School-based mindfulness intervention for depressive symptoms in adolescence : For whom is it most effective?

Introduction: There is accumulating evidence for the effectiveness of mindfulness-based interventions in alleviating depressive symptoms. A crucial question is, however, whether mindfulness interventions are more effective for some individuals than others, depending on individual characteristics before a mindfulness intervention. We exploratorily investigated whether the effectiveness of school-based mindfulness intervention against depressive symptoms is modified by executive functions, rumination, and emotion regulation among adolescents. Methods: The longitudinal data included adolescents with at least mild depressive symptoms at the baseline (n = 369, at the 6th-8th grade, 68.4% female) who were randomized into a 9-week school-based mindfulness intervention group, into an active control group receiving relaxation program, or into an inactive control group. Adolescents' executive functions, rumination, and emotion regulation (i.e., acceptance, catastrophizing, and positive reappraisal) were assessed at the baseline; and depressive symptoms at three time points (at the baseline and at 9-week and 6-month follow-ups). Results and Conclusions: In adolescents with at least mild depressive symptoms at the baseline, high catastrophizing, high acceptance, and low executive functions were found to increase the effectiveness of mindfulness-based intervention against depressive symptoms. There seemed to be some sex differences. Thus, when aiming to alleviate depressive symptoms, mindfulness-based intervention may possibly be more effective for adolescents with high catastrophizing, high acceptance, and low executive functioning (than for adolescents with the opposite dispositions). However, as this study was exploratory by nature and corrections for multiple testing were not used, the findings must be regarded as preliminary and need confirmation in further studies.Peer reviewe

The Use of Digital Technologies at School and Cognitive Learning Outcomes: A Population-Based Study in Finland

Recently, the use of information and communications technology (ICT) at school has been extensively increased in Finland. This study investigated whether the use of ICT at school is linked to students ‘learning outcomes in Finland. We used the Finnish PISA 2015 data (N=5037). Cognitive learning outcomes (i.e. science, mathematics, reading, collaborative problem-solving) were evaluated with computer-based tests. ICT use at school, ICT availability at school, and students’ perceived ICT competence were assessed with self-rating questionnaires. Frequent ICT use at school predicted students’ weaker performance in all the cognitive learning outcomes, when adjusted for age, gender, parental socioeconomic status, students’ ICT competence, and ICT availability at school. Further, the effect of ICT use on learning outcomes was more negative in students with higher than lower ICT skills. Frequent use of  ICT at school appears to be linked to weaker cognitive learning outcomes in Finland. This may be explained by working memory overload and task-switching during the use of digital technologies. This finding also suggests that even though students with ICT skills are good at mechanical use of digital device, they may not have abilities for a goal-oriented and self-directed use of digital technologies that could promote their learning

The relationship of genetic susceptibilities for psychosis with physiological fluctuation in functional MRI data

Previously, schizophrenia is found to be related to the variability of the functional magnetic resonance imaging (fMRI) signal in the white matter. However, evidence about the relationship between genetic vulnerabilities and physiological fluctuation in the brain is lacking. We investigated whether familial risk for psychosis (FR) and polygenic risk score for schizophrenia (PRS) are linked with physiological fluctuation in fMRI data. We used data from the Oulu Brain and Mind study (n. = 140-149, aged 20-24 years) that is a substudy of the Northern Finland Birth Cohort 1986. The participants underwent a resting-state fMRI scan. Coefficient of variation (CV) of blood oxygen level dependent (BOLD) signal (CVBOLD) was used as a proxy of physiological fluctuation in the brain. Familial risk was defined to be present if at least one parent had been diagnosed with psychosis previously. PRS was computed based on the results of the prior GWAS by the Schizophrenia Working Group. FR or PRS were not associated with CVBOLD in cerebrospinal fluid, white matter, or grey matter. The findings did not provide evidence for the previous suggestions that genetic vulnerabilities for schizophrenia become apparent in alterations of the variation of the BOLD signal in the brain.Peer reviewe

The Use of Digital Technologies at School and Cognitive Learning Outcomes : A Population-Based Study in Finland

Recently, the use of information and communications technology (ICT) at school has been extensively increased in Finland. This study investigated whether the use of ICT at school is linked to students 'learning outcomes in Finland. We used the Finnish PISA 2015 data (N=5037). Cognitive learning outcomes (i.e. science, mathematics, reading, collaborative problem-solving) were evaluated with computer-based tests. ICT use at school, ICT availability at school, and students' perceived ICT competence were assessed with self-rating questionnaires. Frequent ICT use at school predicted students' weaker performance in all the cognitive learning outcomes, when adjusted for age, gender, parental socioeconomic status, students' ICT competence, and ICT availability at school. Further, the effect of ICT use on learning outcomes was more negative in students with higher than lower ICT skills. Frequent use of ICT at school appears to be linked to weaker cognitive learning outcomes in Finland. This may be explained by working memory overload and task-switching during the use of digital technologies. This finding also suggests that even though students with ICT skills are good at mechanical use of digital device, they may not have abilities for a goal-oriented and self-directed use of digital technologies that could promote their learning.Peer reviewe

Effects of school-based mindfulness intervention on health-related quality of life : moderating effect of gender, grade, and independent practice in cluster randomized controlled trial

Object We investigated the impact of a school-based 9-week mindfulness program vs. active control program (relaxation) and inactive control group on children's self-reported Health-Related Quality of Life (HRQoL) moderated by gender, grade, and independent practice. Method In total 3519 (50/50% boys/girls) Finnish students aged 12-15 years from 56 schools were randomized into mindfulness intervention, active, and inactive control groups. HRQoL was measured at baseline, at 9 weeks, and at 26 weeks and analyzed with multilevel linear modeling. Results Significant improvement on HRQoL was found (beta = mean difference) (beta = 1.587, 95% CI 0.672-2.502, p < 0.001) after 9 weeks and at 26 weeks of follow-up among students in the mindfulness group as compared to the active control group. Moderating effects on HRQoL were found for gender, grade, and independent practice: girls, 7th and 8th grade students, and students with regular independent mindfulness practice benefited most. Conclusions Gender and developmental stage may moderate the effects of mindfulness interventions on HRQoL and offer guidance in designing effective promotive interventions for children and adolescents.Peer reviewe

Rewards of Compassion : Dispositional Compassion Predicts Lower Job Strain and Effort-Reward Imbalance Over a 11-Year Follow-Up

Dispositional compassion has been shown to predict higher well-being and to be associated with lower perceived stress and higher social support. Thus, compassion may be a potential individual factor protecting from job strain. The current study examines (i) whether dispositional compassion predicts job strain and effort-reward imbalance (ERI) or does the predictive relationship run from job strain and ERI to dispositional compassion and (ii) the effect of dispositional compassion on the developmental trajectory of job strain and ERI over a 11-year follow-up. We used data from the Young Finns study (n=723) between 2001 and 2012. The direction of the predictive relationships was analyzed with cross-lagged panel models. Compassion's effect on the trajectories of job strain, ERI, and their components was examined with multilevel models. First, the cross-lagged panel models demonstrated there was no evidence for the predictive pathways between compassion and job strain or its components. However, the predictive pathways from high dispositional compassion to low ERI and high rewards had better fit to the data than the predictive pathways in the opposite direction. In addition, multilevel models showed that high compassion predicted various job characteristics from early adulthood to middle age (lower job strain and higher job control as well as lower ERI and higher reward). Compassion did not predict job demand/effort. The findings were obtained independently of age, gender, and socioeconomic factors in childhood and adulthood. These findings indicate that compassion may be beneficial in work context. Further, compassion might be useful in the management or prevention of some aspects of strain. Our study provides new insight about the role of compassion in work life.Peer reviewe

The relationship of socioeconomic status in childhood and adulthood with compassion : A study with a prospective 32-year follow-up

The objective of this study was to investigate (i) whether childhood family SES predicts offspring's compassion between ages 20-50 years and (ii) whether adulthood SES predicts compassion or vice versa. We used the prospective population-based Young Finns data (N = 637-2300). Childhood family SES was evaluated in 1980; participants' adulthood SES in 2001 and 2011; and compassion for others in 1997, 2001, and 2012. Compassion for others was evaluated with the Compassion scale of the Temperament and Character Inventory. The results showed that high childhood family SES (a composite score of educational level, occupational status, unemployment status, and level of income) predicted offspring's higher compassion between ages 30-40 years but not in early adulthood or middle age. These results were obtained independently of a variety of potential confounders (disruptive behavior in childhood; parental mental disorder; frequency of parental alcohol use and alcohol intoxication). Moreover, high compassion for others in adulthood (a composite score of educational level, occupational status, and unemployment status) predicted higher adulthood SES later in their life (after a 10-year follow-up), but not vice versa. In conclusion, favorable socioeconomic environment in childhood appears to have a positive effect on offspring's compassion in their middle adulthood. This effect may attenuate by middle age. High compassion for others seems to promote the achievement of higher SES in adulthood.Peer reviewe

Childhood disruptive behaviour and school performance across comprehensive school: A prospective cohort study

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