RESUMEN
Background: Mindfulness-based interventions have gained popularity as a means of reducing stress and increasing resilience among the preclinical population. The present study aimed to investigate the effects of an online mindfulness-enhanced course on stress reduction in teachers, especially since online learning and teaching have been frequently applied to respond to emergencies such as COVID-19-relevant school suspension. Methods: The study consisted of two phases. Phase 1 aimed to explore the relationship between teachers' perceived stress and mindfulness traits. In total of 6,252 teachers completed assessments of stress symptoms using the Chinese Perceived Stress Scale (CPSS) and occupational stress sources, as well as mindfulness using the Five Factor Mindfulness Questionnaire (FFMQ). Phase 2 aimed to examine the effectiveness of the online mindfulness-enhanced course. In total of 132 teachers were randomly assigned to either receive a 3-week online mindfulness course specifically designed for stress reduction and emotion regulation (N = 66) or a matched active control group (N = 66) and their pre-training and post-training self-reported states (e.g., perceived stress, mindfulness level, practice time) were measured. Results: The detection rate of Health Risk Stress (≥26 scores) was as high as 61.72%, and a negative association between the score of FFMQ and perceived stress level was found. Importantly, compared to the control group, the mindfulness training group showed a significant decrease in perceived stress and negative emotion, as well as an increase in understanding of the core mechanisms of mindfulness after training. Additionally, individual improvement in FFMQ scores was predicted by practice time. Conclusions: The study showed a high percentage of teachers experiencing stress, and the data supported the reliability and validity of the brief online mindfulness-enhanced course designed to reduce stress and regulate emotion for frontline teachers.
RESUMEN
Epidemic obesity is contributing to increases in the prevalence of obesity-related metabolic diseases and has, therefore, become an important public health problem. Adipose tissue is a vital energy storage organ that regulates whole-body energy metabolism. Triglyceride degradation in adipocytes is called lipolysis. It is closely tied to obesity and the metabolic disorders associated with it. Various natural products such as flavonoids, alkaloids, and terpenoids regulate lipolysis and can promote weight loss or improve obesity-related metabolic conditions. It is important to identify the specific secondary metabolites that are most effective at reducing weight and the health risks associated with obesity and lipolysis regulation. The aims of this review were to identify, categorize, and clarify the modes of action of a wide diversity of plant secondary metabolites that have demonstrated prophylactic and therapeutic efficacy against obesity by regulating lipolysis. The present review explores the regulatory mechanisms of lipolysis and summarizes the effects and modes of action of various natural products on this process. We propose that the discovery and development of natural product-based lipolysis regulators could diminish the risks associated with obesity and certain metabolic conditions.
Asunto(s)
Productos Biológicos , Enfermedades Metabólicas , Productos Biológicos/farmacología , Productos Biológicos/uso terapéutico , Flavonoides , Humanos , Lipólisis , Enfermedades Metabólicas/tratamiento farmacológico , Obesidad/tratamiento farmacológico , Obesidad/metabolismo , Terpenos/uso terapéutico , Triglicéridos/metabolismoRESUMEN
Stress is becoming increasingly prevalent among teacher groups, and this is problematic for education. Mindfulness training (MT) is a well-supported way to help various populations cope with and reduce stress. In this study, a 4-day intensive MT program that aimed to increase teachers' emotional health was developed and implemented into the existing post-service education for teachers in eastern China. A total of 161 teachers voluntarily enrolled in the course and were assigned to either the mindfulness group or the waitlist group. Participants completed measures of mindfulness, positive affect, negative affect, and perceived stress before and after the program. The results showed that MT had statistically significant positive effects on mindfulness, negative affect, and stress. The present findings indicate that a 4-day intensive MT program is a promising way to decrease teachers' stress and improve their emotional health. The practical meaning of the short-term intensive MT program for teachers is discussed. It is easier for teachers to enroll such a short-term training program, as it may have higher acceptance and feasibility than an 8-week training program in some areas. Clinical Trial Registration: www.ClinicalTrials.gov, identifier ChiCTR2000029653.