Improving executive, behavioural and socio-emotional competences in very preterm young adolescents through a mindfulness-based intervention: Study protocol and feasibility

Article Article scientifique Article Improving executive, behavioural and socio-emotional competences in very preterm young adolescents through a mindfulness-based intervention: Study protocol and feasibility eng 2021-07-31 2021-10 author Siffredi Vanessa 593615 author Liverani Maria Chiara 698554 author Magnus Smith Mariana 906029 author Meskaldji Djalel Eddine 812758 author Stuckelberger Françoise Denise 70040 author Freitas Lorena 855354 author De Albuquerque Jiske 815575 author Savigny Emilie 779397 author Gimbert Fanny 862092 author Hüppi Petra Susan 133591 author Merglen Arnaud 104541 author Borradori Tolsa Cristina 71921 author Ha Vinh Leuchter Elisa Russia Tuyet Mai 710706 105435 10.1016/j.earlhumdev.2021.105435 34507019 0378-3782 https://www.sciencedirect.com/science/article/pii/S0378378221001341 Background: Very preterm (VPT) children and adolescents show executive, behavioural and socio-emotional difficulties that persist into adulthood. Despite the promising role of mindfulness-based intervention (MBI) in improving theses competences in children and adolescents, the effectiveness of an MBI has not been assessed in a VPT population so far. Aims: To describe the protocol and to evaluate the feasibility and acceptability of a clinical trial on an 8-week MBI program to enhance executive and socio-emotional competences in a cohort of VPT young adolescents. Study design: A randomised controlled trial (RCT) and a pre-post intervention designs. Participants: 164 VPT young adolescents from 10 to 14 years old, born before 32 gestational weeks, without major intellectual, sensory or physical impairments, and attending mainstream school, were invited to participate in an 8-week MBI program. Outcome measures: Completion rate of the study was recorded. Acceptability, satisfaction and attendance measures of the MBI were collected using self-reported questionnaires and registration of attendance. Results: Of the 63 participants who were enrolled in the study (38.2% of families invited to participate), 52 (82.5%) completed all assessments. Acceptability was high as shown by the high attendance rate in the sessions and the feedback evaluation questionnaire. Conclusions: Our findings suggest that an MBI is feasible to implement and show a high acceptability among participants. The use of an RCT design in our study constitutes the gold standard for testing the efficacy of such intervention in VPT young adolescents. If effective, the MBI program could potentially be a valuable tool for improving executive and socio-emotional competences in the vulnerable VPT population. Adolescence Feasibility Mindfulness-based intervention Preterm birth Study protocol Dewey 150 Dewey 616.0757 Dewey 618 Swiss National Science Foundation Building the path to resilience in preterm infants: a neuroimaging investigation of the impact of multisensory and neurocognitive interventions 324730_163084 CH Project funding 58 Département de pédiatrie, gynécologie et obstétrique 223 62 Département de radiologie et informatique médicale 227 108 Section de psychologie 71 false 150 L'imagerie cérébrale 184 Early human development 161 05b47a87-5d99-459b-a0e9-a72b50a38656 Article (Published version) Public impro.pdf 1239265 application/pdf CC BY-NC-ND-4.0 ce5e3cf9-5ae3-4baf-8ad1-479cb054c9ce Appendix Public 1-s2.0-S0378378221001341-mmc1.pdf 255618 application/pdf openAccess Faculté de médecine / Section de médecine clinique / Département de pédiatrie, gynécologie et obstétrique Faculté de médecine / Section de médecine clinique / Département de radiologie et informatique médicale Faculté de psychologie et des sciences de l'éducation / Section de psychologie

Title	Published in	Access level	OA Policy	Year	Views	Downloads

Improving executive, behavioural and socio-emotional competences in very preterm young adolescents through a mindfulness-based intervention: Study protocol and feasibility	Early human development			2021	247	245

Archive ouverte UNIGE

Savigny, Emilie