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Sökning: WFRF:(Hintsanen Mirka)

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1.
  • Lassander, Maarit, et al. (författare)
  • 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
  • 2021
  • Ingår i: Quality of Life Research. - : Springer. - 0962-9343 .- 1573-2649. ; 30, s. 3407-3419
  • Tidskriftsartikel (refereegranskat)abstract
    • 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 (β = mean difference) (β = 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.TRIAL REGISTRATION INFORMATION: Healthy Learning Mind-a school-based mindfulness and relaxation program: a study protocol for a cluster randomized controlled trial (RCT) ISRCTN18642659 retrospectively registered on 13 October 2015. The full trial protocol can be accessed at http://rdcu.be/t57S .
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2.
  • Lassander, Maarit, et al. (författare)
  • Pilot study on students’ stress reactivity after mindfulness intervention compared to relaxation control group
  • 2022
  • Ingår i: International Journal of Stress Management. - : American Psychological Association (APA). - 1072-5245 .- 1573-3424. ; 29:3, s. 306-317
  • Tidskriftsartikel (refereegranskat)abstract
    • The current pilot study examines the effects of a mindfulness intervention versus relaxation-based active control on psychophysiological reactivity measured by heart rate (HR), high-frequency heart rate variability (HF-HRV), skin conductance level (SCL), and number of skin conductance responses (SCR) in adolescents. A total of 110 students, ages 12 and 15, participated from four schools. The conditions of a 9-week mindfulness intervention or a relaxation-based active control were randomly assigned to schools. At the baseline (preintervention), participants completed a test protocol with three different tasks: an arithmetic task, a minimal stress task, and a social stress-inducing speech task, divided into argue, oppose, and comment subtasks. The test protocol was repeated postintervention at 9 weeks and followed up at 26 weeks. For the speech task (oppose), the number of SCRs increased in the control group during both (9-week and 26-week) follow-ups, but stayed at the same level in the intervention group (i.e., the stress response in the control group increased). Additionally, HR and SCL reactivity were close to significance, demonstrating an increase in the control group and increased stress. There were no significant differences in HR, HF-HRV, and SCL between the intervention and control groups. The results of this pilot study suggest that in a highly stressful social situation, mindfulness, compared to the active control, might have a subtle effect in lowering sympathetically driven physiological stress reactivity. Other measures show either no effects or tentative findings that should be addressed in future studies with larger samples.
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3.
  • Lassander, Maarit, et al. (författare)
  • The Effects of School-based Mindfulness Intervention on Executive Functioning in a Cluster Randomized Controlled Trial
  • 2020
  • Ingår i: Developmental Neuropsychology. - : Taylor & Francis. - 8756-5641 .- 1532-6942. ; 45:7-8, s. 469-484
  • Tidskriftsartikel (refereegranskat)abstract
    • Executive functions (EFs) are essential for student's learning and classroom functioning. The current cluster randomized controlled trial examines the effects of mindfulness intervention vs. active control program (i.e., relaxation) focusing on the main EFs (i.e., working memory, response inhibition, cognitive processing, cognitive flexibility and verbal fluency). A total of 131 students from 6th grade and 8th grade (median age 12 and 15) from four comprehensive schools participated. The schools were to equal shares randomized to intervention and active control groups, i.e., groups who underwent a 9-week mindfulness practice or relaxation program, respectively. Participants completed a cognitive test-package at baseline/pre-intervention, post-intervention at 9 weeks and follow-up at 6 months. Both intervention and active relaxation-based control groups improved on a majority of EF measures at both 9 weeks and 6 months. There was no significant difference between the mindfulness intervention group and the active control program in EFs. The current study suggests that mindfulness intervention and active control program do not differ in their effects to EFs, although both may have positive outcomes. Further research with both active and inactive control groups is needed to map the potential benefits of similar programs for cognitive functioning.
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4.
  • Törnroos, Maria, et al. (författare)
  • Is There a Two-Way Relationship Between Cynicism and Job Strain? Evidence From a Prospective Population-Based Study
  • 2015
  • Ingår i: Journal of Occupational and Environmental Medicine. - 1076-2752 .- 1536-5948. ; 57:5, s. 479-484
  • Tidskriftsartikel (refereegranskat)abstract
    • Objective: To examine the bidirectional relationship between job strain and cynicism. Methods: The study sample was obtained from the Young Finns study and comprised 757 participants (399 women, 53%). The bidirectional association between cynicism and job strain over a 6-year-follow-up was examined with a cross-lagged structural equation model, controlling for a number of demographic variables. Results: High job strain (beta = 0.08; P = 0.007) was associated with higher baseline-adjusted cynicism 6 years later. Nevertheless, cynicism was not associated with baseline-adjusted job strain. The additional analysis showed that cynicism mediated 21.5% of the relationship between job strain and depression. Conclusions: Perceptions of having a highly strenuous job may elicit mistrustful and cynical attitudes in employees, which in turn may lead to mental health problems.
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5.
  • Volanen, Salla-Maarit, et al. (författare)
  • Healthy Learning Mind - a school-based mindfulness and relaxation program : a study protocol for a cluster randomized controlled trial
  • 2016
  • Ingår i: BMC Psychology. - : BioMed Central. - 2050-7283. ; 4
  • Tidskriftsartikel (refereegranskat)abstract
    • BACKGROUND: Mindfulness has shown positive effects on mental health, mental capacity and well-being among adult population. Among children and adolescents, previous research on the effectiveness of mindfulness interventions on health and well-being has shown promising results, but studies with methodologically sound designs have been called for. Few intervention studies in this population have compared the effectiveness of mindfulness programs to alternative intervention programs with adequate sample sizes.METHODS/DESIGN: Our primary aim is to explore the effectiveness of a school-based mindfulness intervention program compared to a standard relaxation program among a non-clinical children and adolescent sample, and a non-treatment control group in school context. In this study, we systematically examine the effects of mindfulness intervention on mental well-being (primary outcomes being resilience; existence/absence of depressive symptoms; experienced psychological strengths and difficulties), cognitive functions, psychophysiological responses, academic achievements, and motivational determinants of practicing mindfulness. The design is a cluster randomized controlled trial with three arms (mindfulness intervention group, active control group, non-treatment group) and the sample includes 59 Finnish schools and approx. 3 000 students aged 12-15 years. Intervention consists of nine mindfulness based lessons, 45 mins per week, for 9 weeks, the dose being identical in active control group receiving standard relaxation program called Relax. The programs are delivered by 14 educated facilitators. Students, their teachers and parents will fill-in the research questionnaires before and after the intervention, and they will all be followed up 6 months after baseline. Additionally, students will be followed 12 months after baseline. For longer follow-up, consent to linking the data to the main health registers has been asked from students and their parents.DISCUSSION: The present study examines systematically the effectiveness of a school-based mindfulness program compared to a standard relaxation program, and a non-treatment control group. A strength of the current study lies in its methodologically rigorous, randomized controlled study design, which allows novel evidence on the effectiveness of mindfulness over and above a standard relaxation program.TRIAL REGISTRATION: ISRCTN18642659 . Retrospectively registered 13 October 2015.
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6.
  • Volanen, Salla-Maarit, et al. (författare)
  • Healthy learning mind – Effectiveness of a mindfulness program on mental health compared to a relaxation program and teaching as usual in schools : A cluster-randomised controlled trial
  • 2020
  • Ingår i: Journal of Affective Disorders. - : Elsevier. - 0165-0327 .- 1573-2517. ; 260, s. 660-669
  • Tidskriftsartikel (refereegranskat)abstract
    • 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. 
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7.
  • Zwir, Igor, et al. (författare)
  • Three Genetic-Environmental Networks for Human Personality
  • 2021
  • Ingår i: Molecular Psychiatry. - : Springer Science and Business Media LLC. - 1359-4184 .- 1476-5578. ; 26
  • Tidskriftsartikel (refereegranskat)abstract
    • Phylogenetic, developmental, and brain-imaging studies suggest that human personality is the integrated expression of three major systems of learning and memory that regulate (1) associative conditioning, (2) intentionality, and (3) self-awareness. We have uncovered largely disjoint sets of genes regulating these dissociable learning processes in different clusters of people with (1) unregulated temperament profiles (i.e., associatively conditioned habits and emotional reactivity), (2) organized character profiles (i.e., intentional self-control of emotional conflicts and goals), and (3) creative character profiles (i.e., self-aware appraisal of values and theories), respectively. However, little is known about how these temperament and character components of personality are jointly organized and develop in an integrated manner. In three large independent genome-wide association studies from Finland, Germany, and Korea, we used a data-driven machine learning method to uncover joint phenotypic networks of temperament and character and also the genetic networks with which they are associated. We found three clusters of similar numbers of people with distinct combinations of temperament and character profiles. Their associated genetic and environmental networks were largely disjoint, and differentially related to distinct forms of learning and memory. Of the 972 genes that mapped to the three phenotypic networks, 72% were unique to a single network. The findings in the Finnish discovery sample were blindly and independently replicated in samples of Germans and Koreans. We conclude that temperament and character are integrated within three disjoint networks that regulate healthy longevity and dissociable systems of learning and memory by nearly disjoint sets of genetic and environmental influences.
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8.
  • Zwir, Igor, et al. (författare)
  • Uncovering the complex genetics of human character
  • 2020
  • Ingår i: Molecular Psychiatry. - : Springer Science and Business Media LLC. - 1359-4184 .- 1476-5578. ; 25:10, s. 2295-2312
  • Tidskriftsartikel (refereegranskat)abstract
    • Human personality is 30–60% heritable according to twin and adoption studies. Hundreds of genetic variants are expected to influence its complex development, but few have been identified. We used a machine learning method for genome-wide association studies (GWAS) to uncover complex genotypic–phenotypic networks and environmental interactions. The Temperament and Character Inventory (TCI) measured the self-regulatory components of personality critical for health (i.e., the character traits of self-directedness, cooperativeness, and self-transcendence). In a discovery sample of 2149 healthy Finns, we identified sets of single-nucleotide polymorphisms (SNPs) that cluster within particular individuals (i.e., SNP sets) regardless of phenotype. Second, we identified five clusters of people with distinct profiles of character traits regardless of genotype. Third, we found 42 SNP sets that identified 727 gene loci and were significantly associated with one or more of the character profiles. Each character profile was related to different SNP sets with distinct molecular processes and neuronal functions. Environmental influences measured in childhood and adulthood had small but significant effects. We confirmed the replicability of 95% of the 42 SNP sets in healthy Korean and German samples, as well as their associations with character. The identified SNPs explained nearly all the heritability expected for character in each sample (50 to 58%). We conclude that self-regulatory personality traits are strongly influenced by organized interactions among more than 700 genes despite variable cultures and environments. These gene sets modulate specific molecular processes in brain for intentional goal-setting, self-reflection, empathy, and episodic learning and memory.
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9.
  • Zwir, Igor, et al. (författare)
  • Uncovering the complex genetics of human temperament
  • 2020
  • Ingår i: Molecular Psychiatry. - : Springer Science and Business Media LLC. - 1359-4184 .- 1476-5578. ; 25:10, s. 2275-2294
  • Tidskriftsartikel (refereegranskat)abstract
    • Experimental studies of learning suggest that human temperament may depend on the molecular mechanisms for associative conditioning, which are highly conserved in animals. The main genetic pathways for associative conditioning are known in experimental animals, but have not been identified in prior genome-wide association studies (GWAS) of human temperament. We used a data-driven machine learning method for GWAS to uncover the complex genotypic–phenotypic networks and environmental interactions related to human temperament. In a discovery sample of 2149 healthy Finns, we identified sets of single-nucleotide polymorphisms (SNPs) that cluster within particular individuals (i.e., SNP sets) regardless of phenotype. Second, we identified 3 clusters of people with distinct temperament profiles measured by the Temperament and Character Inventory regardless of genotype. Third, we found 51 SNP sets that identified 736 gene loci and were significantly associated with temperament. The identified genes were enriched in pathways activated by associative conditioning in animals, including the ERK, PI3K, and PKC pathways. 74% of the identified genes were unique to a specific temperament profile. Environmental influences measured in childhood and adulthood had small but significant effects. We confirmed the replicability of the 51 Finnish SNP sets in healthy Korean (90%) and German samples (89%), as well as their associations with temperament. The identified SNPs explained nearly all the heritability expected in each sample (37–53%) despite variable cultures and environments. We conclude that human temperament is strongly influenced by more than 700 genes that modulate associative conditioning by molecular processes for synaptic plasticity and long-term memory.
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