Browsing by Author "Galinha, Iolanda Costa"
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- Breathwork and holistic wellbeing: a protocol for a scoping reviewPublication . Beauchamp, Fern Eleanor; Bispo, Emily; Galinha, Iolanda Costa; Kemp, Andrew H.Breathwork has great potential for supporting connections to self, others, and nature, laying the foundations for individual, collective, and planetary wellbeing. While reviews have summarised the impacts of a wide range of breathwork techniques on outcomes relating to individual wellbeing, past work has neglected broader contexts. Here we present a protocol for a scoping review to identify and summarise the available literature relating to a broader range of wellbeing domains, focused on connection to self (individual wellbeing), others (collective wellbeing), and nature (planetary wellbeing). In synthesising the literature, we will determine how and when holistic wellbeing might arise through breathing interventions. Guided by standardised guidelines for conducting scoping reviews, six electronic databases (PubMed, Scopus, Web of Science, APAPsycArticles, Psychology and Behavioural Sciences Collection and Cochrane), grey literature and reference lists of included literature will be searched. Using the Rayyan platform, two reviewers will independently screen title/abstracts after which the full texts of relevant articles will be reviewed based on predetermined criteria. Study details, breathing intervention type and wellbeing outcomes relevant to the research question(s) will be extracted. Numerical analysis of data items and descriptive qualitative analysis of data across the three domains will be reported. Preliminary results will be shared with breathwork facilitators, and their feedback will help highlight gaps not explored in the literature and to refine discussion of the findings in an applied context. We hope that results will inform subsequent research and encourage deeper reflection on the role of breathwork across wider contexts. This research will contribute to the growing evidence base for promoting the inner development of individuals and communities focused on major societal challenges.
- MindRegulation-SEL: randomized controlled trial of the effects of a relaxation and guided imagery intervention with socioemotional learning on the psychological and biophysiological well-being, socioemotional development, cognitive function and academic achievement of elementary school childrenPublication . Galinha, Iolanda Costa; Carvalho, Joana Leite da Cunha Sampaio de; Oliveira, Ana Cristina Pires de; Arriaga, Patrícia; Gaspar, Augusta D.; Silva, Hugo P.; Ortega, VitóriaBackground: Mental imagery has long been used in psychological therapies, but only recently did research begin to provide a scientific background for it. Imagery interventions are inexpensive and a substantial body of research supports their effectiveness on anxiety reduction, behavior change, promotion of health outcomes, and adherence to medical interventions, in both adults and children. However, literature on the benefits of relaxation and guided imagery interventions for children in elementary school context is very scarce. This randomized controlled trial (RCT) aims to contribute to that knowledge by implementing and testing the benefits of an intervention program MindRegulation-Socioemotional Learning (MR-SEL) comprising breathing and progressive muscle relaxation, instructions for body posture, and guided imagery with socioemotional learning, conveying adaptive beliefs about oneself, the relationships with others and the environment. Method: The MR-SEL intervention will be developed in the classroom for 15 min before learning activities, three times per week, for 5 months, and its effects will be measured on a range of psychosocial and emotional, biophysiological, and cognitive outcomes. Seventeen classes will be randomly assigned to three conditions: (a) relaxation and guided imagery with SEL (MR-SEL); (b) relaxation only; and (c) waitlist control. The RCT includes four data collection times: pretest, intermediate, posttest, and a 6-month follow-up. The sample comprises 259 students, elementary school third and fourth graders, 8–11 years old. The variables measured are well-being, affect, anxiety, emotional regulation, socioemotional competencies, attention and processing speed, and perceived benefits of the intervention. Physiological indicators of emotional arousal, emotional regulation, stress, and well-being are also taken, specifically, heart rate variability, electrodermal activity, actigraphy, and salivary DHEA-S and cortisol. The validity of the measures will be tested for the population and objectives of the study. Discussion: Significant improvements on the children’s well-being, socioemotional regulation, cognitive function, physiological activity, and academic performance are expected after 5 months’ intervention at posttest and 11 months’ follow-up at MR-SEL condition, compared to the relaxation and control conditions. Changes in physiological activity are expected during MR-SEL and relaxation sessions. Emotional regulation, well-being, and anxiety are expected to mediate the effects of the interventions over socioemotional competence, cognitive function, and academic performance. Well-being and anxiety levels at pretest are expected to moderate the interventions’ effects. Trial Registration: MindRegulation: https:ichgcp.net/clinical-trials-registry/NCT06101225. Registered 5th October, 2023.
- MindRegulation: randomized controlled trial of the effects of a relaxation and guided imagery intervention on the psychophysiological well-being, socioemotional regulation, cognitive and academic development of children in schoolPublication . Galinha, Iolanda Costa; Carvalho, Joana Sampaio; Oliveira, Ana Cristina; Arriaga, Patrícia; Gaspar, Augusta D.; Ortega, VitóriaBackground: Mental imagery has long been used in psychological therapies, but only recently did research begin to provide a scientific background for it.Imagery interventions are inexpensive anda substantial body of research supports their effectiveness on behavior change, promotion of adaptive health outcomes, anxiety reduction, and adherence to medical interventions, in both adults and children. However, literature on relaxation and guided imagery interventions benefits for children in elementary school context is very scarce. This Randomized Controlled Trial (RCT) aims to contribute to that knowledge by implementing and testing the benefits of an intervention program MindRegulation (MR) comprising relaxation, instructions for body posture, and guided imagery with socioemotional learning (SEL), conveying adaptive beliefs about oneself, the relationships with others and the environment. Method: The MR intervention will be developed in the classroom for 15 minutes before learning activities, three times per week, for five months, and its effects will be measured on a range of emotional, physiological, and cognitive outcomes. Fifteeen classes will be randomly assigned to three conditions: (a) relaxation and guided imagery-MR; (b) relaxation only; and (c) waitlist control. The RCT includes four data collection times: pretest, intermediate, posttest, and a six-month follow-up (trial registration NCT06101225, 05th October, 2023). The sample comprises 240 students, elementary school third and fourth graders, 8–11 years old. The variables measured in all times, except the intermediate, are: well-being, affect, anxiety, emotional regulation, socioemotional competencies, attention and processing speed, and perceived benefits of the intervention. Physiological indicators of emotional arousal, emotional regulation, stress and well-being are also taken, specifically, heart rate variability, electrodermal activity, actigraphy and salivary cortisol. The validity of the measures will be tested for the population and objectives of the study. Discussion: Significant improvements on the children's well-being, socioemotional regulation, cognitive function, physiological activity and academic performance are expected - after 5-months’ intervention at posttest and11 months’ follow-up -at MR condition, compared to the relaxation and control conditions. Changes in physiological activity are expected during MR and relaxation sessions. Emotional regulation, well-being and anxiety are expected to mediate the effects of the interventions over socioemotional competence, cognitive function and academic performance. Well-being and anxiety levels at pretest are expected to moderate the interventions’ effects.