This study investigated the effect of ultra-trail running on state mindfulness and perceived body boundaries. We hypothesized that ultra-trail running would induce an altered state of consciousness characterized by increased mindfulness and a dissolution of body boundaries. Participants were 36 ultra-trail runners who completed the State Mindfulness Scale and the Perceived Body Boundaries Scale before and after an ultra-trail race. Results showed a significant increase in mindfulness states and a decrease in perceived body boundaries from before to after the race. These results suggest that ultra-trail running promotes a mindful state and alters body perception. Furthermore, years of running experience, but not performance level or training frequency, predicted a greater increase in mindfulness allowed by the race. This study provides novel insights into the interplay between strenuous physical activity, mindfulness, and body perception, suggesting that ultra-trail running may induce an experiential state with similarities to meditative practices.

Gratitude has been associated with positive health outcomes. However, associations between gratitude and diet quality remain poorly understood. This cross-sectional study investigated associations between gratitude and dietary factors including overall diet quality, food group intake, ultra-processed foods (UPFs) consumption, and organic and plant-based foods. In 2017, 20,190 participants from the NutriNet-Santé cohort completed the Gratitude Questionnaire-6 and at least three 24-h dietary records. Adherence to dietary guidelines was assessed using the French National Nutrition and Health Program Guideline Score (mPNNS-GS). Dietary factors included food processing level (NOVA classification), plant-based diet index, and organic food consumption. Logistic and linear regressions were used, stratified by sex and adjusted for socio-demographic and lifestyle characteristics. Among participants with available data, 17,992 contributed to mPNNS-GS analyses and 14,222 to organic food analyses. Higher gratitude was associated with better adherence to dietary guidelines (β per 1-point increase in GQ-6: 0.07, 95% CI 0.04–0.09 in women; 0.09, 95% CI 0.05–0.14 in men), higher consumption of healthy food groups, lower consumption of UPFs, and greater contribution of organic and plant-based foods to the diet. However, among women, gratitude was also associated with higher consumption of some less healthy food groups, including fast food, alcoholic beverages and sugary drinks. Overall, gratitude was associated with more favorable dietary patterns and greater contributions of organic and plant-based foods to the diet, although associations were more complex among women. Longitudinal and interventional studies are needed to clarify temporal relationships.

This study employed a network analysis approach to model the complex interplay of risk and protective factors for body image dissatisfaction in young French women, with the objective of mapping the psychological system connecting these variables and identifying the most central factors. A sample of 233 female students completed an online questionnaire assessing 11 constructs, including risk factors like perfectionism, thin-ideal internalization, appearance comparison, and weight stigma, alongside protective factors such as self-compassion, intuitive eating, and body appreciation. This study also presents the first psychometric validation of the Physical Appearance Related Teasing Scale (PARTS) in the French language. A Gaussian Graphical Model (GGM) network analysis revealed that body dissatisfaction (BSQ-8C) has the highest strength and betweenness centrality, confirming its role as the core hub in the model’s architecture and underscoring the relevance of the chosen variables for this study. The network showed strong direct positive links to body dissatisfaction from weight stigma (WSSQ) and appearance comparison (PACS-5), and strong negative links from the protective factors of body appreciation (BAS-2) and intuitive eating (IES-2). Weight-related teasing (PARTS) was established as a significant secondary risk factor through its robust connection with weight stigma. Sociocultural pressures (SATAQ-3) were identified as a critical bridging node, while variables such as self-compassion, social media use, and perfectionism occupied peripheral positions. This research advocates for a targeted, multi-component approach that actively works to dismantle the pillars of weight stigma and comparison while simultaneously building the distinct foundations of body appreciation and intuitive eating. Level of evidence; Level V, descriptive studies Our manuscript describes a cross-sectional design that uses a network analysis approach to map the existing correlations between variables. As this methodology is a descriptive study and does not involve an intervention (ruling out Levels I II) or a longitudinal/case–control design (ruling out Level III), it aligns with the journal’s criteria for Level V.

Abstract Introduction Experiential acceptance refers to the capacity to be open to internal experiences without attempting to change or avoid them. Although acceptance is a core emotion regulation strategy within mindfulness- and acceptance-based interventions (MABIs) and a protective factor for mental health, its conceptualization and implementation remain unclear and ambiguous. The aim of this study was to clarify and develop a comprehensive model of accepting anxiety. Method Twenty-six participants from a non-clinical sample with prior experience in MABIs took part in semi-structured interviews exploring their experience of accepting anxiety. Data collection and analysis followed the principles of Grounded Theory to generate a data-driven model of the acceptance process. Results We identified a five-stage dynamic model involving distinct processes: (Stage 1) observing through the body with attentional focus on interoceptive experience; (Stage 2) identifying and acknowledging anxiety; (Stage 3) validating and normalizing the experience through validation and self-compassion; (Stage 4) not reacting characterized by decentering and nonreactivity; and (Stage 5) staying with the experience via exposure. We also identified facilitating factors that support engagement in the acceptance process. Conclusion These findings refine the understanding of acceptance as a multidimensional emotion regulation process by highlighting an active dynamic involving multiple mechanisms underlying the acceptance of anxiety. This model provides a framework for developing more targeted clinical interventions and for investigating individual and contextual variability in these subprocesses.

This proof-of-concept study evaluated the relevance and applicability of 'Individual Strengths, Collective Power!', a character strengths-based program designed to improve classroom climate in inclusive Swiss schools. Inspired by the 'Awesome Us!' program, it incorporates five key steps: building shared language, recognizing others' strengths, identifying own strengths, practicing strengths, and recognizing collective strengths. A simplified version was implemented in three classes of 9-12-year-olds over five weeks, with teachers using it thrice weekly. Students were assessed using the Positive and Negative Affect Schedule (PANAS) and a questionnaire survey, while teachers participated in a focus group. Results showed high interest in character strengths among students and teachers. Students' positive affect increased significantly throughout the program. Both students and teachers provided positive feedback on the activities' pedagogical quality, with students finding them engaging. Suggestions for improvement included clearer instructions and visual supports. The material proved relevant and applicable to the Swiss school context, indicating potential for larger-scale implementation. The study highlights the promise of strengths-based interventions in Swiss inclusive education and emphasizes the need for cultural and contextual adaptability. Limitations include a small sample size and potential subjectivity in data interpretation. Future research should evaluate the program's efficacy on classroom climate and student relationships.

Mindful eating interventions target behavioral and emotional processes involved in eating, but most structured programs have been evaluated in English-speaking settings and often compared with passive controls. This randomized controlled trial assessed the effectiveness of the Mind-Eat program, a structured mindfulness-based intervention, versus treatment as usual consisting of a therapeutic patient education (TPE) program grounded in intuitive eating principles, in adults with overweight or obesity. In this single-center trial, 66 adults with overweight or obesity were randomized (1:1) after oral agreement. Of these, 56 completed baseline assessment, and 46 with baseline and at least one post-baseline assessment were included in the modified intention-to-treat analysis. The Mind-Eat group completed eight weekly experiential sessions plus one follow-up session, while the comparator group followed the department’s usual TPE pathway. Assessments were conducted at baseline, post-intervention (week 8), and follow-up (week 12). The primary outcome was change in mindful eating, measured with the validated Mind-Eat Scale. Secondary outcomes included disordered and intuitive eating behaviors, psychological well-being, trait mindfulness, physical activity, and weight. Analyses used linear mixed-effects models. Significant Group × Time interactions favored the Mind-Eat group for mindful eating at week 8 (β = − 0.40, p = .002, d = − 1.32) and week 12 (β = − 0.31, p = .02, d = − 1.02). Compared with treatment as usual, Mind-Eat was also associated with greater reductions in emotional eating (and greater improvements in intuitive eating and trait mindfulness. Improvements were observed in both groups across several outcomes. No between-group differences were found for restrained eating, perceived stress, anxiety, depression, physical activity, or weight. The Mind-Eat program was associated with greater improvements in mindful eating and key eating-related behaviors, particularly emotional and external eating, than an intuitive eating-oriented TPE program delivered as treatment as usual. These findings support the added value of structured mindfulness-based experiential training in obesity care. However, they should be interpreted in light of attrition and the absence of short-term weight effects. The study protocol is recorded at Clinicaltrials.gov under the number: NCT06157411.

Grit, the capacity to sustain effort and interest toward long-term goals, has been widely studied in English-speaking contexts, but evidence from other cultural settings remains limited and inconsistent. In particular, no validated French version of the original 12-item Grit-O scale exists, limiting cross-cultural research on the structure and correlates of grit. The present study translated the Grit-O into French, evaluated its psychometric properties in 352 French-speaking adults, and investigated its role in academic engagement, performance, and well-being. Three confirmatory factor models were tested: a unidimensional model, a correlated two-factor model distinguishing Perseverance of Effort (PE) and Consistency of Interest (CI), and a bifactor model. Results strongly favored the bifactor structure, indicating a general grit factor with two distinct facets, dominated by PE. Convergent and criterion validity were supported: grit (primarily its PE component) was associated with greater student engagement, task performance, and psychological, emotional, and social well-being. CI showed weaker and sometimes negative associations, consistent with prior cross-cultural findings suggesting higher contextual variability. Overall, the French Grit-O shows robust reliability and validity and provides a theoretically grounded tool for studying grit in Francophone populations. Our findings highlight cultural nuances in the expression and predictive value of grit, particularly regarding CI, and underscore the need for further cross-cultural and developmental investigations.

Teaching has been ranked as one of the highest among stressful work settings, and chronic stress can lead to burnout. Therefore, specific interventions that can reduce teacher stress and burnout symptoms through improved stress management strategies are needed. Such initiatives are currently proposed through teacher training in the French national education system. This study aimed at assessing the efficacy of a coherence breathing programme on reduced stress and burnout, and improved emotional regulation, and class-management self-efficacy among primary school educators. To that end, a breathwork training was proposed to a total of 74 school teachers. They were assigned to either the experimental condition or the wait-list control condition. The experimental group benefited from a coherence breathing training to incorporate it into their daily routine before class and with their students during class (n = 46). All teachers were asked to complete online questionnaires before and 1 month after the training. The results revealed a notable decrease in perceived stress and burnout in the experimental group compared to the control group, particularly in terms of reduced emotional exhaustion. However, the effect on emotional regulation only showed a trend towards improved emotional regulation in the experimental group, and no significant effect was reported on classroom management self-efficacy. Overall, these findings underscore the advantages of incorporating coherence breathing into teacher training initiatives to improve teachers' mental health.

Objective There is growing evidence of the benefits of mindfulness practices for workers’ well-being. However, most studies have focused primarily on hedonic well-being, rather than considering both its hedonic and eudaimonic aspects. Furthermore, the specific mechanisms underlying the effects of mindfulness on workers’ well-being remain understudied. This study examined two potential mediators in the relationship between mindfulness and workers’ well-being: cognitive appraisal (i.e., threat and challenge appraisal) and cognitive decentring. Method It was hypothesised that mindfulness training would enhance workers’ well-being by increasing decentring (the first mediator), which would, in turn, predict changes in cognitive appraisal (the second mediator). This hypothesis was tested using a quasi-experimental design comparing the effects of an eight-week Mindfulness-Based Stress Reduction (MBSR) programme (n = 31) with those of a waitlist control group (n = 27). Results The intervention improved workers’ well-being, trait mindfulness, decentring, and threat appraisal. No significant effect was found for challenge appraisal. Mindfulness predicted approximately 66% of the variance in workers’ well-being, and increased well-being was mediated by greater decentring, which in turn contributed to a reduction in threat appraisal. Conclusion Mindfulness training enhanced workers’ mental well-being by increasing their capacity to distance themselves from stimuli, thereby reducing their tendency to appraise such stimuli as threatening.

Promoting mental health and psychological well-being from early childhood is a growing priority in global education policy. Bullying has emerged as a major threat to children’s well-being, and while most school-based interventions begin in late childhood or adolescence, research suggests that bullying-related behaviors and peer exclusion emerge as early as preschool. Yet, to date, no bullying prevention program has been rigorously evaluated from the beginning of schooling. This study aims to fill this gap by evaluating Vivre Ensemble—Fri for Mobberi (VE-FFM), a comprehensive, developmentally tailored bullying prevention and social-emotional learning (SEL) program implemented in French primary schools from preschool through elementary school. We will conduct a two-arm cluster-randomized controlled trial involving 210 French public schools and approximately 5250 children, recruited at age 3 and followed for 7 years. Schools will be randomly allocated to either the intervention group (VE-FFM) or a wait-list control group continuing with teaching-as-usual. VE-FFM is a universal, whole-school program targeting students, professionals, and families. It focuses on building inclusive peer communities and strengthening children’s social-emotional skills through structured group discussions, well-being activities, and SEL workshops. Primary outcomes include bullying and peer victimization. Secondary outcomes include psychological well-being, mental health difficulties, empathy, social skills, academic performance, teacher–child relationship quality, school belonging, subjective unsafety, perception of school kindness, and teacher job satisfaction. Data will be collected at six timepoints using teacher- and child-rated measures. Implementation fidelity will be monitored through teacher logs and recorded classroom sessions. This trial is the first to evaluate the long-term impact of a bullying prevention and SEL program beginning at preschool level. By embedding the intervention into the full span of early schooling, VE-FFM may produce stronger and more lasting effects than shorter-term interventions implemented at later stages. Results will inform educational and mental health policy by providing evidence on the effectiveness of early, community-based approaches to preventing bullying and promoting mental well-being. DRKS; DRKS00037553. Registered on 2025/09/11.

Objective: Parental autonomy support and controlling parenting are central constructs in developmental science, yet their structural organization and contextual meanings remain underexamined in sub-Saharan African contexts. This study investigated these dimensions among Tanzanian parents of young children using a complementary mixed-methods design. Design: A total of 204 parents of children aged below 8 years completed the Perceived Parental Autonomy Support Scale (P-PASS), and a subsample of 16 parents participated in semi-structured interviews. Results: Confirmatory factor analyses indicated that the original two-factor structure did not fully replicate. However, exploratory structural equation modeling and exploratory factor analyses supported a broadly interpretable two-dimensional structure with limited cross-loadings. Autonomy support and controlling parenting were moderately and positively correlated (r = .51), with no significant differences across parental sex and modest variation across districts for autonomy support. Qualitative findings showed that parents conceptualized autonomy primarily in terms of responsibility, self-management, and adherence to socially valued roles, often embedded within structured and adult-directed practices. Controlling and punitive strategies were frequently described as means of fostering discipline, reflecting parental representations rather than evidence of developmental effectiveness. Conclusions: Overall, the findings suggest that autonomy-related constructs retain broad relevance while their differentiation and interpretation may vary across contexts, highlighting the importance of culturally sensitive measurement and the distinction between autonomy-supportive structure and controlling practices.

Digital mental health interventions (DMHIs) are increasingly proposed to address rising mental health problems among university students, yet their effectiveness is persistently constrained by low and heterogeneous engagement. Conventional metrics such as initiation and module completion rates fail to capture how students actually experience, appropriate, and integrate these tools into their daily lives, and may mask meaningful differences between delivery formats. This study aimed to characterize the lived experience and mechanisms of engagement with ETUCARE, an 8-week DMHI for university students in France, and to examine how online-only and hybrid delivery formats (combining digital modules with face-to-face workshops) shape distinct engagement pathways and configurations. A qualitative-led convergent mixed-methods design was used. Semi-structured interviews with students from both conditions (N=23) were analyzed using reflexive thematic analysis (Braun & Clarke) to document engagement mechanisms, facilitators, and barriers. To corroborate and extend these findings, latent profile analysis (LPA) was conducted on a subsample of participants with detailed engagement data (N=97), integrating behavioral indicators derived from platform logs and experiential indicators (perceived quality, enjoyment, usefulness). Associations between delivery format and profile membership were examined using the R3STEP procedure, and ANOVAs compared conditions on composite engagement scores. Findings were integrated using a joint display. Qualitative analysis identified six themes characterising how students engaged with ETUCARE. Online engagement was driven by self-regulated autonomy, flexible and selective use of a modular toolbox, and intermittent catch-up rhythms. Hybrid engagement was socially scaffolded, supported by psychological safety, group bonding, and facilitator guidance, but frequently burdened by the reframing of digital tasks as obligatory homework, workload underestimation, and compounded usability frictions. LPA corroborated these experiential patterns by identifying four distinct engagement profiles: engaged and satisfied (53.6%), engaged but dissatisfied (16.5%), low engagement (16.5%), and minimal engagement (13.4%). Hybrid participants had significantly higher odds of belonging to the low engagement profile rather than the engaged and satisfied profile (OR=3.51, 95% CI 1.07–11.52, P=.038), and showed significantly lower behavioral (ω²=.067) and experiential (ω²=.064) engagement than online-only participants. Engagement with ETUCARE was multidimensional and heterogeneous, shaped by distinct mechanisms across delivery formats. Hybrid delivery did not automatically enhance digital engagement and, under specific conditions, constrained it by transforming autonomous self-care into perceived obligation. These findings challenge prevailing assumptions about blended DMHIs and support mechanism-informed, qualitatively grounded approaches to measuring and optimizing engagement in youth digital mental health programs. Not applicable. The study was approved by the Ethics Committee of Nantes University (IRB No. IORG0011023, Ref. 06042023-2).

Time perception is a fundamental dimension of eating behavior, yet the interplay between visceral food cues and social signals remains unexplored. While high-calorie foods typically dilate subjective time via physiological arousal, direct social gaze compresses it via attentional capture. This study investigated how these opposing forces interact and whether maladaptive eating traits modulate this interplay. Female undergraduates (N = 68) performed a temporal bisection task during which they viewed high-calorie, low-calorie, or neutral images paired with an eye region displaying either direct or averted gaze. Results revealed a significant "watching eyes effect": direct gaze significantly shortened subjective time compared to averted gaze, regardless of food calorie content. Crucially, this temporal compression was moderated by individual differences in eating styles. Participants with higher Emotional Eating scores exhibited a greater susceptibility to the time-compressing effect of the social gaze. These findings challenge the "attentional narrowing" hypothesis and suggest that emotional eaters may display a "Social Hypervigilance," where the fear of evaluation diverts cognitive resources away from temporal processing.

School anxiety can have detrimental effects on various aspects of students' lives, including their academic performance, emotional well-being and social development. Despite its significant impact, there is a lack of brief, validated tools that are easy to administer for assessing school anxiety in students. To address this gap, the present study developed and validated the School Anxiety Scale (SAS), specifically designed for use with primary and secondary school students. The study involved 1,236 students (M = 11 years, SD approximate to 6 months) from France and Switzerland. Both exploratory and confirmatory factor analyses supported a robust single-factor structure. The SAS demonstrated strong psychometric properties, including high internal consistency, test-retest reliability, and good convergent validity. These results highlight the SAS as a reliable and practical instrument for assessing school anxiety.

Background: Acceptance is an emotion regulation strategy based on openness to internal experiences, without modifying or avoiding them. It is considered adaptive, balanced and associated with better mental health. Attachment security promotes adaptive strategies, whilst insecurity seems to be linked to maladaptive strategies. Similarly, distress tolerance, the ability to cope with difficult internal experiences, appears to be associated with more adaptive strategies. A better understanding of the role of attachment could therefore shed light on its effects on acceptance capacities and allow interventions to be adjusted accordingly. This study assesses the influence of attachment on acceptance and tests the mediating role of distress tolerance. Methods: Measures of attachment (RSQ), acceptance (MPFI), and distress tolerance (DTS) were completed by 330 adults. Simple and hierarchical regressions identified predictive dimensions, and mediations examined indirect links via distress tolerance. Results: The dimensions of anxiety and attachment avoidance were negatively associated with acceptance (adjusted R² = .07 and .13). Hierarchical regression showed that avoidance is the strongest predictor (β = −0.31) compared to anxiety (β = −0.15), with the model explaining 15% of the variance in acceptance (p < .001). Distress tolerance partially mediated these relationships (anxiety: β = −0.13; avoidance: β = −0.16). Conclusion: These results confirm the importance of attachment in acceptance: both dimensions of insecurity (anxiety and avoidance) are associated with decreased acceptance. The ability to open up to internal experiences seems more difficult in cases of attachment insecurity, especially regarding the avoidance dimension. This highlights the value of tailoring acceptance-based interventions (e.g., MBCT, MBSR, ACT) to differing attachment styles, incorporating targeted reinforcement of distress tolerance to support the development of acceptance in individuals with higher levels of insecurity.

This research investigates the influence of body pictures on time perception, specifically examining how viewing images of different body sizes affects subjective time estimation. Two experiments were conducted with female university students. Experiment 1 explored the effects of “underweight”, “normal', and “obese” body images on time perception and emotional responses, measuring valence and arousal. The results indicated that body size did not have a significant effect on time perception. However, “underweight” body images elicited more negative valence and higher arousal. Experiment 2 examined the moderating roles of additional variables on these effects, specifically measuring eating disorder symptoms, body appreciation, and media pressure. While body size did not directly affect time perception, lower body appreciation and higher media pressure were associated with longer subjective time estimations across all body image conditions. These findings suggest that emotional responses, particularly negative affect and increased arousal, to body images, and individual differences in body image-related attitudes, can indirectly influence the perception of time. Level of Evidence: Level I, experimental studies

Background Mindful eating interventions can reduce maladaptive eating behaviors, yet most structured programs have been tested in English-speaking countries, often using passive control groups. This randomized controlled trial assessed the effectiveness of the Mind-Eat program, a structured, mindfulness-based group intervention, compared to an active, intuitive eating–oriented education program in a clinical population with overweight or obesity. Methods In this single-center trial, 46 adults (BMI 25–50 kg/m²) consulting for the first time in a hospital nutrition unit were randomly assigned (1:1) to either the Mind-Eat program or an active control group receiving therapeutic patient education (TPE). The Mind-Eat group completed eight weekly experiential sessions and one follow-up session one month later. Assessments occurred at baseline (week 0), post-intervention (week 8), and follow-up (week 12). The primary outcome was change in mindful eating, measured using the validated Mind-Eat Scale. Secondary outcomes included intuitive and disordered eating behaviors, trait mindfulness, psychological well-being, physical activity, and weight. Results Mixed-effects models showed a significant Group × Time interaction for mindful eating scores at post-intervention (β = –.40, p = .002, d = − 1.32) and follow-up (β = –.31, p = .02, d = − 1.02), favoring the Mind-Eat group. Greater improvements were also found for intuitive eating, emotional and external eating, and trait mindfulness. No significant between-group differences were observed for cognitive restraint, psychological well-being, physical activity, or weight. Conclusions The Mind-Eat program improved mindful and intuitive eating beyond intuitive eating–oriented education. Weight stability is consistent with the program's behavioral rather than weight-loss focus. Trial registration The study protocol is recorded at Clinicaltrials.gov under the number: NCT06157411.

Abstract Background Children in out-of-home care constitute a vulnerable population often experiencing mental health challenges related to early adversity and placement disruptions. The Circle of Security Parenting program® (COS-P) is an attachment-based intervention designed to enhance carer sensitivity and reflective competence, ultimately improving the quality of carer-child relationships. Methods This study protocol follows a mixed-methods randomized controlled trial evaluating the effectiveness of the COS-P program for foster carers in France. A total of 70 foster carers will be randomly assigned to either the intervention group (receiving COS-P in addition to Treatment as Usual) or the waitlist control group (receiving Treatment as Usual only). Quantitative measures, including the Caregiving Composite Questionnaire, Parenting Stress Index, and the Marschak Interaction Method, will be administered at baseline and at follow-up). Qualitative data will be collected through focus groups with foster carers and COS-P facilitators, and through self-confrontation interviews with a subset of foster carers. Discussion This study is the first to evaluate the COS-P program for foster carers in France. Findings will provide valuable insights into the program’s effectiveness in improving carer-child relationships and foster carer well-being, ultimately contributing to better outcomes for children in out-of-home care. The study will also explore potential moderators of treatment outcome, and shed light on the subjective experiences of participants. Trial registration This trial is registered on ClinicalTrials.gov : NCT06701877.