Enhancing executive function in preschoolers through a mindfulness-based intervention
by Laura Rosenbaum
Executive functioning includes skills such as maintaining attention, inhibiting attention towards distractions, and making decisions based on incoming information. These skills develop across the lifespan with the most dramatic growth occurring during the preschool years (i.e. ages 3-5; (Center on the Developing Child at Harvard University [CDCHU], 2011 ). The development of executive functioning in the preschool years is important as these skills form the foundation for school readiness and future academic achievement, above and beyond intellectual ability (Fitzpatrick et al., 2014). One suggested approach to enhancing executive functioning in preschoolers is through mindfulness-based interventions (MBis). Mindfulness refers to paying attention to the internal and external experiences of the present moment with acceptance and curiosity. Among other positive outcomes, researchers who have explored MBis with school-aged children have reported significant improvements in executive functioning. Although we know that the preschool years are a time of dramatic growth for EF skills and that MBis can improve EF skills in older children, research on the effectiveness of MBis with young children is limited. The purpose of the current study is to evaluate Mini Mind, an MBI developed specifically for preschool-aged children. The intervention includes twelve 20-minute sessions across 6 weeks and focuses on developing curiosity towards and awareness of internal and external experiences. We propose to use a randomized, wait-list active control design with 40 preschool students. We plan to use multiple sources and methods of evaluation to provide a comprehensive understanding of the acceptability, feasibility, and effectiveness of Mini Mind.
“Perfectionism, Acculturative Stress, Coping Styles, and Depression among International Students”
by Yi-Shi Hsiao
The present study examined whether adaptive and maladaptive perfectionism, acculturative stress, and three coping strategies (reflective, suppressive, and reactive) have interaction effects in predicting depression. Data were collected from 789 international students at seventeen different college campuses across the United States using an online survey. Results from hierarchical regression analyses indicated that there were significant main effects for adaptive perfectionism, maladaptive perfectionism, acculturative stress, and three coping strategies. Results also indicated that there were four significant two-way interactions among the variables in the prediction of depression. Ineffective coping (suppressive and reactive) moderated the relationship between acculturative stress and depression. Maladaptive perfectionism moderated the relationship between acculturative stress and depression. Reflective coping moderated the relationship between maladaptive perfectionism and depression only for students with relatively higher maladaptive perfectionism. There were no significant three-way interactions among the variables in the prediction of depression. Implications for counseling and future research suggestions are discussed.
The College of Education and Human Development will hold its Kappa Delta Pi Induction on Saturday, Oct. 17 at 3 p.m. in the Georgia State University Speakers Auditorium (55 Gilmer St., Atlanta).
For more information about this event, contact Elisa Tate at firstname.lastname@example.org.