Effects of Video-Guided Group vs. Solitary Meditation on Mindfulness and Social Connectivity: A Pilot Study.

Interest in mindfulness meditation continues to grow as accumulating evidence suggests mindfulness training encourages more positive functioning. However, basic questions about the conditions best suited for realizing mindful states remain unanswered. Prominent among these is whether a group mindfulness practice setting is more effective for novice meditators than a solitary practice setting. Answering this question has assumed new urgency due to the imposition of physical distancing measures designed to stop the spread of COVID-19. In a time of limited social contact, is a simulated group practice setting better than practicing alone? This preliminary study investigated whether environmental setting impacted mindfulness practice experience by examining the effects of three simulated meditation practice environments (1. group practice, 2. nature practice, and 3. solitary practice) on state mindfulness and perceived social connectivity in a sample of novice meditators. Significant differences emerged across the three simulated practice settings. Findings suggest watching others meditate while meditating appears to most effectively induce a state of mindfulness and strengthen feelings of social connectivity. This study supports traditional beliefs about the benefits of group mindfulness practice. These findings also have implications for social workers struggling to stretch limited resources to address growing mental health demands, especially during times of heightened social isolation due to COVID-19. If a simulated group practice confers the same cognitive benefits as solitary practice while also conferring social benefits, simulated group instruction may be preferable for therapeutic and economic reasons.

An Analysis of the Barkley Deficits in Executive Functioning Scale in a College Population: Does It Predict Symptoms of ADHD Better Than a Visual-Search Task?

OBJECTIVE: Executive functioning (EF) deficits have been associated with ADHD. However, disagreement exists concerning the extent to which cognitive tests of EF accurately reflect a diagnosis of ADHD. Barkley developed the Barkley Deficits in Executive Functioning Scale (BDEFS) by categorizing the meta-construct of EF into five subdomains. This study investigated the incremental validity of the BDEFS in predicting symptoms of ADHD compared with a visual-search task. We also investigated patterns among the five BDEFS domains. METHOD: One hundred and sixteen college students completed a visual-search task and the BDEFS and reported on their symptoms of ADHD. RESULTS: (a) BDEFS total scores significantly predicted total ADHD symptoms, whereas the visual-search task failed to predict ADHD symptoms. (b) The BDEFS demonstrated significant correlations with symptoms of ADHD in expected patterns. CONCLUSION: This study provides evidence of validity for the BDEFS in a college sample.

Anxiety in college students With ADHD: relationship to cognitive functioning.

OBJECTIVE: This study sought to explore how anxiety impacts college students with ADHD, especially with regard to cognitive functioning. METHOD: 473 college students with ADHD and a control group of 200 college students without ADHD completed self-report measures of anxiety, ADHD symptomatology and tests of cognitive functioning. RESULTS: Students with ADHD reported significantly more anxiety than students without ADHD. Within the ADHD group, the relationship between anxiety and inattention was similar to the relationship between anxiety and hyperactivity/impulsivity. Students with ADHD reported more anxiety with regard to academics compared to life-in-general. There were no gender differences for anxiety; however, freshman indicated more anxiety than upper-classmen. Anxiety and inattention were found to interact such that students with low levels of inattention but high levels of anxiety performed better on tasks of cognitive ability. CONCLUSION: Anxiety in college students with ADHD can take many forms, and interventions require a multi-focused approach. There may be some positive aspects to anxiety.

Characterizing the time course and nature of attentional disengagement effects.

Visual features of fixated but irrelevant items contribute to both how long overt attention dwells at a location and to decisions regarding the location of subsequent attention shifts (Boot & Brockmole, 2010; Brockmole & Boot, 2009). Fixated but irrelevant search items that share the color of the search target delay the deployment of attention. Furthermore, eye movements are biased to distractors that share the color of the currently fixated item. We present a series of experiments that examined these effects in depth. Experiment 1 explored the time course of disengagement effects. Experiments 2 and 3 explored the generalizability of disengagement effects by testing whether they could be observed when participants searched for targets defined by form instead of color. Finally, Experiment 4 validated the disengagement paradigm as a measure of disengagement and ruled out alternative explanations for slowed saccadic reaction times. Results confirm and extend our understanding of the influence of features within the focus of attention on when and where attention will shift next.