Background:Adolescence is a critical period for early mental health interventions. Scalable, evidence-based interventions for at-risk adolescents without severe symptoms are limited. We developed a low-intensity, digital programme to train psychological decentering (the ability to disengage from unwanted thoughts, feelings, and memories) as a core psychotherapeutic process for improving mental health. Methods:A two-arm randomised controlled trial compared a 5-week psychological decentering training ('One Step Back': OSB) programme with an active control (CTL) comprising physical and cognitive exercises (May 2021 to November 2022; ISRCTN14329613). Adolescents at-risk of depression were recruited through UK secondary schools, then randomised into trial arms (n = 114, 84% female; M age = 16.8 years, SD = 0.79). The primary outcome was self-reported decentering post-intervention measured using the Experiences Questionnaire. Secondary outcomes included symptoms of depression, anxiety, anger, and socio-emotional functioning, measured using standardised inventories. Analysis of covariance models were calculated, adjusting for baseline scores with an intention-to-treat approach. Findings:OSB was associated with improvements in self-reported decentering scores at post-intervention compared with CTL (M difference = 4.16 [95% CI 1.85-6.51]; p = 0.002; Cohen's d = 0.61). OSB participants reported decreased depression (M difference = -5.54 [95% CI -9.14 to -1.93]; p = 0.003, d = -0.60) and increased well-being (M difference = 4.53 [95% CI 1.21-7.86]; p < 0.001, d = 0.76). Interpretation:Psychological decentering was selectively trained in at-risk adolescents through a brief digital intervention. Training resulted in significant reductions in depression severity. Findings support this low-intensity approach to support adolescents before symptoms worsen. Funding:This project was funded by a Wellcome Strategic Award (Wellcome Ref 104908/Z/14/z; awarded to TD, S-JB, WK, and J. Mark G. Williams) and the UK Medical Council (Grant Reference: MC_UU_00030/5; awarded to TD). The contribution of MPB was partially supported by a Wellcome Trust Active Ingredients in Mental Health Commission. RCK was funded by an Economic and Social Research Council Doctoral Fellowship (ref SUAI/067). SJB is funded by Wellcome (grant number WT107496/Z/15/Z), the MRC, the Jacobs Foundation, the Wellspring Foundation, and the University of Cambridge.

INTRODUCTION:Mental health problems are most prevalent during adolescence. Emotional granularity, the ability to identify distinctions between different emotion states in our mental experience, is said to contribute to the onset and maintenance of depression and anxiety in adults, through the evidence for its role in adolescent depression and anxiety is less well established. Theoretically, better emotional granularity facilitates adaptive selection and targeted deployment of emotion regulation strategies to manage negative emotions, thereby bolstering mental health. METHODS:In this mixed methods scoping review, 40 studies of emotional granularity in adolescents (aged < 25) were examined to establish: (i) how it is measured; (ii) its relationship with measures of anxiety/depression; and (iii) if it is related to and/or moderates the relationship between emotion regulation and anxiety/depression. Adolescent contributors with a lived experience of depression/anxiety were interviewed to gain their insights on emotional granularity. RESULTS:The review revealed: (i) the most common method of measuring emotional granularity was with ecological momentary assessment; (ii) good evidence that lower emotional granularity tracked greater levels of depressive symptomology, with less evidence for a relationship with levels of anxiety; and (iii) inconclusive evidence of granularity moderating the relationship between emotion regulation and depression/anxiety. Adolescent contributor views are presented, and knowledge gaps in our understanding and suggestions for further research are discussed. CONCLUSIONS:Emotional granularity well may be related to depression in adolescents, but crucially, there were few studies focussing on younger adolescents and no studies with adolescents diagnosed with anxiety or depression, so conclusions drawn are tenuous.

Meta-analyses of mindfulness-based interventions (MBIs) in schools consistently show small, positive effects, but the field remains dominated by studies with low methodological rigour. Recent large randomised controlled trials in adolescents demonstrate poor traction in this age group together with some adverse effects, creating a crossroads for their future. In their recent commentary on the null effects of the MYRIAD trial (Kuyken et al., 2022), Strohmaier and Bailey (2023) postulated that making mindfulness practice available within the school day may increase the dosage and benefits of MBIs for adolescents, and called for funders to direct efforts at developing and testing this approach. We agree that identifying ways to increase dose beyond weekly classroom lessons is important, but explore whether this suggestion is practical or developmentally appropriate for secondary school settings. Our commentary broadens to group together other large and moderately large RCTs that have also shown disappointing results in adolescents, and presents seven barriers that together may be compounding the lack of effect in this age group. We offer alternative suggestions for future school-based research and delivery of MBIs.

The COVID-19 pandemic prompted governments worldwide to introduce social distancing measures, including school closures and restrictions on in-person socialising. However, adherence to social distancing was challenging for many - particularly adolescents, for whom social interaction is crucial for development. The current study aimed to identify individual-level influences on adherence to social distancing in a longitudinal sample of adolescents aged 11-20 years in England, who took part in a randomised controlled trial. At baseline, 460 participants completed detailed pre-pandemic assessments, including mental health and well-being, altruism, delayed reward discounting, rejection sensitivity, prosociality and susceptibility to prosocial and anti-social influence. Of these, 205 participants reported their compliance with COVID-19 social distancing rules and attendance at social gatherings between June and August 2020. Bayesian ordinal regression models were used to predict adherence to social distancing from predictors, controlling for age at pandemic, gender, day of assessment, and intervention group. The results indicated that higher levels of prosociality, altruism and lower susceptibility to anti-social influence were associated with higher adherence to social distancing. Pre-pandemic levels of depression, anxiety, delayed reward discounting, rejection sensitivity, conduct problems and emotional awareness were not robustly related to the outcomes. These findings have implications for understanding how adolescents comply with public health guidelines, highlighting the role of social influence and peer norms.

People exhibit marked individual variation in their ability to exercise cognitive control in affectively charged situations. Affective control is typically assessed in laboratory settings by comparing performance in carefully constructed executive tasks performed in both affectively neutral and affectively charged contexts. There is some evidence that affective control undergoes significant improvement throughout adolescence, though it is unclear how adolescents deemed at risk of developing depression exercise affective control despite poor affective control being identified as a contributing factor to ongoing mental ill health in adulthood. The present study therefore investigated affective control in a large (n = 425) sample of adolescents (aged 11-18 years) collected from 2016 to 2018. A simultaneous visuospatial search and written storage working memory (WM) capacity task was carried out to examine affective control, using affectively neutral and affectively negative social images as the task-irrelevant distractors. Overall, WM capacity increased as a function of age across both affective conditions. Moreover, we report a significant difference between affective conditions, with WM capacity slightly lower during trials with affectively negative social scenes, relative to neutral. Performance in each condition and the performance "cost" for completing the task in negative relative to neutral conditions was not modulated by depressive symptoms. Furthermore, age did not predict performance cost, irrespective of depressive symptoms. These findings suggest that WM capacity is relatively robust against socioaffective contexts and mood in adolescents.

Mindfulness training programmes have shown to encourage prosocial behaviours and reduce antisocial tendencies in adolescents. However, less is known about whether training affects susceptibility to prosocial and antisocial influence. The current study investigated the effect of mindfulness training (compared with an active control) on self-reported prosocial and antisocial tendencies and susceptibility to prosocial and antisocial influence. 465 adolescents aged 11-16 years were randomly allocated to one of two training programmes. Pre- and post-training, participants completed a social influence task. Self-reported likelihood of engaging in prosocial and antisocial behaviours did not change post-training, and regardless of training group, participants showed a higher propensity for prosocial influence than for antisocial influence. Finally, participants were less influenced by antisocial ratings following both training programmes.

The COVID-19 pandemic prompted governments worldwide to introduce social distancing measures, including school closures and restrictions on in-person socialising. However, adherence to social distancing was challenging for many, and particularly for adolescents, for whom social interaction is crucial for development. The current study aimed to identify individual-level predictors of adherence to social distancing in a longitudinal sample of 460 adolescents aged 11-20 years. Participants completed detailed pre-pandemic assessments, including mental health and well-being, altruism, delayed reward discounting, rejection sensitivity, prosociality and susceptibility to prosocial and anti-social influence. Bayesian ordinal regression models were used to predict adherence to social distancing from predictors. The results indicated that higher levels of prosociality, altruism and lower susceptibility to anti-social influence were associated with higher adherence to social distancing. These findings have implications for understanding how adolescents comply with public health guidelines, highlighting the role of social influence and peer norms.

Mindfulness-based interventions (MBIs) are an increasingly popular way of attempting to enhance the cognitive, emotional and behavioral outcomes of adults and young people. However, researchers have not explored in detail MBIs utility in improving learning outcomes. A literature search of randomized controlled trials (RCTs) of MBIs found 10 studies that examined learning outcomes. A meta-analysis revealed tentative evidence of MBIs improving learning outcomes, with effects that sustained for at least 3 months. However, because most of the studies had small sample sizes and showed evidence of bias, results must be interpreted cautiously.

Over half of psychiatric disorders of behaviour, mood, and emotion begin before the age of 15. Thus, development of emotional regulation skills to cope with psycho-social stressors is imperative to reduce risk of adolescent-onset mental health difficulties. Psychological decentering, a self-reflective capacity through which distressing thoughts, feelings, and memories, are re-perceived from an observer perspective, could be one such skill. However, questions remain about how decentering relates to age, mental health and emotion regulation, and cognitive processes such as executive control and social cognition. Adolescents in Cambridge and London (Mage = 17.4(1.77), N = 904) completed an online battery of mental health and emotional regulation questionnaires and two cognitive tasks: an affective cognitive control task, the Emotional Stop Signal Task (ESST), and a physical perspective-taking task, the Own Body Task (OBT). Multiple linear regression was used to examine associations between a widely used measure of decentering, the Experiences Questionnaire (EQ), and: age and gender, mental health, emotion regulation, affective executive control, and perspective-taking. Higher self-reported decentering was significantly associated with older age. Higher decentering was also associated with fewer symptoms of anxiety and depression, better psychological wellbeing, more frequent use of emotion regulation strategies, and fewer difficulties with emotion regulation. Decentering was not associated with affective executive control, but better ability to decenter was significantly associated with fewer commission errors on the OBT. This research bolsters evidence of associations between decentering and broader emotion regulation and psychological wellbeing, and provides an indication that decentering may be driven by social cognitive mechanisms involved in physical perspective taking, rather than executive control processes such as inhibition. Understanding associated cognitive processes may provide direction of how to reinforce decentering, and improve psychological interventions of which decentering is a key component.

Background Education is broader than academic teaching. It includes teaching students social–emotional skills both directly and indirectly through a positive school climate. Objective To evaluate if a universal school-based mindfulness training (SBMT) enhances teacher mental health and school climate. Methods The My Resilience in Adolescence parallel group, cluster randomised controlled trial (registration: ISRCTN86619085 ; funding: Wellcome Trust (WT104908/Z/14/Z, WT107496/Z/15/Z)) recruited 85 schools (679 teachers) delivering social and emotional teaching across the UK. Schools (clusters) were randomised 1:1 to either continue this provision (teaching as usual (TAU)) or include universal SBMT. Data on teacher mental health and school climate were collected at prerandomisation, postpersonal mindfulness and SBMT teacher training, after delivering SBMT to students, and at 1-year follow-up. Finding Schools were recruited in academic years 2016/2017 and 2017/2018. Primary analysis (SBMT: 43 schools/362 teachers; TAU: 41 schools/310 teachers) showed that after delivering SBMT to students, SBMT versus TAU enhanced teachers’ mental health (burnout) and school climate. Adjusted standardised mean differences (SBMT minus TAU) were: exhaustion (−0.22; 95% CI −0.38 to −0.05); personal accomplishment (−0.21; −0.41, −0.02); school leadership (0.24; 0.04, 0.44); and respectful climate (0.26; 0.06, 0.47). Effects on burnout were not significant at 1-year follow-up. Effects on school climate were maintained only for respectful climate. No SBMT-related serious adverse events were reported. Conclusions SBMT supports short-term changes in teacher burnout and school climate. Further work is required to explore how best to sustain improvements. Clinical implications SBMT has limited effects on teachers’ mental and school climate. Innovative approaches to support and preserve teachers’ mental health and school climate are needed.

Background The introduction of developmentally adapted criteria for posttraumatic stress disorder (PTSD) has improved the identification of ≤6‐year‐old children with clinical needs. Across two studies, we assess predictors of the development of PTSD in young children (PTSD‐YC), including the adult‐led acute stress disorder (ASD) diagnosis, and provide proof of principle for cognitive‐focused therapy for this age range, with the aim of increasing treatment options for children diagnosed with PTSD‐YC. Method Study 1 ( N = 105) assessed ASD and PTSD‐YC diagnosis in 3‐ to 8‐year‐old children within one month and at around three months following attendance at an emergency room. Study 2 ( N = 37) was a preregistered ( www.isrctn.com/ISRCTN35018680 ) randomized controlled early‐phase trial comparing CBT‐3M, a cognitive‐focused intervention, to treatment‐as‐usual (TAU) delivered within the UK NHS to 3‐ to 8‐year‐olds diagnosed with PTSD‐YC. Results In Study 1, the ASD diagnosis failed to identify any young children. In contrast, prevalence of acute PTSD‐YC (minus the duration requirement) was 8.6% in the first month post‐trauma and 10.1% at 3 months. Length of hospital stay, but no other demographic or trauma‐related characteristics, predicted development of later PTSD‐YC. Early (within one month) diagnosis of acute PTSD‐YC had a positive predictive value of 50% for later PTSD‐YC. In Study 2, most children lost their PTSD‐YC diagnosis following completion of CBT‐3M (84.6%) relative to TAU (6.7%) and CBT‐3M was acceptable to recipient families. Effect sizes were also in favor of CBT‐3M for secondary outcome measures. Conclusions The ASD diagnosis is not fit for purpose in this age‐group. There was a strong and encouraging signal of putative efficacy for young children treated using a cognitive‐focused treatment for PTSD, and a larger trial of CBT‐3M is now warranted.

The introduction of developmentally adapted criteria for posttraumatic stress disorder (PTSD) has improved the identification of ≤6-year-old children with clinical needs. Across two studies, we assess predictors of the development of PTSD in young children (PTSD-YC), including the adult-led acute stress disorder (ASD) diagnosis, and provide proof of principle for cognitive-focused therapy for this age range, with the aim of increasing treatment options for children diagnosed with PTSD-YC. Study 1 ( N  = 105) assessed ASD and PTSD-YC diagnosis in 3- to 8-year-old children within one month and at around three months following attendance at an emergency room. Study 2 ( N  = 37) was a preregistered ( www.isrctn.com/ISRCTN35018680 ) randomized controlled early-phase trial comparing CBT-3M, a cognitive-focused intervention, to treatment-as-usual (TAU) delivered within the UK NHS to 3- to 8-year-olds diagnosed with PTSD-YC. In Study 1, the ASD diagnosis failed to identify any young children. In contrast, prevalence of acute PTSD-YC (minus the duration requirement) was 8.6% in the first month post-trauma and 10.1% at 3 months. Length of hospital stay, but no other demographic or trauma-related characteristics, predicted development of later PTSD-YC. Early (within one month) diagnosis of acute PTSD-YC had a positive predictive value of 50% for later PTSD-YC. In Study 2, most children lost their PTSD-YC diagnosis following completion of CBT-3M (84.6%) relative to TAU (6.7%) and CBT-3M was acceptable to recipient families. Effect sizes were also in favor of CBT-3M for secondary outcome measures. The ASD diagnosis is not fit for purpose in this age-group. There was a strong and encouraging signal of putative efficacy for young children treated using a cognitive-focused treatment for PTSD, and a larger trial of CBT-3M is now warranted.

Question Mindfulness-based programmes (MBPs) are an increasingly popular approach to improving mental health in young people. Our previous meta-analysis suggested that MBPs show promising effectiveness, but highlighted a lack of high-quality, adequately powered randomised controlled trials (RCTs). This updated meta-analysis assesses the-state-of the-art of MBPs for young people in light of new studies. It explores MBP’s effectiveness in active vs passive controls; selective versus universal interventions; and studies that included follow-up. Study selection and analysis We searched for published and unpublished RCTs of MBPs with young people (<19 years) in PubMed Central, PsycINFO, Web of Science, EMBASE, ICTRP, ClinicalTrials.gov, EThOS, EBSCO and Google Scholar. Random-effects meta-analyses were conducted, and standardised mean differences (Cohen’s d) were calculated. Findings Sixty-six RCTs, involving 20 138 participants (9552 receiving an MBP and 10 586 controls), were identified. Compared with passive controls, MBPs were effective in improving anxiety/stress, attention, executive functioning, and negative and social behaviour (d from 0.12 to 0.35). Compared against active controls, MBPs were more effective in reducing anxiety/stress and improving mindfulness (d=0.11 and 0.24, respectively). In studies with a follow-up, there were no significant positive effects of MBPs. No consistent pattern favoured MBPs as a universal versus selective intervention. Conclusions The enthusiasm for MBPs in youth has arguably run ahead of the evidence. While MBPs show promising results for some outcomes, in general, the evidence is of low quality and inconclusive. We discuss a conceptual model and the theory-driven innovation required to realise the potential of MBPs in supporting youth mental health.

BACKGROUND:Previous research suggests that mindfulness training (MT) appears effective at improving mental health in young people. MT is proposed to work through improving executive control in affectively laden contexts. However, it is unclear whether MT improves such control in young people. MT appears to mitigate mental health difficulties during periods of stress, but any mitigating effects against COVID-related difficulties remain unexamined. OBJECTIVE:To evaluate whether MT (intervention) versus psychoeducation (Psy-Ed; control), implemented in after-school classes: (1) Improves affective executive control; and/or (2) Mitigates negative mental health impacts from the COVID-19 pandemic. METHODS:A parallel randomised controlled trial (RCT) was conducted (Registration: https://osf.io/d6y9q/; Funding: Wellcome (WT104908/Z/14/Z, WT107496/Z/15/Z)). 460 students aged 11-16 years were recruited and randomised 1:1 to either MT (N=235) or Psy-Ed (N=225) and assessed preintervention and postintervention on experimental tasks and self-report inventories of affective executive control. The RCT was then extended to evaluate protective functions of MT on mental health assessed after the first UK COVID-19 lockdown. FINDINGS:Results provided no evidence that the version of MT used here improved affective executive control after training or mitigated negative consequences on mental health of the COVID-19 pandemic relative to Psy-Ed. No adverse events were reported. CONCLUSIONS:There is no evidence that MT improves affective control or downstream mental health of young people during stressful periods. CLINICAL IMPLICATIONS:We need to identify interventions that can enhance affective control and thereby young people's mental health.

Emotional Granularity (EG) refers to the precision with which we describe and differentiate between our emotion states. Emerging evidence suggests that having poorer EG contributes to the onset and maintenance of psychiatric conditions such as depression. The likely mechanisms of action for this being that poor EG means inferior selection and deployment of relevant emotion regulation strategies to combat negative emotional turbulence. The following reviews research evidence for EG in adolescents (aged 14-24), specifically: (i) how it is measured; (ii) its role in anxiety and depression; (iii) its role as a moderator between emotion regulation and anxiety/depression. In addition, we spoke to adolescent stakeholders with a lived experience of anxiety/depression to gain their insights on EG.A literature review revealed 39 qualitative studies, however there were no studies that examined EG in adolescent populations with clinical diagnoses of anxiety or depression. In typical groups we found: (i) the most common method of measuring EG was with ecological momentary assessment methods; (ii) although there was good evidence that lower EG means greater levels of depressive symptomology, there was less evidence for EGs role in anxiety; (iii) inconclusive evidence of EG as a moderator between emotion regulation and depression/anxiety. Adolescent stakeholders had no difficulty understanding the concept of EG and believed it was one that young people would likely engage with. Importantly, they also felt it was a skill that has the potential to be improved. In sum, although EG shows promise as an active ingredient in adolescent depression, there is insufficient evidence for it playing a role in anxiety and inconclusive evidence of it as a moderator between emotion regulation and mental ill-health. Future studies, should both test EG’s role in depressed and anxious adolescent samples and investigate its potential to be trained.

Introduction. Decentering describes the ability to voluntarily adopt an objective self-perspective from which to notice internal, typically distressing, stressors (e.g. difficult thoughts, memories, and feelings). The reinforcement of this skill may be an active ingredient through which different psychological interventions accrue reductions in anxiety and/or depression. However, it is unclear if decentering can be selectively trained at a young age and if this might reduce psychological distress. The aim of the current trial is to address this research gap. Methods and analysis. Adolescents, recruited from partnering schools in the UK and the EU (n = 48 per group, age range = 16-19 years), will be randomised to complete of five-weeks of decentering training, or form an active control group that will take part in in light physical exercise and cognitive training. The co-primary training outcomes include a self-reported decentering inventory (i.e. the Experiences Questionnaire) and the momentary use of decentering in response to psychological stressors, using experience sampling. The secondary mental health outcomes will include self-reported inventories of depression and anxiety symptoms, as well as psychological wellbeing. The initial statistical analysis will use mixed-model analysis of variance (ANOVA) to estimate the effect of training condition on self-rated inventories across three timepoints: baseline, mid-intervention and post-intervention. Additionally, experience sampling data will be initially interrogated using hierarchical linear models. Ethics and dissemination. This study was approved by the Cambridge Psychology Research Ethics Committee, University of Cambridge (PRE.2019.109). Findings will be disseminated through typical academic routes including poster/paper presentations at (intern)-national conferences, academic institutes and through publication in peer-reviewed journals.

People exhibit marked individual variation in their ability to exercise cognitive control in affectively-charged situations. Affective control is typically assessed in laboratory settings by comparing performance in carefully constructed executive tasks performed in both affectively neutral (‘cool’) and affectively-charged (‘hot’) contexts. Whilst there is some evidence that affective control undergoes significant improvement throughout adolescence, it is not clear if this follows a linear trajectory. Moreover, it is unclear how adolescents deemed at risk of developing depression exercise affective control despite poor affective control being identified as a contributing factor to ongoing mental ill-health in adulthood. The current study therefore investigated affective control in a large (n=425) sample of adolescents (aged 11-18 years). A visuospatial search and written storage Working Memory (WM) capacity task was carried out to examine affective control, using affectively-neutral and affectively-negative social images as the task-irrelevant distractors. Overall, WM capacity increased as a function of age across both affective conditions. Moreover, we report a significant difference between affective conditions, with WM capacity slightly lower during trials with affectively-negative social scenes, relative to neutral. The performance ‘cost’ for completing the task in negative relative to neutral conditions was not modulated by depressive risk. Furthermore, age did not predict performance cost, irrespective of risk group. These findings suggest WM capacity is relatively robust against socio-affective contexts and mood in adolescents.

Decentering is a ubiquitous therapeutic concept featuring in multiple schools of psychological intervention and science. It describes an ability to notice to day-to-day psychological stressors (negative thoughts, feelings, and memories) from an objective self-perspective and without perseverating on the themes they represent. Thus, decentering dampens the impact and distress associated with psychological stressors that can otherwise increase mental ill health in vulnerable individuals. Importantly, the strengthening of decentering-related abilities has been flagged as a core component of psychological interventions that treat and prevent anxiety and depression. We provide an in-depth review evidence of the salutary effects of decentering with a special focus on youth mental health. This is because adolescence is a critical window for the development of psychopathology but is often under-represented in this research line. A narrative synthesis is presented that integrates and summarizes findings on a range of decentering-related abilities. Section 1 reviews extant conceptualizations of decentering and data-driven approaches to characterize its characteristic. A novel definition is then offered to guide future empirical research. Section 2 overviews laboratory-based research into the development of decentering as well as its relationship with anxiety and depression. Section 3 examines the role decentering-related skills play in psychological interventions for anxiety and depression. Critically, we review evidence that treatment-related increases in decentering predict latter reductions in anxiety and depression severity. Each section highlights important areas for future research. The report concludes by addressing the vital questions of whether, how, why and when decentering alleviates youth anxiety and depression.

BackgroundMindfulness based interventions (MBIs) are an increasingly popular way of attempting to improve the behavioural, cognitive and mental health outcomes of children and adolescents, though there is a suggestion that enthusiasm has moved ahead of the evidence base. Most evaluations of MBIs are either uncontrolled or nonrandomized trials. This meta‐analysis aims to establish the efficacy of MBIs for children and adolescents in studies that have adopted a randomized, controlled trial (RCT) design.MethodsA systematic literature search of RCTs of MBIs was conducted up to October 2017. Thirty‐three independent studies including 3,666 children and adolescents were included in random effects meta‐analyses with outcome measures categorized into cognitive, behavioural and emotional factors. Separate random effects meta‐analyses were completed for the seventeen studies (n = 1,762) that used an RCT design with an active control condition.ResultsAcross all RCTs we found significant positive effects of MBIs, relative to controls, for the outcome categories of Mindfulness, Executive Functioning, Attention, Depression, Anxiety/Stress and Negative Behaviours, with small effect sizes (Cohen's d), ranging from .16 to .30. However, when considering only those RCTs with active control groups, significant benefits of an MBI were restricted to the outcomes of Mindfulness (d = .42), Depression (d = .47) and Anxiety/Stress (d = .18) only.ConclusionsThis meta‐analysis reinforces the efficacy of using MBIs for improving the mental health and wellbeing of youth as assessed using the gold standard RCT methodology. Future RCT evaluations should incorporate scaled‐up definitive trial designs to further evaluate the robustness of MBIs in youth, with an embedded focus on mechanisms of action.

Reports an error in" Working memory training involves learning new skills" by Susan E. Gathercole, Darren L. Dunning, Joni Holmes and Dennis Norris (Journal of Memory and Language, 2019 [Apr], Vol 105, 19-42). One of the four published studies providing data included in the analyses reported in Study 3 was incorrectly cited in the original article. On page 36 it is incorrectly stated that the 25 children with a diagnosis of ADHD participated in the following study: Holmes, J., Butterfield, S., Cormack, F., Loenhoud, AV, Ruggero, L., Kashikar, L., & Gathercole, S.(2015). Improving working memory in children with low language abilities. Frontiers in Psychology, 6, 519. The correct citation for these data is: Holmes, J., Gathercole, SE, Place, M., Dunning, DL, Hilton, KA, & Elliott, JG (2010). Working memory deficits can be overcome: Impacts of training and medication on working memory in children with ADHD. Applied …