 2022). Additionally, Cozzolino et al. (2020) argued that a mind-body intervention for stress reduction was effective and sustainable in a nonclinical group of university students. ...
... Students were asked to indicate the stress they had perceived over the last week on an 11-point scale, ranging from 0 (no distress) to 10 (extreme distress). The DT has proven to be a sensitive tool to assess the construct of psychosocial distress (82), and it has also proved to be effective in the Italian context (83)(84)(85). ...
Background
The mental health of university students is significantly affected when faced with public health emergencies and requires specific interventions to help support and prevent any long-lasting effects that the pandemic may have on their mental health status. This study aims to evaluate the impact of an online individual counseling intervention provided by the University of Foggia and carried out during the COVID-19 pandemic on the mental health status of a sample of university students.
Methods
32 Italian undergraduate students took part in a one-group pretest-posttest research design. The data was gathered in two times: before the start of the counseling intervention (T1), positive and negative affect, satisfaction with life, global mental distress, anxiety, stress, and future time perspective were collected, at the end of the counseling intervention (T2), the same dimensions were measured. A one-way repeated measures multivariate analysis of variance (MANOVA) was performed, and single Bonferroni-corrected dependent t-tests were conducted on variables showing a significant change over time.
Results
The results showed that positive affect, subjective well-being, and future time perspective increased significantly after the intervention. In contrast, the participants reported significantly lower levels of negative affect, global mental distress, state and trait anxiety, as well as perceived stress over time.
Conclusions
The study demonstrates the promising impact of online counseling intervention and its efficient contribution in promoting the well-being of university students. The results contribute to the ongoing debate concerning the psychological impact of the COVID-19 pandemic on young adults, helping professionals develop more efficient clinical and psychological interventions.
... Despite these promising findings, most MBIs conducted among college student populations are costly, time intensive, and targeted to a specific population and presenting concern. Alternatively, mindfulness may be introduced to college students in a myriad of didactic or experiential ways, including through trainings, extracurricular activities, or coursework (Caldwell et al., 2010;Cozzolino et al., 2020) representing variation in frequency, length, and duration of delivery. While a few studies have examined the seminar course delivery of these trainings on student well-being (Conley et al., 2013), there is still a gap in research exploring the efficacy of these on reducing stress among students. ...
The present study examined the efficacy of a 4-week mindfulness training program offered on a university campus focused on reducing college students’ (n = 38) perceived stress. Results showed a significant reduction in perceived stress levels throughout the duration of the study. These findings provide preliminary support for the implementation of broad mindfulness-based training in reducing psychological distress among college students. Further controlled research is needed to determine the effects of such trainings in university settings.
... Positive affect is a generally positive mood and stable state of mind, closely related to feelings of life satisfaction, and cognitive and affective perceptions of wellbeing (Cummins, 2010;Salvatore et al., 2021). Besides prosociality, positive affect can be considered an important indicator of positive youth development (Park, 2004b), since it has close links with several adaptive outcomes related to mental health (Cummins, 2010;Steptoe et al., 2009), as well as with social adjustment, psychosocial functioning, and achievement at school Cozzolino et al., 2020). Although studies with adolescents have provided evidence that ARC satisfaction is linked to positive affect (Tian et al., 2014;Véronneau et al., 2005), no study yet exists on the relationship between the satisfaction of ARC needs and positive affect with youth living in poverty. ...
Positive developmental outcomes among youth living in poverty have rarely been studied. Despite numerous risk factors, it is important to understand the factors that contribute to positive developmental outcomes among youth in poverty. Using the Self-Determination Theory framework, this two-wave longitudinal study investigated the contribution of basic psychological needs of autonomy, competence, and relatedness to positive developmental outcomes of prosocial behavior and positive affect among 225 youth living in poverty in Italy. Results suggest that overall, prosocial behavior was positively predicted by autonomy, while positive affect was positively predicted by competence. Moderator analyses showed that the satisfaction of the need of relatedness predicted prosociality for girls and immigrants. For girls, the fulfilling of this need also predicted positive affect. The importance of each psychological need to different positive outcomes was shaped by adolescents’ economic condition, immigrant background, and gender. The implications for further research and practices are discussed.
