Mindfulness training impacts brain network dynamics linked to stress response in young adolescents†
Poster No:
952
Submission Type:
Abstract Submission
Authors:
Julian Gaviria Lopez1, Camille Piguet2
Institutions:
1Amsterdam UMC, Geneva, Geneva, 2University of Geneva, Geneva, Geneva
First Author:
Co-Author:
Introduction:
† A preprint version of the manuscript is found in (Gaviria et al., 2024)
Mindfulness-based interventions (MBI) decrease psychological distress in adolescents and might prevent the occurrence of affective disorders during this highly vulnerable period. Past research has advanced the discovery of neural architecture recruited by MBI. However, the brain mechanisms through which mindfulness exerts more resilient responses to social stressors in teens remain unclear. Here, we examined how MBI modulates changes in brain network dynamics following social stress with different affective valence (i.e., neutral, negative, and positive).
Aims
(I) To investigate the brain functional systems involved in mindfulness training and (II) how they affect responses to different types of psychosocial stress (i.e., neutral, negative, and positive).
Mindfulness-based interventions (MBI) decrease psychological distress in adolescents and might prevent the occurrence of affective disorders during this highly vulnerable period. Past research has advanced the discovery of neural architecture recruited by MBI. However, the brain mechanisms through which mindfulness exerts more resilient responses to social stressors in teens remain unclear. Here, we examined how MBI modulates changes in brain network dynamics following social stress with different affective valence (i.e., neutral, negative, and positive).
Aims
(I) To investigate the brain functional systems involved in mindfulness training and (II) how they affect responses to different types of psychosocial stress (i.e., neutral, negative, and positive).
Methods:
We conducted the Mindfulteen study (Piguet et al., 2022), a nested randomized controlled trial of a mindfulness-based intervention (MBI) for adolescents. The study recruited seventy non-clinical participants (between 13 and 15 years old. 41 females), which were electronically randomized into either the "intervention" group or the "control" group (see Figure 1B). Those assigned to the "intervention" group participated in MBI for 8 consecutive weeks, attending one 90-minute group practice session each week. Before and after the MBI program, participants completed a psychosocial stress task while undergoing fMRI scanning. This task involved performing arithmetic operations followed by three types of social evaluative feedback: positive, neutral, and negative. Recovery periods (i.e., resting state) were incorporated between the sessions. A graphic summary of the paradigm is found in Figure 1B. Additionally, self-reported measurements of psychological distress were collected at both measurement points (i.e., "pre" and "post" MBI). Clinical assessments included the Kiddie Schedule for Affective Disorders and Schizophrenia, Present and Lifetime Version [K-SADS-PL (Kaufman et al., 1997)]. For anxiety, we used the State-Trait Anxiety Inventory for Children [STAI-C (Turgeon & Chartrand, 2003)]. Depression was assessed with the Beck Depression Inventory [BDI (Beck, 1961)], while stress was measured using the Depression and Anxiety Stress Scale [DASS-21 (Henry & Crawford, 2005)]. Global functioning was evaluated with the Strengths and Difficulties Questionnaire (Goodman, 1997), and trait mindfulness was assessed with the Child and Adolescent Mindfulness Measure [CAMM (Greco et al., 2011)]. We also computed seed-based coactivation patterns [CAPs (Bolton et al., 2020)] from the fMRI data to characterize dynamic functional connectivity within whole-brain networks during the recovery phase following "positive" or "negative" social feedback. The brain regions of interest selected for the CAP analysis [ROIs (Figure 1E)] were previously identified as highly responsive to acute stress in adolescents (Corr et al., 2022).
Results:
In the intervention group, MBI reduced transient co-activation changes in dorsal medial regions of the default network following the experience of psychosocial stress (see CAP1DN-DM in Figure 2 A,B). However, these brain changes were not specific to the affective valence of stressful stimuli. The relationship between the CAP1DN-DM dynamics and the measurements of psychological distress (Figure 2C) was causally mediated by mindfulness trait. (Figure 2D).
Conclusions:
Globally, our findings support a model in which MBI causally mediate brain-behavior interactions related to psychosocial stress in adolescents.
Emotion, Motivation and Social Neuroscience:
Social Interaction
Emotion and Motivation Other 2
Lifespan Development:
Early life, Adolescence, Aging 1
Modeling and Analysis Methods:
Connectivity (eg. functional, effective, structural)
Novel Imaging Acquisition Methods:
BOLD fMRI
Keywords:
Affective Disorders
Emotions
FUNCTIONAL MRI
Other - Mindfulness; Adolescence
1|2Indicates the priority used for review
Abstract Information
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Bolton, T. A., Tuleasca, C., Wotruba, D., Rey, G., Dhanis, H., Gauthier, B., Delavari, F., Morgenroth, E., Gaviria, J., & Blondiaux, E. (2020). TbCAPs: A toolbox for co-activation pattern analysis. NeuroImage, 211, 116621.
Corr, R., Glier, S., Bizzell, J., Pelletier-Baldelli, A., Campbell, A., Killian-Farrell, C., & Belger, A. (2022). Triple Network Functional Connectivity During Acute Stress in Adolescents and the Influence of Polyvictimization. Biological Psychiatry: Cognitive Neuroscience and Neuroimaging, 7(9), 867–875.
Gaviria, J., Celen, Z., Smith, M. M., Peek, L., Brosset, S., Vuilleumier, P., Van De Ville, D., Merglen, A., Klauser, P., & Piguet, C. (2024). Mindfulness training impacts brain network dynamics linked to stress response in young adolescents. https://doi.org/10.1101/2024.10.16.616959
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Henry, J. D., & Crawford, J. R. (2005). The short‐form version of the Depression Anxiety Stress Scales (DASS‐21): Construct validity and normative data in a large non‐clinical sample. British Journal of Clinical Psychology, 44(2), 227–239.
Kaufman, J., Birmaher, B., Brent, D., Rao, U., Flynn, C., Moreci, P., Williamson, D., & Ryan, N. (1997). Schedule for Affective Disorders and Schizophrenia for School-Age Children-Present and Lifetime Version (K-SADS-PL): Initial Reliability and Validity Data. Journal of the American Academy of Child & Adolescent Psychiatry, 36(7), 980–988.
Piguet, C., Klauser, P., Celen, Z., James Murray, R., Magnus Smith, M., & Merglen, A. (2022). Randomized controlled trial of a mindfulness‐based intervention in adolescents from the general population: The Mindfulteen neuroimaging study protocol. Early Intervention in Psychiatry, 16(8), 891–901. https://doi.org/10.1111/eip.13235
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