Mindfulness Training for Small Teams
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 356
- 试验地点
- 2
- 主要终点
- Change in Attentional Performance
研究概览
简要总结
The purpose of this study is to look at how mindfulness training may influence how the participant thinks, feels, and acts.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Basic Science
- 盲法
- None
入排标准
- 年龄范围
- 18 Years 至 65 Years（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Individuals who are between 18 and 65 years of age
- •Individuals who are fluent English speakers
- •Individuals who are active-duty service members
- •Men and women of all races and ethnicities
排除标准
- •Individuals who have a medical or neurological condition that might interfere with performance on the task in the study (e.g., epilepsy)
- •Individuals with a history of hospitalization for psychological/mental health issues within the last 6 months.
结局指标
主要结局
Change in Attentional Performance
时间窗: Baseline (testing session 1) to week 5 (testing session 2)
Attentional Performance as measured by the Sustained Attention Response Task (SART).This task uses a continuous performance paradigm involving button presses to frequently presented non-targets (numbers 1, 2, 4, 5, 6, 7, 8, and 9) but requires the participants to withhold their motor response to the infrequent target (number 3). Withholding responses only to infrequent targets encourages a pre-potent response and mind wandering. Real-time subjective experience of mind wandering during SART is assessed through experience-sampling probes randomly presented throughout the task.
Change in Working Memory Performance
时间窗: Baseline (testing session 1) to week 5 (testing session 2)
Working Memory Performance as measured by the Working memory task with Affective Distracters. In this task, participants are presented with a memory array that they are to encode and hold in memory during a delay interval. During the delay, emotionally negative or neutral scene images are presented.
次要结局
- Change in Cohesion(Baseline (testing session 1) to week 5 (testing session 2))
- Change in Team Situation Monitoring(Baseline (testing session 1) to week 5 (testing session 2))
- Change in Workgroup Emotional Intelligence(Baseline (testing session 1) to week 5 (testing session 2))
- Change in Team Mindfulness(Baseline (testing session 1) to week 5 (testing session 2))
- Change in Mindfulness(Baseline (testing session 1) to week 5 (testing session 2))
- Change in Decentering(Baseline (testing session 1) to week 5 (testing session 2))
- Change in Psychological Health(Baseline (testing session 1) to week 5 (testing session 2))
- Change in Positive Affect(Baseline (testing session 1) to week 5 (testing session 2))
- Change in Negative Affect(Baseline (testing session 1) to week 5 (testing session 2))
- Change in Perceived Stress(Baseline (testing session 1) to week 5 (testing session 2))
研究者
Amishi Jha
Associate Professor
University of Miami