Randomised controlled pilot trial of mindfulness training for stress reduction during pregnancy

This randomised controlled pilot trial tested a six-week mindfulness-based intervention in a sample of pregnant women experiencing high levels of perceived stress and pregnancy anxiety. Forty-seven women enrolled between 10 and 25 weeks gestation were randomly assigned to either a series of weekly Mindful Awareness Practices classes (n = 24) with home practice or to a reading control condition (n = 23). Hierarchical linear models of between-group differences in change over time demonstrated that participants in the mindfulness intervention experienced larger decreases from pre-to post-intervention in pregnancy-specific anxiety and pregnancy-related anxiety (PRA) than participants in the reading control condition. However, these effects were not sustained through follow-up at six weeks post-intervention. Participants in both groups experienced increased mindfulness, as well as decreased perceived stress and state anxiety over the course of the intervention and follow-up periods. This study is one of the first randomised controlled pilot trials of a mindfulness meditation intervention during pregnancy and provides some evidence that mindfulness training during pregnancy may effectively reduce PRA and worry. We discuss some of the dilemmas in pursuing this translational strategy and offer suggestions for researchers interested in conducting mind-body interventions during pregnancy.     

The perceived effectiveness of road safety interventions: Regulation of drivers’ behavioral intentions and self-consciousness

We consider road safety interventions to be potential sources of social influence, altering the intentions and behaviors of drivers when they are perceived by the latter as effective. We also consider that perceiving their effectiveness depends on drivers’ self-consciousness. 852 drivers replied to a questionnaire measuring dispositional self-consciousness, the perception of the effectiveness of 10 road safety interventions, and reported intentions and behaviors related to speeding and drinking and driving. The results revealed several phenomena: (1) interventions were perceived as related to penalty/surveillance or social communication (factor analysis); (2) the former were perceived as more effective than the latter; (3) the perceived effectiveness of road safety interventions was moderately correlated with intentions and behaviors; (4) this link was stronger for interventions of the penalty/surveillance type; (5) age, level of education, frequency of use of a vehicle and gender were moderately associated with the perception of these interventions; (6) self-consciousness (in particular its public dimension) had an additional positive association with this perceived effectiveness. These results are discussed from a practical and methodological point of view.     

Imposing Genetic Diversity

The idea that a world in which everyone was born “perfect” would be a world in which something valuable was missing often comes up in debates about the ethics of technologies of prenatal testing and preimplantation genetic diagnosis (PGD). This thought plays an important role in the “disability critique” of prenatal testing. However, the idea that human genetic variation is an important good with significant benefits for society at large is also embraced by a wide range of figures writing in the bioethics literature, including some who are notoriously hostile to the idea that we should not select against disability. By developing a number of thought experiments wherein we are to contemplate increasing genetic diversity from a lower baseline in order to secure this value, I argue that this powerful intuition is more problematic than is generally recognized, especially where the price of diversity is the well-being of particular individuals.     

Leveraging social media content to support engagement in positive interventions

A key challenge for positive psychology interventions is promoting sustained engagement to improve long-term outcomes. One way to increase engagement is to introduce variety to reduce hedonic adaptation. Here, we propose supplementing intervention prompts with items from a person’s social media archive to add variety. Through a one-week pilot study of six positive psychology activities via a Facebook application, we explore whether Facebook content is useful to keep people engaged in activities and what attributes of content make it most useful. A total of 260 participants used our application, and analysis of usage showed that displaying content is engaging. By looking at which content was marked as useful by participants, we find that useful content is in itself meaningful and engaging (photos, longer texts, and content about close friends). We also find that certain intervention activities are more engaging and better suited for making use of Facebook content than others.     

Effects of two types of career interventions on students with different career coping styles

Research on the efficacy of career interventions often lacks comparative analysis of the effects of different types of interventions. Additionally, little is known about the effects of interventions on diverse clients. Previous studies showed that students display different career coping styles and that these styles are relatively consistent across samples. The present study analyzes the effect of two types of career interventions (a single career information session and a six-week career intervention) on the career adaptability of students with different career coping styles. The study involved 319 students from grade 9 and grade 12 of three Portuguese public schools. Results show that although the interventions were effective for most of the students, the single informative session improved the career curiosity and confidence of only one group of students, whereas the six week career intervention revealed a more robust effect in students with insecure, pessimistic or superficial career coping styles. The theoretical and practical implications of the study are also discussed.     

Cognitive,emotional and social development in adolescents born to substance using women

The aim of this article is to investigate the long‐term developmental consequences of being born to a substance‐using mother, focusing on cognitive functions, attention, emotional and social development. The longitudinal sample comprised 48 adolescents aged 12–16 at the time of follow‐up assessments, which included the Wechsler Intelligence Scale for Children‐III, the Test of Everyday Attention for Children, The Tower of London test and the Strengths and Difficulties Questionnaire. The adolescents scored significantly lower than the norms on Wechsler's subtests and Full‐Scale IQ, and on The Everyday Attention test. There were few differences on the Strengths and Difficulties Questionnaire. The girls reported significantly more hyperactivity than the British norms, and the teachers reported higher impact scores in boys, compared to the British norms. Thus, the results on cognitive consequences of maternal substance use appear to be very substantial while the emotional and social consequences do not. The results suggest serious negative effects of substance exposure in utero on attention and cognitive functioning in general.     

Occupational Therapy's Emerging Role With Transitioning Adolescents in Foster Care

The American Occupational Therapy Association's Centennial Vision advocates for an emphasis on intervention and prevention services for children, young people, the aging, and those with severe and persistent mental illness. This article discusses mental health issues among adolescents in foster care, a population that would greatly benefit from occupational therapy services emphasizing skill development in the areas of independent living, vocation, and health. Additionally, current intervention modalities used by other disciplines with adolescents in foster care are explored. Finally, a pilot study demonstrating the opportunities for occupational therapists to influence the long-term outcomes of adolescents in foster care is described.     

The effectiveness of a joint mother–daughter sexual health program for Latina early adolescents

A culturally and cognitively adapted joint mother–daughter sexual health and HIV transmission curriculum was implemented for 96 Latina early adolescents and their mothers (48 mother–daughter dyads). Pretest and posttest surveys, interviews, and observations of participants' conversations about AIDS were used to assess program effectiveness in increasing knowledge and communication about sexuality and HIV transmission, and fostering daughters' positive attitudes toward using condoms in the future. At posttest, mothers and daughters reported an increase in the frequency of home communication about sexual topics and openness in general communication. Systematic observational analysis of videotaped mother–daughter conversations about AIDS revealed that, compared to the pretest, daughters were more engaged in posttest conversations as evidenced by an increase in their spontaneous sharing of information about HIV transmission and their offering of opinions. In addition, the posttest conversations focused on a broader discussion of HIV transmission risk behavior including condom use as a protective measure. Mothers who knew more about HIV transmission at posttest, and who reported more openness in general communication with daughters at posttest, asked their daughters more questions in the conversations about what they had learned in the program. Daughters who contributed more information and opinions to the posttest conversations, who were more knowledgeable about HIV transmission at posttest, and who reported more home communication about sexual topics in the posttest, also reported more positive attitudes toward using condoms in the future.