LAUSR

Mindfulness-based training has shown potential in reducing anxious and ruminative thoughts before sleep, and improving sleep quality. However, traditional 8-week programs have limited acceptability and uptake. In this study, we aimed to test the effects of a short introductory mindfulness training course on pre-sleep arousal and sleep quality. Enrollees in a 4-week Mindfulness Foundation Course were invited to participate in the study and were allocated to one of two groups: intervention (N = 57) and waitlist control (N = 39). 101 participants enrolled in the experiment and 96 completed the protocol (mean(sd) age = 49.5(1.5), 56 female). Participants completed the Pittsburgh Sleep Quality Inventory (PSQI) and the pre-sleep arousal scale (PSAS), and were monitored by actigraphy for a week at baseline and post-intervention. To test the effect of the intervention, outcome variables were subjected to repeated-measures ANCOVA with group as a between-subject variable, and age, gender, and years of education as covariates using intent-to-treat analysis. PSQI scores improved across both groups (treatment: t56=4.25, p<.001, mean(sd) = 6.93(3.25)); waitlist: t38=3.27, p=.002, mean(sd) = 7.15(3.55)); however, there was no significant interaction between group and time. There was a significant group by time interaction in the cognitive arousal subscale of the PSAS (F1,90=4.71, p=.03), Post-hoc tests revealed a significant decrease in the treatment but not the waitlist group (treatment: t50=3.17, p=.001; waitlist: t30=0.20, p=.84). The decrease in cognitive arousal correlated with the decrease in PSQI scores in the treatment group only (r =.3, p=.007). Finally, a statistically significant interaction favoring the treatment group was also observed in actigraphically measured WASO (F1,82=6.18, p=0.015). The study suggests that a 4-week introductory mindfulness course has moderate effects on reducing cognitive arousal prior to sleep, and that these effects are correlated with improvements in subjective sleep quality. This study was funded from a STaR investigator grant (NMRC/STaR/0015/2013) and the National Research Foundation (Singapore) Science of Learning Grant (NRF2016-SOL002-001).