Introduction: This study describes the implementation of a mind–body intervention to reduce the perceived level of stress in a nonclinical group of university students. We used a novel approach including a single session of a mind–body technique known as the brain wave modulation (BWM) as an adjunct to a single information session on stress management.Methods: Three hundred and six students participated in the study. A quasi‐experimental design was adopted: Students in the experimental group were exposed to an information session on stress management followed by a single session of the BWM, while the other students were exposed to the information session alone.Results: A 2 × 2 mixed factor analysis of variance demonstrated that the single session of the BWM was effective in reducing the perceived level of stress in the experimental group as compared to the control group.Conclusion: The BWM is a very easy‐to‐learn technique that presents certain advantages over traditional mind–body methods.

This study is aimed at evaluating the outcomes of mind-body transformation therapy (MBT-T), previously known as the creative psychosocial genomic healing experience© (CPGHE). The intervention was aimed at reducing the perceived level of stress in two non-clinical groups of students with different educational levels and different expertise in the domain of well-being. Whereas participants from the first group were first-year university students, participants from the second group were students attending a post-graduate program in psychotherapy. All participants (n = 159) were exposed to a single session of MBT-T, each group in a separate session. The results of two paired-samples t-tests, conducted separately on the two samples, showed that there was a statistically significant reduction in the participants’ perceived level of stress between pre- and post-intervention states in both samples (t₈₈ = 5.39, p < 0.001; t₅₃ = 4.56, p < 0.001 respectively). The results, therefore, showed that a single session of MBT-T was beneficial in reducing the perceived level of stress in both first-year university students and students attending a post-graduate program in psychotherapy, regardless of educational level and expertise in the domain of well-being.

This paper contains a narrative review of the literature in the field of school-based mind–body interventions (MBIs). The aim of the current review is to verify whether the school-based MBI programs implemented in primary and secondary schools over the past 5 years are effective in helping schoolchildren cope with stress-related, behavioral, and affective issues, as well as improve stress response and school performance. All articles were retrieved using a number of databases. Inclusion criteria comprised qualitative and quantitative, English language, and peer-reviewed studies among third graders (8–9 years old) to twelfth graders (17–18 years old), including special needs pupils. Qualitative studies were limited to pupils’ experience only. Ten studies meeting the criteria for this review were assessed. The school-based interventions included yoga-based programs and mindfulness training. Evidence was evaluated and summarized. Across the reviewed studies, we found support for MBIs as part of school curricula to reduce negative effects of stress and promote overall well-being with caveats to consider in choosing specific programs. The practical implications of the current review include considerations related to the incorporation of MBIs in school curricula, which would likely benefit schoolchildren.

Enactive education is an innovative model based on embodied cognition. This quasi-experimental controlled study with pretest-posttest design investigated the effects of an online enactive school program on students’ learning outcomes, academic self-concept, and physical self-concept. The study was conducted in three secondary schools in the districts of Salerno and Potenza, Italy, during COVID-19 school closures in 2021. Participants were 431 students, 52.4% girls, mean age 14.27 years (SD = 1.01). The study instruments included a school questionnaire and the academic and physical scales of the multidimensional self-concept scale (MSCS). The experimental group received online sessions on mind-body wellbeing, healthy eating, and movement, while controls received non-enactive online classes on the same subjects. Findings indicate that the experimental group, compared to controls, showed higher levels of all the variables considered. Implications include that online enactive education should be used at secondary school level to promote desirable educational and psychological outcomes.

This case study explores the successful treatment of severe ornithophobia in a 25-year-old woman, referred to as Emma, through a novel hypnotic intervention that integrates mindfulness and autogenic training. Emma's chronic fear of pigeons had significantly impacted her professional life. The Severity Measure for Specific Phobia-Adult (SMSP-A) was used to assess her level of phobia pre- and post-intervention, as well as at a 6-month follow-up. Emma's hypnotizability was measured using the Stanford Hypnotic Susceptibility Scale - Form C (SHSS:C). Following a single hypnotic session, Emma experienced accidental physical contact with a pigeon. This incident activated the resourcefulness response elicited during hypnosis, leading to an instant healing of her phobia. This positive outcome not only persisted but showed further improvement at follow-up. Additionally, Emma resumed her university studies and overcame her driving phobia. These findings suggest that the intervention was efficacious in treating Emma's ornithophobia and promoting her overall personal growth. The study provides a comprehensive account of the intervention and discusses its implications for treatment.