Healthy Learning Mind

Conditions

Health promotion Not Applicable Health promotion

Marianne Holopainen, Mirka Hintsanen, Jari Lahti, Tero Vahlberg, Salla‐Maarit Volanen

Scandinavian Journal of Psychology2024-12-151 citations

Uptake of and Motivational Responses to Mental Health-Promoting Practices: Comparing Relaxation and Mindfulness Interventions

Marguerite Beattie, Nelli Hankonen, Hanna Konttinen, Salla‐Maarit Volanen

Frontiers in Psychology2022-07-144 citations

10.3389/fpsyg.2022.869438

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

Maarit Lassander, Mirka Hintsanen, Sakari Suominen, Sari Mullola, Tero Vahlberg et al. (6 authors)

Quality of Life Research2021-06-2429 citations

10.1007/s11136-021-02868-4

Healthy Learning Mind - a school-based mindfulness and relaxation program: a study protocol for a cluster randomized controlled trial

Salla‐Maarit Volanen, Maarit Lassander, Nelli Hankonen, Päivi Santalahti, Mirka Hintsanen et al. (11 authors)

BMC Psychology2016-07-1135 citations

10.1186/s40359-016-0142-3

Interventions

Participating schools are randomly allocated to the intervention group, the control group or the non-treatment group: Intervention group: Participants take part in a nine week mindfulness programme d

Eligibility

Sex/Gender

All

Inclusion criteria

Inclusion criteria: Pupils: 1. Must be enrolled in the recruited schools (in grades 6-8) 2. Must give written consent Parents/caregivers: 1. Must be parents/caregivers of recruited students 2. Must give written consent Teachers: Must be teachers/homeroom teachers of the participating students

Exclusion criteria

Exclusion criteria: Severe mental health/neurological problems

Design outcomes

Primary

Measure	Time frame
1. Resilience is measured using the Resilience Scale (RS14) at baseline, 9 weeks, 6 months and 12 months 2. The children’s and adolescents’ mental health was measured with the Finnish version of the Beck Depression Inventory (RBDI) at baseline, 9 weeks, 6 months and 12 months 3. Well-being is measured using the Strengths and Difficulties Questionnaire (SDQ) at baseline, 9 weeks, 6 months and 12 months	—

Measure

Time frame

1. Resilience is measured using the Resilience Scale (RS14) at baseline, 9 weeks, 6 months and 12 months 2. The children’s and adolescents’ mental health was measured with the Finnish version of the Beck Depression Inventory (RBDI) at baseline, 9 weeks, 6 months and 12 months 3. Well-being is measured using the Strengths and Difficulties Questionnaire (SDQ) at baseline, 9 weeks, 6 months and 12 months

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Secondary

Measure	Time frame
Pupils: 1. Children’s and adolescents’ cognitive performance and emotions are measured using the following questionnaires at baseline, after the 5th lesson, 9 weeks, 6 months and 12 months: 1.1. Stress in Children (Osika et al. 2007) 1.2. Rumination and Reflection Questionnaire (Trapnell & Campbell 1999) 1.3. Happiness, OECD Better Live Index (level of happiness) 1.4. Satisfaction with life, (SWLC-C, Diener et al., 1985) 1.5. Quality of Life, KINDL-R (Ravens-Sieberer 2001) 1.6. Positive and negative emotions PANAS (Watson et al., 1988) 1.7. Compassion/self-kindness, Compassion Questionnaire (Neff 2003) 1.8. Mindfulness, Child and Adolescent Mindfulness Measure (CAMM, Greco &Baer 2011) 1.9. Personality Inventory TIPI (Gosling et al., 2003) 1.10. Psychological flexibility, The Cognitive Emotion Regulation Questionnaire (CERQ, Garnefski et al., 2007) 1.11. Health behavior, WHO: Health behavior in school-aged children (HSB, king et al., 1996) 2. The psycho-physiological measures are determined by measuring skin conductance response, heart rate and electrocardiography wusing mobile Nexus instruments from the psychology laboratory from a sub set of 160 students at baseline, 9 weeks and 6 months 3. Neuropsychological measures (development and cognitive functioning are measured using NEPSY-II, WISC-IV (Wechsler Intelligence Scale for Children) and D-KEFS (Delis-Kaplan Executive Function System) from a sub set of 160 students at baseline, 9 weeks and 6 months 4. Stress levels are determined using hair cortisol analysis on hair samples collected in spring 2016 Parents: Parental emotional and conduct problems, attention and social relationships/behavior is measured using the Strengths and Difficulties Questionnaire Parent Form, Executive function/attention questionnaire and the Quality of Life questionnaire at baseline, 9 weeks and 6 months Teachers: 1. Attention and social relationships/behavior is measured using the Strengths and Difficulties Teacher Form at baseline, 9 w	—

Measure

Time frame

Pupils: 1. Children’s and adolescents’ cognitive performance and emotions are measured using the following questionnaires at baseline, after the 5th lesson, 9 weeks, 6 months and 12 months: 1.1. Stress in Children (Osika et al. 2007) 1.2. Rumination and Reflection Questionnaire (Trapnell & Campbell 1999) 1.3. Happiness, OECD Better Live Index (level of happiness) 1.4. Satisfaction with life, (SWLC-C, Diener et al., 1985) 1.5. Quality of Life, KINDL-R (Ravens-Sieberer 2001) 1.6. Positive and negative emotions PANAS (Watson et al., 1988) 1.7. Compassion/self-kindness, Compassion Questionnaire (Neff 2003) 1.8. Mindfulness, Child and Adolescent Mindfulness Measure (CAMM, Greco &Baer 2011) 1.9. Personality Inventory TIPI (Gosling et al., 2003) 1.10. Psychological flexibility, The Cognitive Emotion Regulation Questionnaire (CERQ, Garnefski et al., 2007) 1.11. Health behavior, WHO: Health behavior in school-aged children (HSB, king et al., 1996) 2. The psycho-physiological measures are determined by measuring skin conductance response, heart rate and electrocardiography wusing mobile Nexus instruments from the psychology laboratory from a sub set of 160 students at baseline, 9 weeks and 6 months 3. Neuropsychological measures (development and cognitive functioning are measured using NEPSY-II, WISC-IV (Wechsler Intelligence Scale for Children) and D-KEFS (Delis-Kaplan Executive Function System) from a sub set of 160 students at baseline, 9 weeks and 6 months 4. Stress levels are determined using hair cortisol analysis on hair samples collected in spring 2016 Parents: Parental emotional and conduct problems, attention and social relationships/behavior is measured using the Strengths and Difficulties Questionnaire Parent Form, Executive function/attention questionnaire and the Quality of Life questionnaire at baseline, 9 weeks and 6 months Teachers: 1. Attention and social relationships/behavior is measured using the Strengths and Difficulties Teacher Form at baseline, 9 w

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Countries

Finland

Outcome results

None listed