1  951 82 EFFECTS OF A CLASSROOM-BASED YOGA INTERVENTION ON CORTISOL AND BEHAVIOR IN SECOND- AND THIRD-GRADE STUDENTS: A PILOT STUDY. THIS UNCONTROLLED PILOT STUDY EXAMINED THE EFFECTS OF A CLASSROOM-BASED YOGA INTERVENTION ON CORTISOL CONCENTRATIONS AND PERCEIVED BEHAVIOR IN CHILDREN. A 10-WEEK YOGA 4 CLASSROOMS INTERVENTION WAS IMPLEMENTED IN ONE SECOND-GRADE AND ONE THIRD-GRADE CLASSROOM. STUDENTS' SALIVARY CORTISOL RESPONSES WERE ASSESSED AT 3 TIME POINTS. CLASSROOM TEACHERS ALSO DOCUMENTED THEIR PERCEPTIONS OF THE EFFECTS OF THE INTERVENTION ON STUDENTS' COGNITIVE, SOCIAL, AND EMOTIONAL SKILLS. SECOND, BUT NOT THIRD, GRADERS SHOWED A SIGNIFICANT DECREASE IN BASELINE CORTISOL FROM BEFORE TO AFTER THE INTERVENTION. SECOND AND THIRD GRADERS BOTH SHOWED SIGNIFICANT DECREASES IN CORTISOL FROM BEFORE TO AFTER A COGNITIVE TASK, BUT NEITHER GRADE SHOWED ADDITIONAL DECREASES FROM BEFORE TO AFTER A SINGLE YOGA CLASS. THE SECOND-GRADE TEACHER PERCEIVED SIGNIFICANT IMPROVEMENTS IN SEVERAL ASPECTS HIS/HER STUDENTS' BEHAVIOR. THE THIRD-GRADE TEACHER PERCEIVED SOME, BUT FEWER, IMPROVEMENTS IN HIS/HER STUDENTS' BEHAVIOR. RESULTS SUGGEST THAT SCHOOL-BASED YOGA MAY BE ADVANTAGEOUS FOR STRESS MANAGEMENT AND BEHAVIOR.	2015	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               
2  988 36 EFFECTS OF HATHA YOGA ON BLOOD PRESSURE, SALIVARY ALPHA-AMYLASE, AND CORTISOL FUNCTION AMONG NORMOTENSIVE AND PREHYPERTENSIVE YOUTH. OBJECTIVE: EVIDENCE IS ACCUMULATING, PREDOMINANTLY AMONG CLINICAL TRIALS IN ADULTS, THAT YOGA IMPROVES BLOOD PRESSURE (BP) CONTROL, WITH DOWNREGULATION OF THE HYPOTHALAMIC-PITUITARY-ADRENAL (HPA) AXIS AND THE SYMPATHETIC NERVOUS SYSTEM (SNS) PROJECTED AS UNDERLYING MECHANISMS. THIS PILOT STUDY ASSESSED WHETHER HATHA YOGA HAS THE POTENTIAL TO REDUCE BP AMONG YOUTH AND WHETHER DAMPENING OF THE SNS AND/OR HPA ACTIVITY IS A LIKELY PATHWAY OF CHANGE. DESIGN: THIRTY-ONE SEVENTH GRADERS WERE RANDOMLY ASSIGNED TO A HATHA YOGA PROGRAM (HYP) OR ATTENTION CONTROL (AC) MUSIC OR ART CLASS. BASELINE AND 3-MONTH EVALUATIONS INCLUDED RESTING BP; OVERNIGHT URINE SAMPLES; AND SALIVA COLLECTED AT BEDTIME, UPON AWAKENING, AND AT 30 AND 60 MINUTES AFTER AWAKENING FOR ALPHA-AMYLASE AND CORTISOL ASSAYS. RESULTS: TWENTY-EIGHT (14 IN THE HYP GROUP AND 14 IN THE AC GROUP) STUDENTS WERE ASSESSED BOTH BEFORE AND AFTER THE INTERVENTION. BP CHANGES FROM PRE- TO POST-INTERVENTION WERE -3.0/-2.0 MMHG FOR THE HYP GROUP AND -0.07/-0.79 MMHG FOR THE AC GROUP (P=0.30 AND 0.57, RESPECTIVELY). CHANGES IN SYSTOLIC BP (SBP)/DIASTOLIC BP (DBP) FOR THE PREHYPERTENSIVE (75TH-94TH PERCENTILES FOR SBP) SUBGROUP ANALYSES WERE -10.75/-8.25 MMHG FOR THE HYP GROUP (N=4) VERSUS 1.8/1.0 MMHG FOR THE AC GROUP (N=5) (P FOR SBP=0.02; P FOR DBP=0.09). ALTHOUGH NO STATISTICALLY SIGNIFICANT GROUP DIFFERENCES WERE OBSERVED WITH CHANGES IN SNS OR HPA AWAKENING CURVES (AREA UNDER CURVE FOR ALPHA-AMYLASE AND CORTISOL, RESPECTIVELY), A SMALL TO MODERATE EFFECT SIZE WAS SEEN FAVORING A REDUCTION OF ALPHA-AMYLASE ACTIVATION FOR THE HYP GROUP (COHEN D=0.34; PREHYPERTENSIVE D=0.20). CONCLUSIONS: A SCHOOL-BASED HATHA YOGA PROGRAM DEMONSTRATED POTENTIAL TO DECREASE RESTING BP, PARTICULARLY AMONG PREHYPERTENSIVE YOUTH. REDUCED SNS DRIVE MAY BE AN UNDERLYING NEUROHORMONAL PATHWAY BENEFICIALLY AFFECTED BY THE PROGRAM. A LARGE-SCALE EFFICACY/EFFECTIVENESS RANDOMIZED CLINICAL TRIAL IS WARRANTED.	2014	
                                                                                                 
3  307 37 AN EVALUATION OF YOGA AND MEDITATION TO IMPROVE ATTENTION, HYPERACTIVITY, AND STRESS IN HIGH-SCHOOL STUDENTS. OBJECTIVE: PROBLEMS WITH ATTENTION AND STRESS ARE COMMON IN CHILDREN AND PREDICT ACADEMIC DIFFICULTIES AND OTHER BEHAVIORAL AND EMOTIONAL PROBLEMS. MIND-BODY INTERVENTIONS SUCH AS YOGA AND MEDITATION IMPROVE ATTENTION AND REDUCE STRESS. IN THIS STUDY, WE EXAMINED THE IMPACT OF HATHA YOGA ON ATTENTION AND STRESS IN NINTH GRADERS. DESIGN: A TOTAL OF 174 NINTH GRADERS FROM A TEXAS HIGH SCHOOL WERE ENROLLED IN THE STUDY. TEACHERS ASSIGNED STUDENTS TO A YOGA GROUP (YG) OR CONTROL GROUP (CG) BASED ON THEIR CLASS SCHEDULE. THE YG PARTICIPATED IN 25-MIN HATHA YOGA CLASSES TWICE WEEKLY OVER 12 WEEKS (N = 123). THE CG INCLUDED 51 STUDENTS. STUDENT SELF-REPORTS ON MEASURES OF INATTENTION AND HYPERACTIVITY (THE STRENGTHS AND WEAKNESSES OF ADHD [ATTENTION-DEFICIT/HYPERACTIVITY DISORDER] SYMPTOMS AND NORMAL BEHAVIOR RATING SCALE FOR ADHD) AND STRESS (PERCEIVED STRESS SCALE) WERE OBTAINED AT BASELINE AND AT 12 WEEKS. RESULTS: THERE WERE NO SIGNIFICANT DIFFERENCES IN BASELINE LEVELS OF INATTENTION (P = 0.86), HYPERACTIVITY (P = 0.25), AND PERCEIVED STRESS (P = 0.28) BETWEEN THE YG AND CG. REGARDING INATTENTION SCORES, THERE WAS A SIGNIFICANT INTERACTION OF GROUP AND TIME (B = -1.09, STANDARD ERROR [SE] = 0.30, P < 0.001). PAIRWISE T-TESTS SHOWED A SIGNIFICANT REDUCTION IN INATTENTION FOR THE YG (D = 0.27) BUT A SIGNIFICANT INCREASE IN INATTENTION FOR THE CG. REGARDING HYPERACTIVITY, THERE WAS NO SIGNIFICANT INTERACTION OF GROUP AND TIME (B = -0.43, SE = 0.26, P = 0.1). PAIRWISE T-TESTS DEMONSTRATED A SIGNIFICANT REDUCTION IN HYPERACTIVITY FOR THE YG (D = 0.22), BUT NOT THE CG. THE INTERACTION OF GROUP AND TIME WAS NOT SIGNIFICANT IN PREDICTING THE SLOPE OF CHANGE IN PERCEIVED DISTRESS (B = -0.93, SE = 1.19, P = 0.43). PAIRWISE T-TESTS DID NOT SHOW A SIGNIFICANT REDUCTION IN PERCEIVED DISTRESS FOR EITHER GROUP. CONCLUSION: THESE FINDINGS SUGGEST THAT HATHA YOGA MAY IMPROVE ATTENTION AND HYPERACTIVITY IN HIGH SCHOOL STUDENTS.	2020	
                                                                                                                                        
4 1832 25 PSYCHOLOGICAL WELL-BEING, HEALTH BEHAVIORS, AND WEIGHT LOSS AMONG PARTICIPANTS IN A RESIDENTIAL, KRIPALU YOGA-BASED WEIGHT LOSS PROGRAM. UNLABELLED: THE INCREASING PREVALENCE OF OVERWEIGHT AND OBESITY IN HUMANS IS A GROWING PUBLIC HEALTH CONCERN IN THE UNITED STATES. CONCOMITANTS INCLUDE POOR HEALTH BEHAVIORS AND REDUCED PSYCHOLOGICAL WELL-BEING. PRELIMINARY EVIDENCE SUGGESTS YOGA AND TREATMENT PARADIGMS INCORPORATING MINDFULNESS, SELF-COMPASSION (SC), ACCEPTANCE, NON-DIETING, AND INTUITIVE EATING MAY IMPROVE THESE ANCILLARY CORRELATES, WHICH MAY PROMOTE LONG-TERM WEIGHT LOSS. METHODS: WE EXPLORED THE IMPACT OF A 5-DAY RESIDENTIAL WEIGHT LOSS PROGRAM, WHICH WAS MULTIFACETED AND BASED ON KRIPALU YOGA, ON HEALTH BEHAVIORS, WEIGHT LOSS, AND PSYCHOLOGICAL WELL-BEING IN OVERWEIGHT/OBESE INDIVIDUALS. THIRTY-SEVEN OVERWEIGHT/OBESE PROGRAM PARTICIPANTS (AGE 32-65, BMI<25) COMPLETED VALIDATED MIND-FULNESS, SC, LIFESTYLE BEHAVIOR, AND MOOD QUESTIONNAIRES AT BASELINE, POST-PROGRAM, AND 3-MONTH FOLLOW-UP AND REPORTED THEIR WEIGHT 1 YEAR AFTER PROGRAM COMPLETION. RESULTS: SIGNIFICANT IMPROVEMENTS IN NUTRITION BEHAVIORS, SC, MINDFULNESS, STRESS MANAGEMENT, AND SPIRITUAL GROWTH WERE OBSERVED IMMEDIATELY POST-PROGRAM (N = 31, 84% RETENTION), WITH MEDIUM TO LARGE EFFECT SIZES. AT 3-MONTH FOLLOW-UP (N = 18, 49% RETENTION), MOST CHANGES PERSISTED. PHYSICAL ACTIVITY AND MOOD DISTURBANCE HAD IMPROVED SIGNIFICANTLY POST-PROGRAM BUT FAILED TO REACH SIGNIFICANCE AT 3-MONTH FOLLOW-UP. SELF-REPORT WEIGHT LOSS AT 1 YEAR (N = 19, 51% RETENTION) WAS SIGNIFICANT. CONCLUSION: THESE FINDINGS SUGGEST A KRIPALU YOGA-BASED, RESIDENTIAL WEIGHT LOSS PROGRAM MAY FOSTER PSYCHOLOGICAL WELL-BEING, IMPROVED NUTRITION BEHAVIORS, AND WEIGHT LOSS. GIVEN THE EXPLORATORY NATURE OF THIS INVESTIGATION, MORE RIGOROUS WORK IN THIS AREA IS WARRANTED.	2012	
                                                                                                                                                                                                                                                                                                                                                                     
5  182 31 A RANDOMIZED CONTROLLED TRIAL ON THE EFFECTS OF YOGA ON STRESS REACTIVITY IN 6TH GRADE STUDENTS. THERE IS AN INCREASING INTEREST IN DEVELOPING SCHOOL PROGRAMS THAT IMPROVE THE ABILITY OF CHILDREN TO COPE WITH PSYCHOSOCIAL STRESS. YOGA MAY BE AN APPROPRIATE INTERVENTION AS IT HAS DEMONSTRATED IMPROVEMENTS IN THE ABILITY OF CHILDREN TO MANAGE PSYCHOSOCIAL STRESS. YOGA IS THOUGHT TO IMPROVE THE CONTROL OF REACTIVITY TO STRESS VIA THE REGULATION OF THE AUTONOMIC NERVOUS SYSTEM. THE CURRENT STUDY EXAMINED THE EFFECTS OF YOGA COMPARED TO A PHYSICAL EDUCATION CLASS ON PHYSIOLOGICAL RESPONSE (BLOOD PRESSURE (BP) AND HEART RATE (HR)) TO BEHAVIORAL STRESSOR TASKS (MENTAL ARITHMETIC AND MIRROR TRACING TASKS). DATA ANALYSIS OF BP AND HR WAS PERFORMED USING A 2 X 2 X 4 REPEATED MEASURES ANOVA (TIME X GROUP X STRESSOR TIME POINTS). 30 (17 MALE) 6TH GRADERS PARTICIPATED IN THE STUDY. YOGA DID NOT PROVIDE SIGNIFICANT DIFFERENCES IN STRESS REACTIVITY COMPARED TO A PHYSICAL EDUCATION CLASS (GROUP X TIME: SYSTOLIC (F(1,28) = .538, P = .470); DIASTOLIC (F(1,28) = .1.061, P = .312); HR (F(1,28) = .401, P = .532)). THE LACK OF SIGNIFICANT DIFFERENCES MAY BE DUE TO THE YOGA INTERVENTION FAILING TO FOCUS ON STRESS MANAGEMENT AND/OR THE STRESSOR TASKS NOT ADEQUATELY CAPTURING ATTENUATION OF STRESSOR RESPONSE.	2013	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
6 1504 33 INVESTIGATION OF YOGA PRANAYAMA AND VEDIC MATHEMATICS ON MINDFULNESS, AGGRESSION AND EMOTION REGULATION. BACKGROUND: COMPETITIVE EXAMINATIONS, PARTICULARLY IN MATHEMATICS, HAVE MADE EMOTIONAL STRESS A MAJOR PROBLEM FOR PREUNIVERSITY STUDENTS, EMOTIONS LIKE AGGRESSION TOWARD FELLOW STUDENTS AND TEACHERS INCREASE. MINDFULNESS IS A QUALITY THAT REDUCES BOTH EMOTIONAL STRESS AND AGGRESSION, SO INCREASING MINDFULNESS SHOULD BE HELPFUL. AIMS: TO STUDY THE EFFECTS OF YOGA PRANAYAMA (YP) AND VEDIC MATHEMATICS (VM) ON MINDFULNESS, AGGRESSION, AND EMOTION REGULATION. METHODS: PARTICIPANTS WERE 12(TH) GRADERS ATTENDING A PREUNIVERSITY COLLEGE IN CHIKKAMAGALURU, INDIA, OF BOTH GENDERS. EXCLUSION CRITERIA INCLUDED MAJOR PSYCHOLOGICAL PROBLEMS. THREE CLASSES WERE ARBITRARILY ASSIGNED TO ONE OF THREE INTERVENTIONS, WHICH CONSISTED OF 15 DAYS EACH OF 30 MIN DAILY INSTRUCTION IN YP, GROUP 1, VM, GROUP 2, OR 30 MIN ORDINARY CLASS WORK, GROUP 3, THE CONTROL GROUP. ASSESSMENTS WERE MADE USING THE MINDFULNESS ATTENTION AWARENESS SCALE, THE NONPHYSICAL AGGRESSION SCALE FROM PITTSBURGH YOUTH STUDY, AND THE EMOTION REGULATION QUESTIONNAIRE. STATISTICAL ANALYSIS USED: SPSS 19.0. RESULTS: MINDFULNESS, AGGRESSION, AND NEGATIVE EMOTIONAL REGULATION CHANGED SIGNIFICANTLY FOR THE YP GROUP, WHILE MINDFULNESS ALONE IMPROVED SIGNIFICANTLY FOR THE VM GROUP. NO GROUP CHANGED ON POSITIVE EMOTION REGULATION. CONTROLS APPARENTLY IMPROVED ON AGGRESSION. AN INTERESTING POST HOC CORRELATION ANALYSIS IS ALSO REPORTED, AMONG OTHER THINGS DIRECTLY LINKING INCREASED MINDFULNESS TO DECREASED AGGRESSION. CONCLUSIONS: THE STUDY SHOWED POSITIVE EFFECTS OF TRADITIONAL METHODS OF DECREASING EMOTIONAL PRESSURE ON STUDENTS FACING PREUNIVERSITY MATHEMATICS EXAMINATIONS. INCREASING MINDFULNESS IS CONSIDERED A WAY OF INCREASING EMOTION REGULATION, SO THE FAILURE OF THIS STUDY TO PROVIDE EVIDENCE FOR THAT IS OF INTEREST.	2017	
                                                                                                                                                                                                                                                                                                  
7 1843 34 QUALITATIVE EVALUATION OF A HIGH SCHOOL YOGA PROGRAM: FEASIBILITY AND PERCEIVED BENEFITS. THIS IS THE FIRST PUBLISHED QUALITATIVE ASSESSMENT OF A YOGA PROGRAM APPLIED IN A HIGH SCHOOL SETTING. THIS QUALITATIVE INTERVIEW STUDY WAS NESTED IN A RANDOMIZED, CONTROLLED TRIAL STUDYING THE EFFECTS OF A YOGA PROGRAM OFFERED IN PLACE OF A SEMESTER OF PHYSICAL EDUCATION CLASSES AT A RURAL PUBLIC HIGH SCHOOL. STUDENT INTERVIEWS WERE CONDUCTED AFTER TAKING PART IN A SEMESTER OF THE YOGA PROGRAM. A FORMAL PASSIVE CONSENT WITH INFORMATION ABOUT THE QUALITATIVE STUDY WAS SENT HOME TO PARENTS/GUARDIANS OF ALL STUDENTS IN THE PARENT STUDY BEFORE THE INTERVIEWS. MOST STUDENTS ENJOYED THE YOGA CLASSES AND FELT BENEFITS. NEGATIVE REPORTS OF YOGA PRACTICE WERE ASSOCIATED WITH GENDER AS MOST MALES SENSED PEER PRESSURE AGAINST PRACTICING YOGA. DESPITE THIS FINDING, MOST STUDENTS WANTED TO CONTINUE YOGA AND WOULD CONTINUE IF IT WERE OFFERED IN SCHOOL. POSITIVE REPORTS INCLUDE A GREATER KINESTHETIC AWARENESS, WHICH SOME STUDENTS ASSOCIATED WITH A GREATER RESPECT FOR THE BODY AND IMPROVED SELF-IMAGE. AMONG STUDENTS REPORTING PSYCHOLOGICAL BENEFITS, MANY CITED STRESS REDUCTION; MANY USED YOGA TO MANAGE NEGATIVE EMOTIONS; AND SOME PROPAGATED MORE OPTIMISM. MOST THOUGHT YOGA COULD REDUCE INTEREST IN THE USE OF DRUGS AND ALCOHOL AND INCREASE SOCIAL COHESION WITH FAMILY AND PEERS. WE FOUND THAT A YOGA PROGRAM IS FEASIBLE IN THIS SAMPLE OF 9TH AND 10TH GRADERS, ESPECIALLY AFTER BENEFITS ARE PERCEIVED. WE ALSO FOUND EVIDENCE THAT YOGA MAY LEAD TO EMERGENT POSITIVE BENEFITS IN HEALTH BEHAVIORS NOT DIRECTLY PRESCRIBED BY THE PROGRAM. THESE RESULTS SUGGEST THAT SCHOOL-BASED YOGA PROGRAMS MAY BE APPROPRIATE FOR PROMOTING HEALTHY BEHAVIORS AT A SOCIETAL LEVEL BY FOCUSING ON THE PREVENTION OF NEGATIVE PATTERNS DURING THE ADOLESCENT TRANSITION.	2013	
                                                                                                                                                                                                                                                                                                                                                               
8 1505 29 IREST YOGA-NIDRA ON THE COLLEGE CAMPUS: CHANGES IN STRESS, DEPRESSION, WORRY, AND MINDFULNESS. OBJECTIVES: THERE IS EVIDENCE THAT YOGA PRACTICE IS ASSOCIATED WITH DECREASED STRESS, WORRY, AND DEPRESSION, AND WITH IMPROVED MINDFULNESS-BASED SKILLS. THESE FINDINGS HAD NOT BEEN PREVIOUSLY REPLICATED FOR A SAMPLE OF COLLEGE STUDENTS. THIS STUDY EVALUATED WHETHER IREST YOGA-NIDRA PRACTICE WAS ASSOCIATED WITH REDUCED PERCEIVED STRESS, WORRY, AND DEPRESSION, AND INCREASED MINDFULNESS IN A SAMPLE OF COLLEGE STUDENT S. METHODS: SIXTY-SIX STUDENTS AGE 18-56 COMPLETED AN 8-WEEK IREST YOGA-NIDRA INTERVENTION THAT WAS OFFERED FOR 8 SEMESTERS. ASSESSMENT OCCURRED 1 WEEK PRIOR TO INTERVENTION ONSET AND DURING THE CLASS PERIOD FOLLOWING THE INTERVENTION. QUALITATIVE DATA WERE COLLECTED AT WEEKS 4 AND 8. RESULTS: STATISTICALLY SIGNIFICANT PRE- TO POSTTEST IMPROVEMENTS IN PERCEIVED STRESS, WORRY, AND DEPRESSION WERE FOUND. PRE-EXISTING DEPRESSION ACCOUNTED FOR MOST OF THE CHANGE IN WORRY AND PERCEIVED STRESS SCORES. PRE- TO POST TEST IMPROVEMENTS IN MINDFULNESS-BASED SKILLS WERE ALSO DETECTED. CONCLUSIONS: IREST YOGA-NIDRA PRACTICE MAY REDUCE SYMPTOMS OF PERCEIVED STRESS, WORRY, AND DEPRESSION AND INCREASE MINDFULNESS-BASED SKILLS.	2013	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          
9 1048 34 EFFECTS OF YOGA ON ATTENTION, IMPULSIVITY, AND HYPERACTIVITY IN PRESCHOOL-AGED CHILDREN WITH ATTENTION-DEFICIT HYPERACTIVITY DISORDER SYMPTOMS. OBJECTIVE: BEHAVIORAL THERAPIES ARE FIRST-LINE FOR PRESCHOOLERS WITH ATTENTION-DEFICIT HYPERACTIVITY DISORDER (ADHD). STUDIES SUPPORT YOGA FOR SCHOOL-AGED CHILDREN WITH ADHD; THIS STUDY EVALUATED YOGA IN PRESCHOOLERS ON PARENT- AND TEACHER-RATED ATTENTION/CHALLENGING BEHAVIORS, ATTENTIONAL CONTROL (KINDER TEST OF ATTENTIONAL PERFORMANCE [KITAP]), AND HEART RATE VARIABILITY (HRV). METHODS: THIS RANDOMIZED WAITLIST-CONTROLLED TRIAL TESTED A 6-WEEK YOGA INTERVENTION IN PRESCHOOLERS WITH >/=4 ADHD SYMPTOMS ON THE ADHD RATING SCALE-IV PRESCHOOL VERSION. GROUP 1 (N = 12) PRACTICED YOGA FIRST; GROUP 2 (N = 11) PRACTICED YOGA SECOND. WE COLLECTED DATA AT 4 TIME POINTS: BASELINE, T1 (6 WEEKS), T2 (12 WEEKS), AND FOLLOW-UP (3 MONTHS AFTER T2). RESULTS: AT BASELINE, THERE WERE NO SIGNIFICANT DIFFERENCES BETWEEN GROUPS. AT T1, GROUP 1 HAD FASTER REACTION TIMES ON THE KITAP GO/NO-GO TASK (P = 0.01, 95% CONFIDENCE INTERVAL [CI], -371.1 TO -59.1, D = -1.7), FEWER DISTRACTIBILITY ERRORS OF OMISSION (P = 0.009, 95% CI, -14.2 TO -2.3, D = -1.5), AND MORE COMMISSION ERRORS (P = 0.02, 95% CI, 1.4-14.8, D = 1.3) THAN GROUP 2. CHILDREN IN GROUP 1 WITH MORE SEVERE SYMPTOMS AT BASELINE SHOWED IMPROVEMENT AT T1 VERSUS CONTROL ON PARENT-RATED STRENGTHS AND DIFFICULTIES QUESTIONNAIRE HYPERACTIVITY INATTENTION (BETA = -2.1, P = 0.04, 95% CI, -4.0 TO -0.1) AND INATTENTION ON THE ADHD RATING SCALE (BETA = -4.4, P = 0.02, 95% CI, -7.9 TO -0.9). HRV MEASURES DID NOT DIFFER BETWEEN GROUPS. CONCLUSION: YOGA WAS ASSOCIATED WITH MODEST IMPROVEMENTS ON AN OBJECTIVE MEASURE OF ATTENTION (KITAP) AND SELECTIVE IMPROVEMENTS ON PARENT RATINGS.	2018	
                                                                                                                                                                                                                                                                                                                                                                                                                              
10 1949 25 SCHOOL-BASED YOGA INTERVENTION INCREASES ADOLESCENT RESILIENCE: A PILOT TRIAL. BACKGROUND: YOUTH OFTEN EXPERIENCE STRESSORS LEADING TO NEGATIVE LONG-TERM OUTCOMES. ENHANCING SOCIAL-EMOTIONAL ATTRIBUTES IS IMPORTANT TO FOSTER RESILIENCY TO FACE THESE CHALLENGES. YOGA MAY ENHANCE SOCIAL-EMOTIONAL RESILIENCY AMONG YOUTH. HOWEVER, RESEARCH REPLICATING SUCH RESULTS IN SCHOOL-SETTINGS IS LIMITED. THIS RESEARCH DETAILS AN INVESTIGATION OF THE EFFECTS OF THE KRIPALU YOGA IN THE SCHOOLS (KYIS) INTERVENTION INTEGRATED INTO A PHYSICAL EDUCATION CLASS AMONG A RACIALLY/ETHNICALLY DIVERSE STUDENT POPULATION. METHOD: MIDDLE SCHOOL SIXTH GRADE STUDENTS (N = 23 STUDENTS; 52% FEMALE; MEAN AGE = 12.1 YEARS) WERE EITHER ENROLLED IN PHYSICAL EDUCATION CLASS THAT INCLUDED KYIS (N = 9), OR WERE ENROLLED IN ART AND MUSIC (CONTROL CONDITION; N = 14). TO EVALUATE EFFECTS ON STUDENT CHARACTERISTICS, SELF-REPORT QUESTIONNAIRES OF SOCIAL-EMOTIONAL COMPETENCE AND PROBLEM BEHAVIOUR WERE ADMINISTERED PRE- AND POST-DELIVERY OF THE CURRICULUM. RESULTS: STUDENTS RECEIVING THE INTERVENTION INCREASED IN SOCIAL-EMOTIONAL COMPETENCE OVER TIME RELATIVE TO THE CONTROL CONDITION. ALTHOUGH PROMISING, RESULTS SHOULD BE INTERPRETED WITH CAUTION, AS STUDENTS WHO RECEIVED THE YOGA INTERVENTION SCORED SIGNIFICANTLY LOWER ON SOCIAL-EMOTIONAL COMPETENCE THAN STUDENTS IN THE CONTROL GROUP AT PRE-INTERVENTION MEASUREMENT TIME POINT. CONCLUSIONS: YOGA MAY IMPROVE SOCIAL-EMOTIONAL COMPETENCE AMONG YOUTH AND FUTURE RESEARCH SHOULD EXPLORE THE UTILITY OF YOGA CURRICULA IN SCHOOL SETTINGS.	2020	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   
11   96 23 A NATURALISTIC STUDY OF YOGA, MEDITATION, SELF-PERCEIVED STRESS, SELF-COMPASSION, AND MINDFULNESS IN COLLEGE STUDENTS. OBJECTIVE: THIS STUDY COMPARED THE EFFECTS OF YOGA AND MINDFULNESS MEDITATION ON SELF-COMPASSION, MINDFULNESS, AND PERCEIVED STRESS IN COLLEGE STUDENTS; AND EXPLORED MIND-BODY MECHANISMS AND PREDICTORS OF STRESS REDUCTION. PARTICIPANTS: STUDENT PARTICIPANTS (N = 92) WERE ENROLLED IN EITHER YOGA OR MINDFULNESS MEDITATION CLASSES AT A COLLEGE IN THE SOUTHERN UNITED STATES FROM AUGUST THROUGH MAY OF 2015-2016. METHODS: STUDENTS PARTICIPATED IN 50-MINUTE CLASSES TWICE A WEEK FOR 10 WEEKS, COMPLETING SELF-REPORT QUESTIONNAIRES DURING THE 1ST AND 10TH WEEK. RESULTS: MULTIPLE-LINEAR REGRESSION ANALYSIS FOUND CHANGE IN SELF-COMPASSION WAS THE STRONGEST PREDICTOR OF STRESS REDUCTION. CONCLUSIONS: INCREASING SELF-COMPASSION MAY INCREASE THE EFFICACY OF MIND-BODY INTERVENTIONS. RESEARCH INTO MIND-BODY MECHANISMS IS NEEDED TO IDENTIFY INTERVENTION COMPONENTS THAT MOST IMPROVE STUDENT WELL-BEING.	2019	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   
12  130 22 A PRAGMATIC CONTROLLED TRIAL OF A BRIEF YOGA AND MINDFULNESS-BASED PROGRAM FOR PSYCHOLOGICAL AND OCCUPATIONAL HEALTH IN EDUCATION PROFESSIONALS. OBJECTIVES: TO EXAMINE CHANGES IN PSYCHOLOGICAL AND OCCUPATIONAL WELLBEING IN EDUCATION PROFESSIONALS THAT ATTENDED A BRIEF YOGA AND MINDFULNESS-BASED PROGRAM. DESIGN: PRAGMATIC CONTROLLED TRIAL COMPARING EDUCATION PROFESSIONALS THAT ATTENDED A YOGA MINDFULNESS-BASED PROGRAM (N = 9) TO A WAITLIST CONTROL GROUP (N = 22). SETTING: THE 3-DAY PROGRAM WAS DELIVERED AT THE KRIPALU CENTER FOR YOGA & HEALTH IN MASSACHUSETTS. INTERVENTION: THE 3-DAY YOGA MINDFULNESS PROGRAM INCLUDED 5 HOURS PER DAY OF YOGA, MINDFULNESS EXERCISES, FORMAL MEDITATION, DIDACTIC, AND EXPERIENTIAL ACTIVITIES. MAIN OUTCOME MEASURES: MEASURES OF PSYCHOLOGICAL AND OCCUPATIONAL WELLBEING WERE COMPLETED BEFORE (BASELINE), IMMEDIATELY AFTER (POST-PROGRAM), AND TWO MONTHS AFTER THE PROGRAM (FOLLOW-UP). RESULTS: RELATIVE TO CONTROLS (N = 21), THE RISE GROUP (N = 9) SHOWED SIGNIFICANT IMPROVEMENTS IN POSITIVE AFFECT (P = .033), NEGATIVE AFFECT (P = .044), MINDFULNESS (P = .001), EMPOWERMENT (P = .022), SELF-COMPASSION (P = .001), AND WORK ENGAGEMENT FROM BASELINE TO POST-PROGRAM. FROM BASELINE TO FOLLOW-UP, THE RISE GROUP SHOWED SIGNIFICANT IMPROVEMENTS IN STRESS (P = .008), NEGATIVE AFFECT (P = .013), MINDFULNESS (P = .001), EMPOWERMENT (P = .007), AND SELF-COMPASSION (P = .001) COMPARED TO THE CONTROL GROUP. CONCLUSIONS: THE YOGA MINDFULNESS PROGRAM WAS ASSOCIATED WITH IMPROVEMENTS IN EDUCATORS' PSYCHOLOGICAL AND OCCUPATIONAL WELLBEING IMMEDIATELY FOLLOWING AND 2-MONTHS FOLLOWING THE PROGRAM. FUTURE RESEARCH WITH A LARGER SAMPLE SIZE IS NEEDED TO CONFIRM THESE RESULTS.	2020	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
13 1372 32 IMPACT OF A YOGA AND MEDITATION INTERVENTION ON STUDENTS' STRESS AND ANXIETY LEVELS. OBJECTIVE. TO EVALUATE THE IMPACT OF A SIX-WEEK YOGA AND MEDITATION INTERVENTION ON COLLEGE STUDENTS' STRESS PERCEPTION, ANXIETY LEVELS, AND MINDFULNESS SKILLS. METHODS. COLLEGE STUDENTS PARTICIPATED IN A SIX-WEEK PILOT PROGRAM THAT CONSISTED OF A 60-MINUTE VINYASA FLOW YOGA CLASS ONCE WEEKLY, FOLLOWED BY GUIDED MEDITATION DELIVERED BY TRAINED FACULTY MEMBERS AT THE UNIVERSITY OF RHODE ISLAND COLLEGE OF PHARMACY. STUDENTS COMPLETED PRE- AND POST-INTERVENTION QUESTIONNAIRES TO EVALUATE CHANGES IN THE FOLLOWING OUTCOMES: STRESS LEVELS, ANXIETY LEVELS, AND MINDFULNESS SKILLS. THE QUESTIONNAIRE CONSISTED OF THREE SELF-REPORTING TOOLS: THE BECK ANXIETY INVENTORY (BAI), THE PERCEIVED STRESS SCALE (PSS), AND THE FIVE FACET MINDFULNESS QUESTIONNAIRE (FFMQ). STUDENTS' SCORES ON EACH WERE ASSESSED TO DETECT ANY CHANGES FROM BASELINE USING THE NUMERICAL AND CATEGORICAL SCALES (LOW, MEDIUM, AND HIGH) FOR EACH INSTRUMENT. RESULTS. SEVENTEEN PARTICIPANTS, AGED 19 TO 23 YEARS, COMPLETED THE STUDY. THIRTEEN PARTICIPANTS WERE FEMALE AND FOUR WERE MALE. NINE OF THE STUDENTS WERE ENROLLED IN THE DOCTOR OF PHARMACY PROGRAM AND EIGHT WERE ENROLLED IN OTHER ACADEMIC PROGRAMS. STUDENTS' ANXIETY AND STRESS SCORES DECREASED SIGNIFICANTLY WHILE THEIR TOTAL MINDFULNESS INCREASED SIGNIFICANTLY. CHANGES IN CATEGORICAL DATA FROM PRE- TO POST-INTERVENTION ON THE BAI AND PSS WERE SIGNIFICANT, WITH NO STUDENTS SCORING IN THE "HIGH" CATEGORY FOR STRESS OR ANXIETY ON THE POST-INTERVENTION QUESTIONNAIRE. CONCLUSION. STUDENTS EXPERIENCED A REDUCTION IN STRESS AND ANXIETY LEVELS AFTER COMPLETING A SIX-WEEK YOGA AND MEDITATION PROGRAM PRECEDING FINAL EXAMINATIONS. RESULTS SUGGEST THAT ADOPTING A MINDFULNESS PRACTICE FOR AS LITTLE AS ONCE PER WEEK MAY REDUCE STRESS AND ANXIETY IN COLLEGE STUDENTS. ADMINISTRATORS SHOULD CONSIDER INCLUDING INSTRUCTION IN NONPHARMACOLOGIC STRESS AND ANXIETY REDUCTION METHODS, WITHIN CURRICULA IN ORDER TO SUPPORT STUDENT SELF-CARE.	2019	
                                                                                                                                                  
14  390 33 BENEFITS OF YOGA FOR PSYCHOSOCIAL WELL-BEING IN A US HIGH SCHOOL CURRICULUM: A PRELIMINARY RANDOMIZED CONTROLLED TRIAL. OBJECTIVE: TO TEST FEASIBILITY OF YOGA WITHIN A HIGH SCHOOL CURRICULUM AND EVALUATE PREVENTIVE EFFICACY FOR PSYCHOSOCIAL WELL-BEING. METHODS: GRADE 11 OR 12 STUDENTS (N = 51) WHO REGISTERED FOR PHYSICAL EDUCATION (PE) WERE CLUSTER-RANDOMIZED BY CLASS 2:1 YOGA:PE-AS-USUAL. A KRIPALU-BASED YOGA PROGRAM OF PHYSICAL POSTURES, BREATHING EXERCISES, RELAXATION, AND MEDITATION WAS TAUGHT 2 TO 3 TIMES A WEEK FOR 10 WEEKS. SELF-REPORT QUESTIONNAIRES WERE ADMINISTERED TO STUDENTS 1 WEEK BEFORE AND AFTER. PRIMARY OUTCOME MEASURES OF PSYCHOSOCIAL WELL-BEING WERE PROFILE OF MOOD STATES-SHORT FORM AND POSITIVE AND NEGATIVE AFFECT SCHEDULE FOR CHILDREN. ADDITIONAL MEASURES OF PSYCHOSOCIAL WELL-BEING INCLUDED PERCEIVED STRESS SCALE AND INVENTORY OF POSITIVE PSYCHOLOGICAL ATTITUDES. SECONDARY MEASURES OF SELF-REGULATORY SKILLS INCLUDED RESILIENCE SCALE, STATE TRAIT ANGER EXPRESSION INVENTORY-2, AND CHILD ACCEPTANCE MINDFULNESS MEASURE. TO ASSESS FEASIBILITY, YOGA STUDENTS COMPLETED A PROGRAM EVALUATION. ANALYSES OF COVARIANCE WERE CONDUCTED BETWEEN GROUPS WITH BASELINE AS THE COVARIATE. RESULTS: ALTHOUGH PE-AS-USUAL STUDENTS SHOWED DECREASES IN PRIMARY OUTCOMES, YOGA STUDENTS MAINTAINED OR IMPROVED. TOTAL MOOD DISTURBANCE IMPROVED IN YOGA STUDENTS AND WORSENED IN CONTROLS (P = .015), AS DID PROFILE OF MOOD STATES-SHORT FORM (POMS-SF) TENSION-ANXIETY SUBSCALE (P = .002). ALTHOUGH POSITIVE AFFECT REMAINED UNCHANGED IN BOTH, NEGATIVE AFFECT SIGNIFICANTLY WORSENED IN CONTROLS WHILE IMPROVING IN YOGA STUDENTS (P = .006). SECONDARY OUTCOMES WERE NOT SIGNIFICANT. STUDENTS RATED YOGA FAIRLY HIGH, DESPITE MODERATE ATTENDANCE. CONCLUSIONS: IMPLEMENTATION WAS FEASIBLE AND STUDENTS GENERALLY FOUND IT BENEFICIAL. ALTHOUGH NOT CAUSAL DUE TO SMALL, UNEVEN SAMPLE SIZE, THIS PRELIMINARY STUDY SUGGESTS PREVENTIVE BENEFITS IN PSYCHOSOCIAL WELL-BEING FROM KRIPALU YOGA DURING HIGH SCHOOL PE. THESE RESULTS ARE CONSISTENT WITH PREVIOUSLY PUBLISHED STUDIES OF YOGA IN SCHOOL SETTINGS.	2012	
                                                                                          
15 2675 32 YOGA IN PUBLIC SCHOOL IMPROVES ADOLESCENT MOOD AND AFFECT. THE PURPOSE OF THE PRESENT STUDY WAS TO DIRECTLY COMPARE THE ACUTE EFFECTS OF PARTICIPATING IN A SINGLE YOGA CLASS VERSUS A SINGLE STANDARD PHYSICAL EDUCATION (PE) CLASS ON STUDENT MOOD. FORTY-SEVEN HIGH SCHOOL STUDENTS COMPLETED SELF-REPORT QUESTIONNAIRES ASSESSING MOOD AND AFFECT IMMEDIATELY BEFORE AND AFTER PARTICIPATING IN A SINGLE YOGA CLASS AND A SINGLE PE CLASS ONE WEEK LATER. DATA WERE ANALYZED USING PAIRED-SAMPLES T TESTS AND WILCOXON-SIGNED RANKS TESTS AND BY COMPARING EFFECT SIZES BETWEEN THE TWO CONDITIONS. PARTICIPANTS REPORTED SIGNIFICANTLY GREATER DECREASES IN ANGER, DEPRESSION, AND FATIGUE FROM BEFORE TO AFTER PARTICIPATING IN YOGA COMPARED TO PE. SIGNIFICANT REDUCTIONS IN NEGATIVE AFFECT OCCURRED AFTER YOGA BUT NOT AFTER PE; HOWEVER, THE CHANGES WERE NOT SIGNIFICANTLY DIFFERENT BETWEEN CONDITIONS. IN ADDITION, AFTER PARTICIPATING IN BOTH YOGA AND PE, PARTICIPANTS REPORTED SIGNIFICANT DECREASES IN CONFUSION AND TENSION, WITH NO SIGNIFICANT DIFFERENCE BETWEEN GROUPS. RESULTS SUGGEST THAT SCHOOL-BASED YOGA MAY PROVIDE UNIQUE BENEFITS FOR STUDENTS ABOVE AND BEYOND PARTICIPATION IN PE. FUTURE RESEARCH SHOULD CONTINUE TO ELUCIDATE THE DISTINCT PSYCHOLOGICAL AND PHYSIOLOGICAL EFFECTS OF PARTICIPATING IN YOGA COMPARED TO PE ACTIVITIES.	2015	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               
16 1430 24 IMPROVEMENTS IN PSYCHOLOGICAL HEALTH FOLLOWING A RESIDENTIAL YOGA-BASED PROGRAM FOR FRONTLINE PROFESSIONALS. OBJECTIVE: THE PURPOSE OF THIS PILOT STUDY WAS TO EXAMINE THE EFFECTS OF A RESIDENTIAL YOGA-BASED PROGRAM ON PSYCHOLOGICAL HEALTH AND HEALTH BEHAVIORS IN FRONTLINE PROFESSIONALS. METHODS: FRONTLINE PROFESSIONALS FROM EDUCATION, HEALTH CARE, HUMAN SERVICES, AND CORRECTIONS PARTICIPATED IN THE RISE (RESILIENCE, INTEGRATION, SELF-AWARENESS, ENGAGEMENT) PROGRAM AND COMPLETED QUESTIONNAIRES AT BASELINE, POST-PROGRAM, AND 2 MONTHS FOLLOWING RISE. RESULTS: PAIRED SAMPLES T TESTS REVEALED IMPROVEMENTS IN MINDFULNESS, STRESS, RESILIENCE, AFFECT, AND SLEEP QUALITY FROM BASELINE TO POST-PROGRAM (ALL PS < 0.001, N = 55), WHICH WERE SUSTAINED AT THE 2-MONTH FOLLOW-UP (ALL PS < 0.01, N = 40). PARTICIPANTS ALSO REPORTED INCREASES IN EXERCISE, FRUIT, AND VEGETABLE CONSUMPTION POST-PROGRAM (ALL PS < 0.001), ALL OF WHICH PERSISTED AT THE 2-MONTH FOLLOW-UP (ALL PS < 0.01) EXCEPT EXERCISE. CONCLUSION: THESE FINDINGS SUGGEST THAT RISE IMPROVED INDICES OF PSYCHOLOGICAL HEALTH AND HEALTHY BEHAVIORS THAT REMAINED 2 MONTHS FOLLOWING RISE.	2018	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
17   30 23 12 WEEKS OF KINDERGARTEN-BASED YOGA PRACTICE INCREASES VISUAL ATTENTION, VISUAL-MOTOR PRECISION AND DECREASES BEHAVIOR OF INATTENTION AND HYPERACTIVITY IN 5-YEAR-OLD CHILDREN. THE PRESENT STUDY ASSESSES THE IMPACT OF KINDERGARTEN-BASED YOGA ON COGNITIVE PERFORMANCE, VISUAL-MOTOR COORDINATION, AND BEHAVIOR OF INATTENTION AND HYPERACTIVITY IN 5-YEAR-OLD CHILDREN. IN THIS RANDOMIZED CONTROLLED TRIAL, 45 CHILDREN (28 FEMALE; 17 MALE; 5.2 +/- 0.4 YEARS) PARTICIPATED. OVER 12 WEEKS, 15 CHILDREN PERFORMED HATHA-YOGA TWICE A WEEK FOR 30 MIN, ANOTHER 15 CHILDREN PERFORMED GENERIC PHYSICAL EDUCATION (PE) TWICE A WEEK FOR 30 MIN, AND 15 CHILDREN PERFORMED NO KIND OF PHYSICAL ACTIVITIES, SERVING AS CONTROL GROUP (CG). PRIOR TO (T 0) AND AFTER 12 WEEKS (T 1), ALL PARTICIPANTS COMPLETED VISUAL ATTENTION AND VISUOMOTOR PRECISION SUBTESTS OF NEUROPSYCHOLOGICAL EVALUATION BATTERY AND TEACHERS EVALUATED CHILDREN'S BEHAVIOR OF INATTENTION AND HYPERACTIVITY WITH THE ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (ADHD) RATING SCALE-IV. AT T 0, NO SIGNIFICANT DIFFERENCES BETWEEN GROUPS APPEARED. REPEATED MEASURES ANALYSIS OF VARIANCE REVEALED THAT FOLLOWING BONFERRONI-HOLM CORRECTIONS YOGA, IN COMPARISON TO PE AND CG, HAD A SIGNIFICANT POSITIVE IMPACT ON THE DEVELOPMENT ON BEHAVIOR OF INATTENTION AND HYPERACTIVITY. FURTHER, YOGA HAS A SIGNIFICANT POSITIVE IMPACT ON COMPLETION TIMES IN TWO VISUMOTOR PRECISION TASKS IN COMPARISON TO PE. FINALLY, RESULTS INDICATE A SIGNIFICANT POSITIVE EFFECT OF YOGA ON VISUAL ATTENTION SCORES IN COMPARISON TO CG. 12 WEEKS OF KINDERGARTEN-BASED YOGA IMPROVES SELECTED VISUAL ATTENTION AND VISUAL-MOTOR PRECISION PARAMETERS AND DECREASES BEHAVIOR OF INATTENTION AND HYPERACTIVITY IN 5-YEAR-OLD CHILDREN. CONSEQUENTLY, YOGA REPRESENTS A SUFFICIENT AND COST-BENEFIT EFFECTIVE EXERCISE WHICH COULD ENHANCE COGNITIVE AND BEHAVIORAL FACTORS RELEVANT FOR LEARNING AND ACADEMIC ACHIEVEMENT AMONG YOUNG CHILDREN.	2019	
                                                                                                                                                                                                                                                             
18  955 35 EFFECTS OF A KUNDALINI YOGA PROGRAM ON ELEMENTARY AND MIDDLE SCHOOL STUDENTS' STRESS, AFFECT, AND RESILIENCE. OBJECTIVE: THE YOUR OWN GREATNESS AFFIRMED (YOGA) FOR YOUTH PROGRAM DELIVERS YOGA TO URBAN INNER-CITY SCHOOLS WITH THE GOAL OF PROVIDING PRACTICAL BENEFITS THAT SUPPORT UNDERSERVED CHILDREN AT HIGH RISK OF BEHAVIORAL AND EMOTIONAL PROBLEMS. A 10-WEEK YOGA FOR YOUTH PROGRAM DELIVERED 1 TO 2 TIMES PER WEEK WAS IMPLEMENTED IN 3 SCHOOLS IN URBAN NEIGHBORHOODS TO EXAMINE THE EFFECT OF THE PROGRAM ON STUDENT STRESS, AFFECT, AND RESILIENCE. METHODS: THIRTY CHILDREN WERE ADMINISTERED THE PERCEIVED STRESS SCALE, THE POSITIVE AND NEGATIVE AFFECT SCHEDULE, AND THE RESILIENCE SCALE BEFORE AND AFTER THE YOGA PROGRAM. AFTER THE PROGRAM, INFORMAL QUALITATIVE INTERVIEWS WERE CONDUCTED WITH SCHOOL TEACHERS, YOGA TEACHERS, AND STUDENTS TO DETERMINE THE OVERALL IMPACT OF THE YOGA PROGRAM. RESULTS: THE QUANTITATIVE RESULTS OF THIS STUDY INDICATED THAT THE YOGA PROGRAM SIGNIFICANTLY IMPROVED STUDENTS STRESS (P < 0.05), POSITIVE AFFECT (P < 0.05), AND RESILIENCE (P < 0.001). THE QUALITATIVE RESULTS INDICATED THAT STUDENTS, SCHOOL TEACHERS, AND YOGA TEACHERS ALL FOUND THE PROGRAM TO BE BENEFICIAL FOR STUDENTS' WELL-BEING. CONCLUSION: TAKEN TOGETHER, THESE DATA SUGGEST THAT THE YOGA FOR YOUTH PROGRAM MAY PROVIDE STUDENTS IN LOW-INCOME URBAN SCHOOLS WITH BEHAVIORAL SKILLS THAT WILL PROTECT AGAINST RISK FACTORS ASSOCIATED WITH THE DEVELOPMENT OF BEHAVIORAL AND EMOTIONAL PROBLEMS.	2018	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
19  730 36 EFFECT OF MINDFULNESS AND YOGA ON QUALITY OF LIFE FOR ELEMENTARY SCHOOL STUDENTS AND TEACHERS: RESULTS OF A RANDOMIZED CONTROLLED SCHOOL-BASED STUDY. OBJECTIVE: TO ASSESS THE IMPACT OF A YOGA CURRICULUM IN AN ELEMENTARY SCHOOL ON STUDENT QUALITY OF LIFE, AND TO ASSESS TEACHER AND STAFF PERCEPTION OF POTENTIAL BARRIERS TO, AND BENEFITS OF, INTRODUCING YOGA AND MINDFULNESS INTO THE CLASSROOM. METHODS: A RANDOMIZED CONTROLLED TRIAL WAS UTILIZED TO ASSESS THE IMPACT OF A BRIEF INTERVENTION ON THIRD-GRADE STUDENTS WHO SCREENED POSITIVE FOR SYMPTOMS OF ANXIETY. STUDENTS WERE RANDOMIZED TO AN INTERVENTION GROUP OF 20 STUDENTS RECEIVING SMALL-GROUP YOGA/MINDFULNESS ACTIVITIES FOR 8 WEEKS BETWEEN OCTOBER 2016 AND FEBRUARY 2017, AND A CONTROL GROUP OF 32 STUDENTS RECEIVING CARE AS USUAL. THE BRIEF MULTIDIMENSIONAL STUDENTS' LIFE SATISFACTION SCALE-PEABODY TREATMENT PROGRESS BATTERY AND THE PEDIATRIC QUALITY OF LIFE INVENTORY (PEDSQL) SERVED AS OUTCOMES. TEACHERS WERE INVITED TO PARTICIPATE IN TWO PROFESSIONAL DEVELOPMENT SESSIONS ABOUT INTRODUCING YOGA AND MINDFULNESS INTO THE CLASSROOM, AND COMPLETED A SURVEY FOLLOWING EACH OF THE SESSIONS. RESULTS: IN GENERALIZED ESTIMATING EQUATION MODELS ADJUSTED FOR TIME, THE YOGA-BASED INTERVENTION WAS ASSOCIATED WITH A 14.17 UNIT INCREASE IN STUDENT EMOTIONAL PEDSQL (P-VALUE 0.001) AND A 7.43 UNIT INCREASE IN PSYCHOSOCIAL PEDSQL (P-VALUE 0.01). RESULTS WERE NOT ATTENUATED BY ADJUSTMENT. TEACHERS AND STAFF REPORTED USING YOGA MORE FREQUENTLY IN THE CLASSROOM FOLLOWING THE SECOND OF TWO PROFESSIONAL DEVELOPMENT SESSIONS (P-VALUE <0.05). PERCEIVED BARRIERS TO INTRODUCING YOGA TO THE CLASSROOM WERE SIMILAR AT TWO DATA COLLECTION TIME POINTS, WHILE PERCEIVED BENEFITS REMAINED HIGH. CONCLUSION: THE INTERVENTION WAS ASSOCIATED WITH A SIGNIFICANT IMPROVEMENT IN EMOTIONAL AND PSYCHOSOCIAL QUALITY OF LIFE IN THE INTERVENTION GROUP WHEN COMPARED TO THE CONTROL GROUP, SUGGESTING THAT YOGA/MINDFULNESS INTERVENTIONS MAY IMPROVE SYMPTOMS OF ANXIETY AMONG STUDENTS. YOGA/MINDFULNESS ACTIVITIES MAY FACILITATE STRESS MANAGEMENT AMONG ELEMENTARY SCHOOL STUDENTS AND MAY BE ADDED AS A COMPLEMENT TO SOCIAL AND EMOTIONAL LEARNING ACTIVITIES.	2018	

20 1429 22 IMPROVEMENTS IN PSYCHOLOGICAL AND OCCUPATIONAL WELL-BEING IN A PRAGMATIC CONTROLLED TRIAL OF A YOGA-BASED PROGRAM FOR PROFESSIONALS. OBJECTIVE: THE PURPOSE OF THIS PRAGMATIC CONTROLLED TRIAL WAS TO EXAMINE CHANGES IN PSYCHOLOGICAL AND OCCUPATIONAL WELL-BEING IN PROFESSIONALS WHO ATTENDED A YOGA-BASED PROGRAM. SETTING: THE 5-DAY RISE (RESILIENCE, INTEGRATION, SELF-AWARENESS, ENGAGEMENT) PROGRAM WAS DELIVERED AT THE KRIPALU CENTER FOR YOGA & HEALTH. RISE INCLUDED 5 H PER DAY OF YOGA, MEDITATION, LECTURES, AND EXPERIENTIAL ACTIVITIES. SUBJECTS: ADULT PROFESSIONALS FROM EDUCATION, CORRECTIONS, AND SOCIAL SERVICE INSTITUTIONS WERE PRAGMATICALLY ASSIGNED TO THE RISE GROUP (N = 61) OR A WAITLIST CONTROL GROUP (N = 60). OUTCOME MEASURES: MEASURES OF PSYCHOLOGICAL AND OCCUPATIONAL WELL-BEING WERE COMPLETED BEFORE RISE (BASELINE), IMMEDIATELY AFTER RISE (POSTPROGRAM), AND 2 MONTHS AFTER RISE (FOLLOW-UP). ANALYSES OF COVARIANCE WERE CONDUCTED TO COMPARE CHANGE SCORES BETWEEN GROUPS. RESULTS: EIGHTY-TWO PARTICIPANTS (RISE N = 41, CONTROL N = 41) COMPLETED BASELINE AND POSTMEASURES AND WERE INCLUDED IN THE ANALYSIS, AND 57 (RISE N = 27, CONTROL N = 30) ALSO COMPLETED THE FOLLOW-UP. RELATIVE TO CONTROLS, THE RISE GROUP REPORTED IMPROVEMENTS IN STRESS (P = 0.001, R(2) = 0.51), RESILIENCE (P = 0.028, R(2) = 0.34), POSITIVE AFFECT (P = 0.001, R(2) = 0.52), NEGATIVE AFFECT (P = 0.001, R(2) = 0.52), MINDFULNESS (P = 0.021, R(2) = 0.13), AND JOB SATISFACTION (P = 0.034, R(2) = 0.08) FROM BASELINE TO POSTPROGRAM. FROM BASELINE TO FOLLOW-UP, COMPARED WITH CONTROLS THE RISE GROUP SHOWED IMPROVEMENTS IN STRESS (P = 0.001, R(2) = 0.33), RESILIENCE (P = 0.001, R(2) = 0.24), POSITIVE AFFECT (P = 0.006, R(2) = 0.49), NEGATIVE AFFECT (P = 0.043, R(2) = 0.32), MINDFULNESS (P = 0.001, R(2) = 0.28), EMPOWERMENT (P = 0.005, R(2) = 0.20), AND SELF-COMPASSION (P = 0.011, R(2) = 0.19). CONCLUSIONS: THE RISE PROGRAM WAS ASSOCIATED WITH IMPROVEMENTS IN PSYCHOLOGICAL AND OCCUPATIONAL WELL-BEING IMMEDIATELY AFTER AND 2 MONTHS AFTER THE PROGRAM. FUTURE RESEARCH IS NEEDED TO CONFIRM THESE RESULTS.	2019