Browsing by Subject "Mindfulness"

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  • Leino-Arjas, Päivi; Markkula, Ritva (2020)
    Fibromyalgiapotilaan hoito on usein vaativaa, ja siinä onnistuminen vaatii hyvää, pitkäjänteistä yhteistyötä potilaan kanssa. Uutta tietoa sekä lääkehoidon että lääkkeettömien hoitomuotojen vaikuttavuudesta on kertynyt viime vuosina runsaasti, ja uusia näyttöön perustuvia hoitosuosituksia on julkaistu. Myös potilasnäkökulmaa on hiljattain kartoitettu. Niin suositukset kuin usein potilaatkin asettavat lääkkeettömät vaihtoehdot ensisijaisiksi. Lääkehoitoa voidaan käyttää niiden tukena. Yleisperiaatteet fibromyalgian hoidossa ovat pitkälti yhtenevät muun hyvänlaatuisen pitkäaikaisen kivun hoidon kanssa. Tärkeää hoitosuhteessa on tiedon jakaminen fibromyalgiasta potilaan oman pystyvyyden tunteen ja muutosjoustavuuden tukemiseksi.
  • Economides, Marcos; Lehrer, Paul; Ranta, Kristian; Nazander, Albert; Hilgert, Outi; Raevuori, Anu; Gevirtz, Richard; Khazan, Inna; Forman‑Hoffman, Valerie L. (2020)
    A rise in the prevalence of depression underscores the need for accessible and effective interventions. The objectives of this study were to determine if the addition of a treatment component showing promise in treating depression, heart rate variability-biofeedback (HRV-B), to our original smartphone-based, 8-week digital intervention was feasible and whether patients in the HRV-B ("enhanced") intervention were more likely to experience clinically significant improvements in depressive symptoms than patients in our original ("standard") intervention. We used a quasi-experimental, non-equivalent (matched) groups design to compare changes in symptoms of depression in the enhanced group (n = 48) to historical outcome data from the standard group (n = 48). Patients in the enhanced group completed a total average of 3.86 h of HRV-B practice across 25.8 sessions, and were more likely to report a clinically significant improvement in depressive symptom score post-intervention than participants in the standard group, even after adjusting for differences in demographics and engagement between groups (adjusted OR 3.44, 95% CI [1.28-9.26], P = .015). Our findings suggest that adding HRV-B to an app-based, smartphone-delivered, remote intervention for depression is feasible and may enhance treatment outcomes.
  • Ahlgren, Charlotta (Helsingin yliopisto, 2018)
    Mindfulness definieras som ett mentalt tillstånd i vilken individen medvetet befinner sig i nuet genom att observera och beskriva, utan att döma eller värdera. Mindfulness interventioner har i senmodern tid blivit populära i både behandlande och förebyggande syfte. Mindfulness har visat sig ha en positiv inverkan på uppmärksamhet, kroppsmedvetenhet, reglering av emotioner samt i att skapaförändringar i självperspektiv och inlärning i vuxna sampel. Mindre undersökningar har utförts med barn och ungdomar, men till följd av de positiva resultaten interventioner har visat hos vuxna, förväntas dessa även framkomma i studier med barn och ungdomar. Fokus inom mindfulness forskning med barn och ungdomar har speciellt varit på förbättring av emotionell reglering. Emotionell reglering innebär att individen på ett målinriktat sätt kan varsebli, utvärdera och anpassa sig till emotionellt betingat stimuli. Emotionell reglering har visat sig ha ett positivt samband med individens välmående över lag, samt ett negativt samband med olika former av psykisk ohälsa. Avhandlingens syfte var att undersöka vilken inverkan mindfulness har på elevernas emotionella reglering. Intresset ligger också i möjliga könsskillnader, med antagandet om att flickor har större nytta av interventionen. Samt i möjliga skillnader mellan årskurserna 6-8, med antagandet att sjunde klassister skulle ha större nytta av mindfulness interventionen jämfört med sjätte och åttonde klassister. Avhandlingens material baserar sig på en interventionsstudie utförd av Terve Oppiva Mieli. Forskningsgruppen utförde en klusterrandomiserad mindfulness interventionsstudie för skolelever i årskurserna 6-8, i 56 skolor i södra Finland (N=3519). Deltagarna randomiserades i en Mindfulness interventionsgrupp, en aktiv- och en passiv kontrollgrupp. Deltagarna fyllde i ett frågeformulär med 21 standardiserade frågeformulär. Avhandlingen behandlar resultat uppnådda från ett av dessa, Cognitive Emotion Regulation Questionnair. Som analysstrategi i avhandlingen användes blandad ANOVA med jämförelse mellan grupp och inom grupp för att undersöka ifall mindfulness har en inverkan på emotionell reglering. Möjliga könsskillnader samt skillnader mellan årskurser analyserades med tvåvägs ANCOVA. Ingen signifikant skillnad gick att finna mellan de olika grupperna gällande mindfulness inverkan på emotionell reglering. Det gick inte heller att finna skillnader mellan kön eller årskurs. Resultaten stämmer i stor grad överens med tidigare forskning inom området. Mindfulness interventioner med ungdomar har generellt sett varit bristfälliga. Till exempel har sampelstorlekarna och effektstorlekarna varit små. Det behövs mer standardiserade interventioner och mätmetoder för mindfulness studier med barn. Detta bör iakttas i vidare studier.
  • Volanen, S-M.; Lassander, M.; Hankonen, N.; Santalahti, P.; Hintsanen, M.; Simonsen, N.; Raevuori, A.; Mullola, S.; Vahlberg, T.; But, A.; Suominen, S. (2020)
    Background Mindfulness-Based Interventions (MBIs) have shown promising effects on mental health among children and adolescents, but high-quality studies examining the topic are lacking. The present study assessed the effects of MBI on mental health in school-setting in an extensive randomised controlled trial. Methods Finnish school children and adolescents (N=3519), aged 12-15 years (6th to 8th graders), from 56 schools were randomized into a 9 week MBI group, and control groups with a relaxation program or teaching as usual. The primary outcomes were resilience, socio-emotional functioning, and depressive symptoms at baseline, at completion of the programs at 9 weeks (T9), and at follow-up at 26 weeks (T26). Results Overall, mindfulness did not show more beneficial effects on the primary outcomes compared to the controls except for resilience for which a positive intervention effect was found at T9 in all participants (β=1.18, SE 0.57, p=0.04) as compared to the relaxation group. In addition, in gender and grade related analyses, MBI lowered depressive symptoms in girls at T26 (β=-0.49, SE 0.21, p=0.02) and improved socio-emotional functioning at T9(β=-1.37, SE 0.69, p=0.049) and at T26 (β=-1.71, SE 0.73, p=0.02) among 7th graders as compared to relaxation. Limitations The inactive control group was smaller than the intervention and active control groups, reducing statistical power. Conclusions A short 9-week MBI in school-setting provides slight benefits over a relaxation program and teaching as usual. Future research should investigate whether embedding regular mindfulness-based practice in curriculums could intensify the effects.
  • Holopainen, Marianne (Helsingin yliopisto, 2019)
    Objective: Mindfulness-based programs are increasingly used with adolescents in school environment. Many preliminary studies have shown that training mindfulness can be helpful for enhancing students’ mental health and psychological well-being. The current evidence base on the effectiveness, however, is still quite narrow and most studies have been limited due to methodological weaknesses. The aim of this study was to investigate how mindfulness training impacts on adolescents’ psychological well-being in secondary school. Methods: The study is a cluster randomized controlled trial, and a part of the Finnish school-based mindfulness research project Healthy Learning Mind (N=3519). Adolescents (age: 12-15 years) either participated in a 9-week mindfulness program, a standardized relaxation program, or followed usual school curriculum. Students’ emotional and behavioural problems, and prosocial behaviour were measured at baseline, post-intervention, and after six-month follow-up, using self- and parent-rated Strengths and Difficulties Questionnaire (SDQ). Linear mixed effects modelling (LMM) was used to compare differences between groups in the change from baseline to post-intervention and follow-up in the SDQ-scales. Results: There weren’t any statistically significant differences in change in any SDQ -outcome variables between the three groups at post-intervention or follow-up. However, during mindfulness program, students’ self-rated emotional symptoms and hyperactivity problems decreased and prosocial behaviour increased. Findings in the parent-rated results paralleled these results, and students’ conduct and emotional problems and hyperactivity were significantly decreased. Conclusions: Despite positive changes in the psychological well-being of the adolescents in the mindfulness group, no differences between the groups were found. Further research is still required to identify psychological well-being benefits of mindfulness training in school environment, using multiple measurement methods and longitudinal designs.
  • Kuuskoski, Aura Emilia (Helsingin yliopisto, 2020)
    Tutkielma on osa Helsingin yliopiston lääketieteellisessä tiedekunnassa 2018-2019 toteutettua Tietoisuustaitoja opiskelijoille -tutkimushanketta. Kokonaishankkeessa tutkittiin tapoja vaikuttaa opiskelijoiden hyvinvointiin interventioilla. Interventioryhmiä oli kaksi; Mindfulness Based Stress Reduction -menetelmään (MBSR) perustuva lähiryhmä ja Hyväksymis- ja omistautumisterapiaan (HOT) perustuva Opiskelijan Kompassi -verkko-ohjelma alku- ja lopputapaamisella. Tutkielman tarkoitus on kartoittaa, mitä asioita haastateltavat tuovat esille kokemuksenaan interventiosta. Kysyn myös, miten metatietoisuuden samanaikaista kokemista ja havainnoimista kuvataan. Tutkimus toteutettiin fokusryhmähaastatteluin, jotka litteroitiin ja analysoitiin laadullisesti sisällönanalyysillä. Haastatteluihin osallistui MBSR-ryhmästä 28 henkilöä ja HOT-ryhmästä 11 henkilöä. Haastatteluista selvisi, että tietoisuustaitoihin perehtyminen, ajan löytäminen harjoitteille ja mahdollisen orastavan rutiinin ylläpitäminen oli monelle haastavaa tai niiden arkeen sovittaminen ei aina onnistunut. Osa kertoi tietoisuustaitojen olevan kuitenkin ainakin satunnaisesti mielessä ja tietoisuustaitojen harjoittamisen liittyvän ainakin jossain määrin heidän arkeensa. Verkkointerventioon osallistuneiden mainitsemia ahdistuksen ja reaktiivisuuden kohteita olivat interventioon liittyvät hankalat tunteet, aikataulut ja omalle epämukavuusalueelleen meneminen. Heidän mainitsemiaan oivalluksen aiheita olivat vertaistuen merkitys sekä tietoisuustaidot metataitoina ja elämäntapana sekä arvot. Lähiryhmäinterventioon osallistuneiden mainitsemia ahdistuksen ja reaktiivisuuden kohteita olivat pääaineiden paineet, metodipohdinta ja -skeptisyys, pakko, aikataulut, tuntemusten kirjo ja intervention aikainen kehityskaari tuntemuksissa. Heidän mainitsemiaan oivalluksen aiheita olivat itsemyötätunto, suorittaminen, kehollisuus, tietoisuustaitojen harjoittaminen sekä arkisuus, hankalat tunteet, omien toimintatapojen kyseenalaistus ja tietoisuustaidot metataitoina. Metatietoisuudesta keskustelua herätti esimerkiksi se, ettei ihminen ole yhtä kuin ajatuksensa ja ajatukset eivät ole yhtä kuin todellisuus. Metatietoisuus ymmärrettiin muun muassa elämäntavaksi, elämänasenteeksi ja itsetuntemuksen pohjataidoksi. Johtopäätöksinä voidaan todeta, että molemmissa interventioryhmissä tuotiin esiin sekä reaktiivisuutta ja ahdinkoa että oivalluksia, muttei kaikkien haastateltavien osalta. Oman reaktiivisuuden hyväksyvä tarkastelu voikin olla olennainen osa oivallusten syntymisessä. Tuloksia voidaan hyödyntää jatkossa suunniteltaessa tietoisuustaitointervention toteutustapoja.
  • Nyman, Arnella (Helsingin yliopisto, 2018)
    Mindfulness is an increasingly used method both in sports and in educational contexts. One field where mindfulness is not quite used yet is horseback riding and riding pedagogy. Pre-vious research shows that mindfulness meditation can for example enhance concentration, body awareness and the acceptance of feelings. The aim of this study is to analyze how mindfulness can be used in riding pedagogy to support learning and improve the rider’s per-formance. The research questions are: Does mindful learning as a method promote teaching horseback riding? How do students experience the use of mindfulness in training? The research approach of the study was Design-Based Research. Also fenomenology was partly used. The collection of the data took place in April 2018 and the sample consists of eight (8) amateur equestrians. All the equestrians were women and some of them had horses partially as a profession, but mostly they were all leisure riders. All of them owned at least one horse and they rode several times a week. The respondents got a recorded body scan-meditation praxis that they were supposed to listen to at least six (6) times in two weeks time. Further, they all got an individual focus area, which they were ought to concen-trate on extra carefully. For example, one individual focus area was the stability in the pel-vis. Both observation and qualitative semi structured interviews were used as research methods. The material was analyzed inductively. The results show that mindfulness has a place in modern riding pedagogy – the respond-ents had positive experiences of using mindfulness in riding. Their experiences varied sligthly, depending on earlier experiences. Also attitude and temperament can affect how the respondents feel about using mindfulness in riding. It is commonly known that the horse is the mirror of the rider, and the respondents in the study confirmed that. All of them wit-nessed that the horse gave immediate response when the rider herself was more mindful and aware of the situation and her own body. They also experienced that their body awa-reness increased and they felt they could better accept their own weaknesses. A renewal of riding pedagogy was welcomed. More pedagogical methods, where both the rider and the horse feel safe, are needed.
  • Doshoris, Emilia (Helsingin yliopisto, 2019)
    Inspirerade av den nyaste läroplanen som utarbetats av Utbildningsstyrelsen började Folkhälsan och Helsingfors universitet med ”Terve oppiva mieli” – projektet. Syftet med projektet är i första hand att erbjuda lärare och skolpersonal förmågor i medveten närvaro, det vill säga mindfulness, och på så vis stöda dem i sitt jobb och i att uppnå läroplanens målsättningar inom dimensionerna av mångsidig kompetens, emotionell reglering och kommunikationsförmågor. Denna studie vars syfte är att studera genomförbarheten av mindfulnessövningar i klassrum är en del av projektet. Studiens syfte är att granska vilka faktorer som enligt lärare och skolbiträde främjar respektive hindrar genomförbarheten av mindfulnessövningar i klassum? Undersökningen genomfördes genom att intervjua sju lärare och ett skolbiträde som deltagit i en åtta till tio veckors skolning om att utföra mindfulnessövningar. Intervjustommen konstruerades och analyserades med hjälp av Theoretical Domain Framework, som är studiens teoretiska utgångspunkt. Den tillämpas i studien som grundläggande teori och som redskap vid innehållsanalysen. Resultaten visar att de faktorer som lärare och skolbiträde främst lyfter fram att påverkar genomförbarheten av mindfulnessövningar i klassrum är: social påverkan, tron på övningarnas konsekvenser, resursfrågor, kontextrelaterade faktorer, reglering av beteende och förmågor. Från intervjumaterialet kommer det fram att faktorer som lärare och skolbiträde anser att främjar genomförbarheten av mindfulnessövningarna i skolan är deras tro på övningarnas konsekvenser, reglering av beteende och förmågor. Faktorer som utgör hinder för genomförandet är kontextrelaterade faktorer, social påverkan och resursfrågor. Överlag anser lärare och skolbiträde att mindfulnessövningar passar väl i klassrum. Studien visar att då man vill genomföra mindfulnessövningar i klassrum borde lärare och skolbiträde få stöd av den sociala omgivningen. Terve oppiva mieli – arbetsgruppen skall vara tillgänglig för lärare och skolbiträde som utför övningar i klassrum och förutom detta så krävs en positiv arbetsplatsmiljö var kolleger förhåller sig positivt gentemot mindfulnessövningar. För att genomföra mindfulenssövningar borde man börja med dem så tidigt som möjligt från och med lågstadiet. En annan faktor som borde beaktas i genomförandet av övningarna är tidresursfrågan - skolpersonal borde i lugn och ro kunna genomföra övningar i klassrum utan press med att utföra övningar enligt en tidtabell.
  • Weckman, Hanna; Raevuori, Anu; Laasonen, Marja (2020)
  • Husgafvel, Ville (2016)
    Mindfulness-based practice methods are entering the Western cultural mainstream as institutionalised approaches in healthcare, education, and other public spheres. The Buddhist roots of Mindfulness-Based Stress Reduction (MBSR) and comparable mindfulness-based programmes are widely acknowledged, together with the view of their religious and ideological neutrality. However, the cultural and historical roots of these contemporary approaches have received relatively little attention in the study of religion, and the discussion has been centred on Theravāda Buddhist viewpoints or essentialist presentations of ‘classical Buddhism’. In the light of historical and textual analysis it seems unfounded to hold Theravāda tradition as the original context or as some authoritative expression of Buddhist mindfulness, and there are no grounds for holding it as the exclusive Buddhist source of the MBSR programme either. Rather, one-sided Theravāda-based presentations give a limited and oversimplified picture of Buddhist doctrine and practice, and also distort comparisons with contemporary non-religious forms of mindfulness practice. To move beyond the sectarian and essentialist approaches closely related to the ‘world religions paradigm’ in the study of religion, the discussion would benefit from a lineage-based approach, where possible historical continuities and phenomenological similarities between Buddhist mindfulness and contemporary non-religious approaches are examined at the level of particular relevant Buddhist teachers and their lineages of doctrine and practice.
  • Raevuori, Anu; Hofman-Roddman, Valerie; Goldin, Philippe; Gillung, Erin; Connolly, Susan; Dillon, Ellis; Vähämäki, Veko; Ranta, Krstian; Hilgert, Outi; Nazander, Albert; Huang, Fannie (2020)
    Objective: The aim was to examine change in burnout and depressive symptoms among physicians enrolled in an evidence-based digital health intervention, the Meru Health Program (MHP). Methods: We recruited 27 physicians with evidence of work-related stress as reported from a single-item burnout measure from the Palo Alto Foundation Medical Group and enrolled them into an 8-week, smartphone-delivered and therapist-supported program that combines several evidence-based depression treatments such as cognitive behavioral therapy and mindfulness meditation. Results: We observed a decrease in burnout (p = 0.049, effect size r = 0.71) and depressive symptoms (p = 0.001, effect size d = -0.9) at post-treatment. Engagement metrics were not significantly associated with outcomes. Conclusion: The MHP, a digital therapist-supported intervention delivered via smartphone application, was found to be a promising intervention for physicians suffering from burnout.
  • Beattie, Marguerite M; Konttinen, Hanna Marja; Volanen, Salla-Maarit; Knittle, Keegan Phillip; Hankonen, Nelli Elisa (2020)
    While practicing mindfulness can potentially mitigate and prevent mental health problems among adolescents, mindfulness programmes delivered in schools do not uniformly lead to uptake of mindfulness practice. This low adherence threatens the internal validity of mindfulness trials, and may hinder the alleviation of mental health problems in youth who fail to take up potentially effective techniques. Consequently, it is vital to investigate what predicts uptake of independent mindfulness practice in such interventions. This study investigates whether social cognitions from the Reasoned Action Approach and initial mental health predict mindfulness practice among 1,646 adolescent recipients of the school-based Healthy Learning Mind mindfulness intervention. Path analyses revealed that, in line with the Reasoned Action Approach, descriptive and injunctive norms, and positive and negative outcome expectations predicted intention to practice mindfulness (R-squared = .37, p<.001), which in turn predicted different measures of mindfulness practice itself (R-squared = .09-.17, p<.001). Neither perceived behavioural control nor mental health variables (depressive symptoms, internalisation and externalisation of difficulties, and resilience) were associated with mindfulness practice after the intervention (R-squared = .01, p>.05). Social norms and outcome expectations are potential intervention targets to increase mindfulness practice motivation and behaviour among adolescents.
  • Järvelä-Reijonen, Elina; Puttonen, Sampsa; Karhunen, Leila; Sairanen, Essi; Laitinen, Jaana; Kolehmainen, Mikko; Pihlajamäki, Jussi; Kujala, Urho M.; Korpela, Riitta; Ermes, Miikka; Lappalainen, Raimo; Kolehmainen, Marjukka (2020)
    Background Psychological processes can be manifested in physiological health. We investigated whether acceptance and commitment therapy (ACT), targeted on psychological flexibility (PF), influences inflammation and stress biomarkers among working-age adults with psychological distress and overweight/obesity. Method Participants were randomized into three parallel groups: (1) ACT-based face-to-face (n = 65; six group sessions led by a psychologist), (2) ACT-based mobile (n = 73; one group session and mobile app), and (3) control (n = 66; only the measurements). Systemic inflammation and stress markers were analyzed at baseline, at 10 weeks after the baseline (post-intervention), and at 36 weeks after the baseline (follow-up). General PF and weight-related PF were measured with questionnaires (Acceptance and Action Questionnaire, Acceptance and Action Questionnaire for Weight-Related Difficulties). Results A group x time interaction (p = .012) was detected in the high-sensitivity C-reactive protein (hsCRP) level but not in other inflammation and stress biomarkers. hsCRP decreased significantly in the face-to-face group from week 0 to week 36, and at week 36, hsCRP was lower among the participants in the face-to-face group than in the mobile group (p = .035, post hoc test). Age and sex were stronger predictors of biomarker levels at follow-up than the post-intervention PF. Conclusion The results suggest that ACT delivered in group sessions may exert beneficial effects on low-grade systemic inflammation. More research is needed on how to best apply psychological interventions for the health of both mind and body among people with overweight/obesity and psychological distress.
  • Järvelä-Reijonen, Elina; Karhunen, Leila; Sairanen, Essi; Muotka, Joona; Lindroos, Sanni; Laitinen, Jaana; Puttonen, Sampsa; Peuhkuri, Katri; Hallikainen, Maarit; Pihlajamaki, Jussi; Korpela, Riitta; Ermes, Miikka; Lappalainen, Raimo; Kolehmainen, Marjukka (2018)
    Background: Internal motivation and good psychological capabilities are important factors in successful eating-related behavior change. Thus, we investigated whether general acceptance and commitment therapy (ACT) affects reported eating behavior and diet quality and whether baseline perceived stress moderates the intervention effects. Methods: Secondary analysis of unblinded randomized controlled trial in three Finnish cities. Working-aged adults with psychological distress and overweight or obesity in three parallel groups: (1) ACT-based Face-to-face (n = 70; six group sessions led by a psychologist), (2) ACT-based Mobile (n = 78; one group session and mobile app), and (3) Control (n = 71; only the measurements). At baseline, the participants' (n = 219, 85% females) mean body mass index was 31.3 kg/m(2) (SD = 2.9), and mean age was 49.5 years (SD = 7.4). The measurements conducted before the 8-week intervention period (baseline), 10 weeks after the baseline (post-intervention), and 36 weeks after the baseline (follow-up) included clinical measurements, questionnaires of eating behavior (IES-1, TFEQ-R18, HTAS, ecSI 2.0, REBS), diet quality (IDQ), alcohol consumption (AUDIT-C), perceived stress (PSS), and 48-h dietary recall. Hierarchical linear modeling (Wald test) was used to analyze the differences in changes between groups. Results: Group x time interactions showed that the subcomponent of intuitive eating (IES-1), i.e., Eating for physical rather than emotional reasons, increased in both ACT- based groups (p = .019); the subcomponent of TFEQ-R18, i.e., Uncontrolled eating, decreased in the Face-to-face group (p = .020); the subcomponent of health and taste attitudes (HTAS), i.e., Using food as a reward, decreased in the Mobile group (p = .048); and both subcomponent of eating competence (ecSI 2.0), i.e., Food acceptance (p = .048), and two subcomponents of regulation of eating behavior (REBS), i.e., Integrated and Identified regulation (p = .003, p = .023, respectively), increased in the Face-to-face group. Baseline perceived stress did not moderate effects on these particular features of eating behavior from baseline to follow-up. No statistically significant effects were found for dietary measures. Conclusions: ACT- based interventions, delivered in group sessions or by mobile app, showed beneficial effects on reported eating behavior. Beneficial effects on eating behavior were, however, not accompanied by parallel changes in diet, which suggests that ACT-based interventions should include nutritional counseling if changes in diet are targeted. (Continued on next page)
  • Järvelä-Reijonen, Elina; Karhunen, Leila; Sairanen, Essi; Muotka, Joona; Lindroos, Sanni; Laitinen, Jaana; Puttonen, Sampsa; Peuhkuri, Katri; Hallikainen, Maarit; Pihlajamäki, Jussi; Korpela, Riitta; Ermes, Miikka; Lappalainen, Raimo; Kolehmainen, Marjukka (BioMed Central, 2018)
    Abstract Background Internal motivation and good psychological capabilities are important factors in successful eating-related behavior change. Thus, we investigated whether general acceptance and commitment therapy (ACT) affects reported eating behavior and diet quality and whether baseline perceived stress moderates the intervention effects. Methods Secondary analysis of unblinded randomized controlled trial in three Finnish cities. Working-aged adults with psychological distress and overweight or obesity in three parallel groups: (1) ACT-based Face-to-face (n = 70; six group sessions led by a psychologist), (2) ACT-based Mobile (n = 78; one group session and mobile app), and (3) Control (n = 71; only the measurements). At baseline, the participants’ (n = 219, 85% females) mean body mass index was 31.3 kg/m2 (SD = 2.9), and mean age was 49.5 years (SD = 7.4). The measurements conducted before the 8-week intervention period (baseline), 10 weeks after the baseline (post-intervention), and 36 weeks after the baseline (follow-up) included clinical measurements, questionnaires of eating behavior (IES-1, TFEQ-R18, HTAS, ecSI 2.0, REBS), diet quality (IDQ), alcohol consumption (AUDIT-C), perceived stress (PSS), and 48-h dietary recall. Hierarchical linear modeling (Wald test) was used to analyze the differences in changes between groups. Results Group x time interactions showed that the subcomponent of intuitive eating (IES-1), i.e., Eating for physical rather than emotional reasons, increased in both ACT-based groups (p = .019); the subcomponent of TFEQ-R18, i.e., Uncontrolled eating, decreased in the Face-to-face group (p = .020); the subcomponent of health and taste attitudes (HTAS), i.e., Using food as a reward, decreased in the Mobile group (p = .048); and both subcomponent of eating competence (ecSI 2.0), i.e., Food acceptance (p = .048), and two subcomponents of regulation of eating behavior (REBS), i.e., Integrated and Identified regulation (p = .003, p = .023, respectively), increased in the Face-to-face group. Baseline perceived stress did not moderate effects on these particular features of eating behavior from baseline to follow-up. No statistically significant effects were found for dietary measures. Conclusions ACT-based interventions, delivered in group sessions or by mobile app, showed beneficial effects on reported eating behavior. Beneficial effects on eating behavior were, however, not accompanied by parallel changes in diet, which suggests that ACT-based interventions should include nutritional counseling if changes in diet are targeted. Trial registration ClinicalTrials.gov ( NCT01738256 ), registered 17 August, 2012.
  • Repo, Saara; Renkonen, Risto; Paunio, Tiina (2020)
    Helsingin yliopiston lääketieteellisessä tiedekunnassa panostetaan opiskelijoiden hyvinvointiin