Maris Vainre

Values and helping behavior: A study in four cultures

Values are important factors in determining individuals behaviours. Previous studies have examined the relations between values and helping behaviour, but usually in the context of a single culture. The current study examines the relations between personal value types and helping behaviour among university students (N = 722) in four cultures (Germany, Scotland-UK, Israel and Turkey). Across cultures, the value types of self-transcendence versus self-enhancement and conservation versus openness to change were positively related to helping. Specifically, self-transcendence values were positively related, and self-enhancement and openness to change values negatively related, to helping behaviour. The correlations pattern did not differ significantly between cultures.

A mindfulness-based intervention to increase resilience to stress in university students (the Mindful Student Study): a pragmatic randomised controlled trial

Summary Background The rising number of young people going to university has led to concerns about an increasing demand for student mental health services. We aimed to assess whether provision of mindfulness courses to university students would improve their resilience to stress. Methods We did this pragmatic randomised controlled trial at the University of Cambridge, UK. Students aged 18 years or older with no severe mental illness or crisis (self-assessed) were randomly assigned (1:1), via remote survey software using computer-generated random numbers, to receive either an 8 week mindfulness course adapted for university students (Mindfulness Skills for Students [MSS]) plus mental health support as usual, or mental health support as usual alone. Participants and the study management team were aware of group allocation, but allocation was concealed from the researchers, outcome assessors, and study statistician. The primary outcome was self-reported psychological distress during the examination period, as measured with the Clinical Outcomes in Routine Evaluation Outcome Measure (CORE–OM), with higher scores indicating more distress. The primary analysis was by intention to treat. This trial is registered with the Australia and New Zealand Clinical Trials Registry, number ACTRN12615001160527. Findings Between Sept 28, 2015, and Jan 15, 2016, we randomly assigned 616 students to the MSS group (n=309) or the support as usual group (n=307). 453 (74%) participants completed the CORE–OM during the examination period and 182 (59%) MSS participants completed at least half of the course. MSS reduced distress scores during the examination period compared with support as usual, with mean CORE–OM scores of 0·87 (SD 0·50) in 237 MSS participants versus 1·11 (0·57) in 216 support as usual participants (adjusted mean difference −0·14, 95% CI −0·22 to −0·06; p=0·001), showing a moderate effect size (β −0·44, 95% CI −0·60 to −0·29; p<0·0001). 123 (57%) of 214 participants in the support as usual group had distress scores above an accepted clinical threshold compared with 88 (37%) of 235 participants in the MSS group. On average, six students (95% CI four to ten) needed to be offered the MSS course to prevent one from experiencing clinical levels of distress. No participants had adverse reactions related to self-harm, suicidality, or harm to others. Interpretation Our findings show that provision of mindfulness training could be an effective component of a wider student mental health strategy. Further comparative effectiveness research with inclusion of controls for non-specific effects is needed to define a range of additional, effective interventions to increase resilience to stress in university students. Funding University of Cambridge and National Institute for Health Research Collaboration for Leadership in Applied Health Research and Care East of England.

Protocol for the Mindful Student Study: a randomised controlled trial of the provision of a mindfulness intervention to support university students' well-being and resilience to stress

Introduction Levels of stress in UK university students are high, with an increase in the proportion of students seeking help in recent years. Academic pressure is reported as a major trigger. Mindfulness training has been shown to reduce stress and is popular among students, but its effectiveness in this context needs to be ascertained. In this pragmatic randomised controlled trial, we hypothesise that the provision of a preventative mindfulness intervention in universities could reduce students psychological distress during the examination period (primary outcome), improve their resilience to stress up to at least 1u2005year later, reduce their use of mental health support services and improve academic performance. Methods and analysis At least 550 University of Cambridge students free from active crises or severe mental illness will be randomised to joining an 8-week mindfulness course or to mental health provision as usual (one-to-one allocation rate). Psychological distress will be measured using the Clinical Outcomes in Routine Evaluation Outcome Measure at baseline, postintervention, examination term and 1-year follow-up. Other outcomes are use of mental health services, inability to sit examinations or special circumstance requests, examination grades, well-being, altruism and coping measured with ecological momentary assessment. Outcome assessment and intention-to-treat primary analysis using linear mixed models adjusted for baseline scores will be blind to intervention allocation. We will also conduct per-protocol, subgroup and secondary outcome analyses. An Independent Data Monitoring and Ethics Committee will be set up. We will systematically monitor for, and react to, possible adverse events. An advisory reference group will comprise student representatives, members of the University Counselling Service and other student welfare staff. Ethics and dissemination Approval has been obtained from Cambridge Psychology Research Ethics Committee (PRE.2015.060). Results will be published in peer-reviewed journals. A lay summary will be disseminated to a wider audience including other universities. Trial registration number ACTRN12615001160527; pre-results.

Universities futureproofing youth mental health: research confirms that offering mindfulness courses to students increases their wellbeing and resilience to stress

Worldwide, increasing numbers of young people go to university, but there is concern about students’ rising need for mental health services. Young people’s journey through university provides a golden yet under-used opportunity for prevention. Mindfulness meditation training is popular amongst young people, but its effectiveness to increase wellbeing and resilience to stress in university students needs confirmation.

Provision of a mindfulness intervention to support university students' wellbeing and resilience to stress: preliminary results of a randomised controlled trial

Abstract Background Levels of stress in university students in the UK are high, with an increase in the proportion of students seeking help in recent years. Students report academic pressure as a major trigger. Mindfulness training has been shown to reduce stress and is popular among students, but its effectiveness in this context needs to be ascertained. We aimed to test the hypothesis that the provision of a preventive mindfulness intervention in universities could reduce students psychological distress during the examination period. Methods University of Cambridge students free from active crises or severe mental illness were randomised (1:1, automatic remote simple randomisation by random numbers, with automatic concealed allocation) to an 8 week mindfulness course or to mental health provision as usual. Primary outcome was psychological distress during the examination term as measured with the CORE Outcome Measure (CORE-OM). Other outcomes included CORE-OM at postintervention and 1 year follow-up, use of mental health support services, inability to sit exams or special circumstance requests, exam grades, wellbeing, altruism, and coping. At least 550 participants were required to detect a 0·3 SD change in the primary outcome with 90% power. Outcome assessment and intention-to-treat primary analysis with linear modelling adjusted for baseline scores were masked to intervention allocation. We systematically monitored for, and reacted to, adverse events. Independent data monitoring and ethics, and advisory reference committees were set up. This trial is registered with the Australian New Zealand Clinical Trials registry, number ACTRN12615001160527. Findings 309 students were randomised to mindfulness (median age 22 years [IQR 19·5–24·5], 59% women), and 307 to mental health provision as usual (22 [19·5–24·5], 65%). Students were more distressed (higher mean baseline CORE-OM score) than the average UK student but less so than those attending counselling sessions at the University Counselling Service. Collection of outcome data is continuing. Interpretation This well-powered pragmatic randomised trial assessing a mindfulness intervention for university students is highly relevant to policy makers. Involving from its inception horizontal coproduction between researchers and stakeholders, it evaluates the provision of a service, and intends to inform student welfare policies in the global context of large increases in participation in higher education. Funding University of Cambridge Vice-Chancellors Endowment Fund, the University Counselling Service, and the National Institute for Health Research Collaboration for Leadership in Applied Health Research and Care East of England.

An exemplar of GP commissioning and child and adolescent mental health service partnership: Cambridge 1419 young people's service

Purpose – The purpose of this paper is to draw attention to commissioning and service structures enabling implementation of evidence-based cost-effective care as illustrated by the “1419” young people’s service treating mild to moderate severity mental health difficulties in teenagers old 14 to 19 years. The authors describe relevant local contextual factors: “relational commissioning”, demand capacity planning and a receptive and safe clinical context. Design/methodology/approach – The authors used a participant observer qualitative research design to describe commissioning and service design. Treatment outcomes were analysed using a quantitative design and found significant improvement in service user mental health and daily function. These results will be reported elsewhere. Findings – The dynamics and structures described here enabled clear shared goals between service user, service purchaser, service provider and service partners. The goals and design of the service were not static and were subject t...