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Virtual mindfulness interventions to promote well-being in young adults: A mixed-methods systematic review
medRxiv - Psychiatry and Clinical Psychology  (IF),  Pub Date : 2021-04-27, DOI: 10.1101/2021.04.24.21256035
Joy Xu, Helen Jo, Leena Noorbhai, Ami Patel, Amy Li

Background With the onset of the COVID-19 pandemic, students have experienced drastic changes in their academic and social lives with ensuing consequences towards their physical and mental well-being. The purpose of this systematic review is to identify virtual mindfulness-based interventions for the well-being of young adults aged 15 to 40 years in developed countries and examine the efficacy of these techniques/exercises. Methods This mixed-methods systematic review follows the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) guidelines with a registered PROSPERO protocol. With a convergent integrated synthesis approach, IEEE Xplore, PsychInfo, Web of Science and OVID were searched with a predetermined criteria and search strategy employing booleans and filters for peer-reviewed and grey literature. Data screening and extraction were independently performed by two authors, with a third author settling disagreements after reconciliation. Study quality of selected articles was assessed with two independent authors using the Mixed Methods Appraisal Tool (MMAT). Studies were analyzed qualitatively (precluding meta and statistical analysis) due to the heterogeneous study results from diverse study designs in present literature. Results Common mindfulness-based interventions used in the appraised studies included practicing basic mindfulness, Mindfulness-Based Stress Reduction (MBSR) programs, Mindfulness-Based Cognitive Therapy programs (MBCT) and the Learning 2 BREATHE (L2B) program. Conclusion Studies implementing mindfulness interventions demonstrated an overall improvement in well-being. Modified versions of these interventions can be implemented in a virtual context, so young adults can improve their well-being through an accessible format.