The Well Minds Lab conducts research in developmental translational neuroscience of mental health health and wellbeing – we investigate psychological and neural processes underpinning mental health and wellbeing and work on ‘translating’ new understanding of these processes into interventions, school curricula, policy and guidance for mental health professionals and educators. Specifically, we investigate the core capacities underlying mental health and wellbeing (MHW) and examine whether cultivating these capacities might be central to individual and societal wellbeing, particularly in the context of the current crises of sustainability and political polarisation. In our research we apply developmental long-term perspective with the aim to promote MHW and prevent mental ill-health across the lifespan.
The research programme in the Well Minds Lab has three key themes. The first theme investigates the capacities – neuro-cognitive-affective processes – underpinning MHW and ways these can be fostered in schools. The second theme examines changes in these processes as a result of various contemplative practices, mostly mindfulness and compassion, and the impact of these changes on MHW. The third research theme builds on the first two themes and explores possible protective effects of the MHW capacities and contemplative practices in mitigating negative impacts of the current global crises on MHW.
Theoretical and methodological innovation is a hallmark of research in the Well Minds Lab. We have contributed new theoretical frameworks to research in each of the three themes. Guided by these frameworks we have been employing a range of research methods to provide new integrative empirical evidence. The methods we use include event-related brain potentials induced in experimental tasks, heart-rate variability measures, structural and functional MRI and experiential methods such as experience sampling and the SenseMaker. We have also developed (and are further developing) new self-report measures assessing the MHW capacities (Developmental Inventory of Mental Health and Wellbeing Capacities – DIWeC) and mechanisms underpinning contemplative practice (Mechanisms of Contemplative Practice Inventory – MCPI).
In our lab we are committed to combining research rigor with real world impact through close collaborations with key stakeholders including educators, healthcare professionals, charities and policy makers. We have been contributing to educational policy on mental health and wellbeing in the UK and via engagement with UNESCO initiatives. Our research also created the basis for development of a new comprehensive primary school curriculum called The Foundations for Wellbeing. Over two years we worked collaboratively with the PSHE Association, the leading provider of PSHE school curricula in England, on translating latest research in developmental psychology and neuroscience of MHW into this curriculum as part of an Innovate UK KTP project.