Top

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in:

29-09-2022 | ORIGINAL PAPER

A Pilot Study Testing the Effectiveness of a Mindfulness-Based Program for Portuguese School Children

Auteurs: Sofia Magalhães, Tânia Nunes, Inês Soeiro, Rui Rodrigues, António Coelho, Marisa Pinheiro, São Luís Castro, Teresa Leal, Teresa Limpo

Gepubliceerd in: Mindfulness | Uitgave 11/2022

Abstract

Objectives

Research into the effectiveness of mindfulness-based programs (MBPs) in school settings has grown substantially. However, studies in the field are still scarce, present methodological limitations, and fail to examine how children’s characteristics influence MBPs’ effects. The twofold aim of this study was to analyze the effectiveness of an MBP on children’s attention and emotional regulation, writing performance, and school grades, and to evaluate the moderating role of baseline scores, age, gender, and socioeconomic status.

Methods

Fifty-seven third graders received the MBP (n = 28) or a health-based program (n = 29), which is the active control group, for 8 weeks. In each week, both programs were composed of two 30-min sessions delivered by psychologists and three 5-min sessions delivered by teachers. Before and after the implementation of the programs, we assessed teacher-rated children’s attention and emotional regulation, performance-based attention networks (alerting, orienting, and conflict monitoring), writing performance (handwriting fluency, spelling, and text quality), and school grades in Portuguese, Mathematics, and Social Studies.

Results

Compared to the control group, after the program, the mindfulness group displayed higher teacher-rated attention and emotional regulation, as well as better Portuguese, Mathematics, and Social Studies grades. Emotional regulation and alerting baseline scores as well as age were found to moderate the MBP’s effects.

Conclusions

These findings provide preliminary evidence on the effectiveness of a MBP on children’s behavior and school grades. This means that students may benefit from the integration of mindfulness practices into the educational setting as a complement to the school curriculum.

vorige artikel Mindfulness and Nonattachment-To-Self in Athletes: Can Letting Go Build Well-being and Self-actualization?

volgende artikel The Impact of a Mindfulness App on Postnatal Distress

Alves, D., & Cruz, O. (2011). Reações parentais às emoções negativas dos filhos (RPEN): Um questionário de avaliação da meta-emoção parental [Paper presentation]. VIII Congresso Iberoamericano de Avaliação Psicológica/XV Conferência Internacional Avaliação Psicológica: Formas e Contextos, Lisboa, Portugal.

Andreu, C. I., & García-Rubio, C. (2019). How does mindfulness work in schools? An integrative model of the outcomes and the mechanisms of change of mindfulness-based interventions in the classroom. In C. Steinebach & Á. Langer (Eds.), Enhancing resilience in youth (pp. 139–157). Springer. CrossRef

Bakosh, L. S., Tobias Mortlock, J. M., Querstret, D., & Morison, L. (2018). Audio-guided mindfulness training in schools and its effect on academic attainment: Contributing to theory and practice. Learning and Instruction, 58, 34–41. https://doi.org/10.1016/j.learninstruc.2018.04.012 CrossRef

Bakosh, L. S., Snow, R. M., Mortlock, J. M., Houlihan, J. L. & Leiker, C. (2016). Maximizing mindful learning: Mindful awareness intervention improves elementary school students’ quarterly grades. Mindfulness, 7(1). https://doi.org/10.1007/s12671015-0387-6

Bernay, R., Graham, E., Devcich, D. A., Rix, G., & Rubie-Davies, C. M. (2016). Pause, breathe, smile: A mixed-methods study of student well-being following participation in an eight-week, locally developed mindfulness program in three New Zealand schools. Advances in School Mental Health Promotion, 9(2), 90–106. https://doi.org/10.1080/1754730X.2016.1154474 CrossRef

Berti, S., & Cigala, A. (2020). Mindfulness for preschoolers: Effects on prosocial behavior, self-regulation and perspective taking. Early Education and Development, 1-20. https://doi.org/10.1080/10409289.2020.1857990

Black, D. S., & Fernando, R. (2014). Mindfulness training and classroom behavior among lower-income and ethnic minority elementary school children. Journal of Child and Family Studies, 23(7), 1242–1246. https://doi.org/10.1007/s10826-013-9784-4 CrossRefPubMedPubMedCentral

Caballero, C., Scherer, E., West, M. R., Mrazek, M. D., Gabrieli, C. F. O., & Gabrieli, J. D. E. (2019). Greater mindfulness is associated with better academic achievement in middle school. Mind, Brain, and Education, 13(3), 157–166. https://doi.org/10.1111/mbe.12200 CrossRef

Carsley, D., Khoury, B., & Heath, N. L. (2018). Effectiveness of mindfulness interventions for mental health in schools: A comprehensive meta-analysis. Mindfulness, 9(3), 693–707. https://doi.org/10.1007/s12671-017-0839-2 CrossRef

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.

Conners, C. K., March, J. S., Frances, A., Wells, K. C., & Ross, R. (2000). Treatment of attention-deficit/hyperactivity disorder: Expert consensus guidelines. Journal of Attention Disorders, 4(1), 7–13. https://doi.org/10.1177/108705470000401s02 CrossRef

Cordeiro, C., Magalhães, S., Rocha, R., Mesquita, A., Olive, T., Castro, S. L., & Limpo, T. (2021). Promoting third graders’ executive functions and literacy: A pilot study examining the benefits of mindfulness vs. relaxation training. Frontiers in Psychology, 12, Article 643794. https://doi.org/10.3389/fpsyg.2021.643794

Chu, J., & Leino, A. (2017). Advancement in the maturing science of cultural adaptations of evidence-based interventions. Journal of Consulting and Clinical Psychology, 85(1), 45–57. https://doi.org/10.1037/ccp0000145 CrossRefPubMed

Crescentini, C., Capurso, V., Furlan, S., & Fabbro, F. (2016). Mindfulness-oriented meditation for primary school children: Effects on attention and psychological well-being. Frontiers in Psychology, 7, 805. https://doi.org/10.3389/fpsyg.2016.00805 CrossRefPubMedPubMedCentral

de Carvalho, J. S., Pinto, A. M., & Marôco, J. (2017). Results of a mindfulness based social-emotional learning program on Portuguese elementary students and teachers: A quasi-experimental study. Mindfulness, 8, 337–350. https://doi.org/10.1007/s12671-016-0603-z CrossRef

DeLuca, S. M., Kelman, A. R., & Waelde, L. C. (2018). A systematic review of ethnoracial representation and cultural adaptation of mindfulness- and meditation-based interventions. Psychological Studies, 63(2), 117–129. https://doi.org/10.1007/s12646-018-0452-z CrossRef

Devcich, D. A., Rix, G., Bernay, R., & Graham, E. (2017). Effectiveness of a mindfulness-based program on school children’s self-reported well-being: A pilot study comparing effects with an emotional literacy program. Journal of Applied School Psychology, 33(4), 309–330. https://doi.org/10.1080/15377903.2017.1316333 CrossRef

Direção-Geral da Saúde. (2012). Programa nacional da promoção da alimentação saudável – orientações programáticas. http://forumenfermagem.org/dossier-tecnico/documentos/orientacoes-tecnicas/nacionais/programanacional-para-a-promocao-da-alimentacao-saudavel-orientacoes-programaticas#.YQf3tY5KjIV

Dunning, D. L., Griffiths, K., Kuyken, W., Crane, C., Foulkes, L., Parker, J., & Dalgleish, T. (2019). Research review: The effects of mindfulness-based interventions on cognition and mental health in children and adolescents – a meta-analysis of randomized controlled trials. Journal of Child Psychology and Psychiatry, 60(3), 244–258. https://doi.org/10.1111/jcpp.12980 CrossRefPubMed

Durlak, J. A., & DuPre, E. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41(3–4), 327–350. https://doi.org/10.1007/s10464-008-9165-0 CrossRefPubMed

Enoch, M. R., & Dixon, M. R. (2017). The use of a child-based acceptance and commitment therapy curriculum to increase attention. Child & Family Behavior Therapy, 39, 200–224. https://doi.org/10.1080/07317107.2017.1338454 CrossRef

Fan, J., Wu, Y., Fossella, J. A., & Posner, M. I. (2001). Assessing the heritability of attentional networks. BMC Neuroscience, 2(1), 14. https://doi.org/10.1186/1471-2202-2-14 CrossRefPubMedPubMedCentral

Felver, J. C., Celis-de Hoyos, C. E., Tezanos, K., & Singh, N. N. (2016). A systematic review of mindfulness-based interventions for youth in school settings. Mindfulness, 7(1), 34–45. https://doi.org/10.1007/s12671-015-0389-4 CrossRef

Felver, J. C., Tipsord, J. M., Morris, M. J., Racer, K. H., & Dishion, T. J. (2017). The effects of mindfulness-based intervention on children’s attention regulation. Journal of Attention Disorders, 21(10), 872–881. https://doi.org/10.1177/1087054714548032 CrossRefPubMed

Filipe, M. G., Magalhães, S., Veloso, A. S., Costa, A. F., Ribeiro, L., Araújo, P., Castro, S. L., & Limpo, T. (2021). Exploring the effects of meditation techniques used by mindfulness-based programs on the cognitive, social-emotional, and academic skills of children: A systematic review. Frontiers in Psychology., 12, 660650. https://doi.org/10.3389/fpsyg.2021.660650 CrossRefPubMedPubMedCentral

Flook, L., Smalley, S. L., Kitil, M. J., Galla, B. M., Kaiser-Greenland, S., Locke, J., Ishijima, E., & Kasari, C. (2010). Effects of mindful awareness practices on executive functions in elementary school children. Journal of Applied School Psychology, 26(1), 70–95. https://doi.org/10.1080/15377900903379125 CrossRef

Fung, J., Kim, J. J., Jin, J., Chen, G., Bear, L., & Lau, A. S. (2018). A randomized trial evaluating school-based mindfulness intervention for ethnic minority youth: Exploring mediators and moderators of intervention effects. Journal of Abnormal Child Psychology, 47(1), 1–19. https://doi.org/10.1007/s10802-018-0425-7 CrossRef

Galvez Tan, L. J. T., & Alampay, L. P. (2021). Exploring moderators of intervention effects of a mindfulness program for Filipino children. International Journal of School & Educational Psychology. Advance online publication. https://doi.org/10.1080/21683603.2020.1856741

Gardner, F., Hutchings, J., Bywater, T., & Whitaker, C. (2010). Who benefits and how does it work? Moderators and mediators of outcome in an effectiveness trial of a parenting intervention. Journal of Clinical Child & Adolescent Psychology, 39(4), 568–580. https://doi.org/10.1080/15374416.2010.486315 CrossRef

Garson, G. D. (2015). Missing values analysis and data imputation. Statistical Associates Publishers.

Gould, L. F., Dariotis, J. K., Mendelson, T., & Greenberg, M. T. (2012). A school-based mindfulness intervention for urban youth: Exploring moderators of intervention effects. Journal of Community Psychology, 40(8), 968–982. https://doi.org/10.1002/jcop.21505 CrossRef

Graham, S. (2000). Should the natural learning approach replace spelling instruction? Journal of Educational Psychology, 92(2), 235–247. https://doi.org/10.1037//O022-0663.92.2.235 CrossRef

Graham, S., Harris, K. R., & Hebert, M. (2011). It is more than just the message: Presentation effects in scoring writing. Focus on Exceptional Children, 44(4), 1–12. https://doi.org/10.17161/fec.v44i4.6687 CrossRef

Hayes, A. F. (2018). Partial, conditional, and moderated moderated mediation: Quantification, inference, and interpretation. Communication Monographs, 85, 4–40. https://doi.org/1080/03637751.2017.1352100

Hynds, A., Hindle, R., Kus-Harbord, L., & Savage, C. (2020). Impact evaluation for the Pause Breathe Smile Programme. Mental Health Foundation of New Zealand. https://pausebreathesmile.nz/wp-content/uploads/2020/10/PBS-Report.pdf

Johnson, C., Burke, C., Brinkman, S., & Wade, T. (2017). A randomized controlled evaluation of a secondary school mindfulness program for early adolescents: Do we have the recipe right yet? Behaviour Research and Therapy, 99, 37–46. https://doi.org/10.1016/j.brat.2017.09.001 CrossRefPubMed

Kabat-Zinn, J. (1990). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain and illness. Delacorte.

Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144–156. https://doi.org/10.1093/clipsy.bpg016 CrossRef

Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.). The Guilford Press.

Kraemer, H. C., Wilson, G. T., Fairburn, C. G., & Agras, W. S. (2002). Mediators and moderators of treatment effects in randomized clinical trials. Archives of General Psychiatry, 59(10), 877–883. https://doi.org/10.1001/archpsyc.59.10.877 CrossRefPubMed

Limpo, T., & Alves, R. A. (2013). Modeling writing development: Contribution of transcription and self-regulation to Portuguese students’ text generation quality. Journal of Educational Psychology, 105, 401–413. https://doi.org/10.1037/a0031391 CrossRef

Limpo, T., Parente, N., & Alves, R. A. (2018). Promoting handwriting fluency in fifth graders with slow handwriting: A single-subject design study. Reading and Writing: An Interdisciplinary Journal, 31, 1343–1366. https://doi.org/10.1007/s11145-017-9814-5 CrossRef

Lindsay, E. K., & Creswell, J. D. (2019). Mindfulness, acceptance, and emotion regulation: Perspectives from Monitor and Acceptance Theory (MAT). Current Opinion in Psychology, 28, 120–125. https://doi.org/10.1016/j.copsyc.2018.12.004 CrossRefPubMed

Magalhães, S., Mesquita, A., Filipe, M., Veloso, A., Castro, S. L., & Limpo, T. (2020). Spelling performance of Portuguese children: Comparison between grade level, misspelling type, and assessment task. Frontiers in Psychology, 11, Article 547. https://doi.org/10.3389/fpsyg.2020.00547

Magalhães, S., Vieira, A. I., Rocha, R., Cordeiro, C., Soeiro, I., Rodrigues, R., Coelho, A., Nóbrega, R., Jacob, J., Cardoso, P., Pinheiro, M., & Castro, S. L., & Limpo, T. (2022). The power of mindfulness-based programs to promote composing quality in primary school: Examining the impact and moderating effects of an 8-week mindfulness-based program in grade 4. Oral presentation at the SIG Writing 2022, Umeå University, Sweden

Malti, T., Ribeaud, D., & Eisner, M. P. (2012). Effectiveness of a universal school-based social competence program: The role of child characteristics and economic factors. International Journal of Conflict and Violence, 6, 249–259. https://doi.org/10.4119/UNIBI/IJCV.271 CrossRef

Matko, K., & Sedlmeier, P. (2019). What is meditation? Proposing an empirically derived classification system. Frontiers in Psychology, 10, 2276. https://doi.org/10.3389/fpsyg.2019.02276 CrossRefPubMedPubMedCentral

Maynard, B. R., Solis, M. R., Miller, V. L., & Brendel, K. E. (2017). Mindfulness-based interventions for improving cognition, academic achievement, behavior, and socioemotional functioning of primary and secondary school students. Campbell Systematic Reviews, 13(1), 1–144. https://doi.org/10.4073/CSR.2017.5 CrossRef

Oliveira, L., Pereira, M., Medeiros, T., & Serrano, A. (2019). Traducción y adaptación al portugués de la Vanderbilt ADHD Diagnostic Teacher Rating Scale: Un estudo piloto [Translation and adaptation into Portuguese of Vanderbilt ADHD Diagnostic Teacher Rating Scale: A pilot study]. Revista de Estudios e Investigación en Psicología y Educación, 6, 56–67. https://doi.org/10.17979/reipe.2019.6.1.4910 CrossRef

Parker, A. E., Kupersmidt, J. B., Mathis, E. T., Scull, T. M., & Sims, C. (2014). The impact of mindfulness education on elementary school students: Evaluation of the Master Mind program. Advances in School Mental Health Promotion, 7(3), 184–204. https://doi.org/10.1080/1754730X.2014.916497 CrossRefPubMedPubMedCentral

Posner, M. I., & Petersen, S. E. (1990). The attention system of the human brain. Annual Review of Neuroscience, 13, 25–42. https://doi.org/10.1146/annurev.ne.13.030190.000325 CrossRefPubMed

Proulx, J., Croff, R., Oken, B., Aldwin, C. M., Fleming, C., Bergen-Cico, D., Le, T., & Noorani, M. (2018). Considerations for research and development of culturally relevant mindfulness interventions in American minority communities. Mindfulness, 9(2), 361–370. https://doi.org/10.1007/s12671-017-0785-z CrossRefPubMed

Rempel, K. D. (2012). Mindfulness for children and youth: A review of the literature with an argument for school-based implementation. Canadian Journal of Counselling and Psychotherapy, 46(3), 201–220.

Roeser, R. W., Galla, B. M., & Baelen, R. N. (2020). Mindfulness in schools: Evidence on the impacts of school-based mindfulness programs on student outcomes in P-12 educational settings (Issue Brief). Edna Bennett Pierce Prevention Research Center, The Pennsylvania State University. https://www.prevention.psu.edu/uploads/files/PSU-Mindfulness-Brief-0223.pdf

Rose, S., Zell, E., & Strickhouser, J. E. (2019). The effect of meditation on health: A metasynthesis of randomized controlled trials. Mindfulness, 11, 507–516. https://doi.org/10.1007/s12671-019-01277-6 CrossRef

Rueda, M. R., Fan, J., McCandliss, B. D., Halparin, J. D., Gruber, D. B., Lercari, L. P., & Posner, M. I. (2004). Development of attentional networks in childhood. Neuropsychologia, 42(8), 1029–1040. https://doi.org/10.1016/j.neuropsychologia.2003.12.012 CrossRefPubMed

Saltzman, A., & Goldin, P. (2008). Mindfulness-based stress reduction for school-age children. In L. A. Greco & S. C. Hayes (Eds.), Acceptance and mindfulness treatments for children and adolescents: A practitioner’s guide (pp. 139–161). New Harbinger Publications.

Schonert-Reichl, K. A., & Lawlor, M. S. (2010). The effects of a mindfulness-based education program on pre- and early adolescents’ well-being and social and emotional competence. Mindfulness, 1(3), 137–151. https://doi.org/10.1007/s12671-010-0011-8 CrossRef

Semple, R. J., Droutman, V., & Reid, B. A. (2017). Mindfulness goes to school: Things learned (so far) from research and real-world experiences. Psychology in the Schools, 54(1), 29–52. https://doi.org/10.1002/pits.21981 CrossRefPubMed

Shapiro, S. L., Carlson, L. E., Astin, J. A., & Freedman, B. (2006). Mechanisms of mindfulness. Journal of Clinical Psychology, 62(3), 373–386. https://doi.org/10.1002/jclp.20237 CrossRefPubMed

Shields, A., & Cicchetti, D. (1997). Emotion regulation among school-age children: The development and validation of a new criterion Q-sort scale. Developmental Psychology, 33, 906–916. https://doi.org/10.1037//0012-1649.33.6.906 CrossRefPubMed

Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. Neuroscience, 16(4), 213–225. https://doi.org/10.1038/nrn3916 CrossRefPubMed

Tarrasch, R. (2018). The effects of mindfulness practice on attentional functions among primary school children. Journal of Child and Family Studies, 27, 2632–2642. https://doi.org/10.1007/s10826-018-1073-9 CrossRef

Tsingos-Lucas, C., Bosnic-Anticevich, S., Schneider, C. R., & Smith, L. (2017). Using reflective writing as a predictor of academic success in different assessment formats. American Journal of Pharmaceutical Education, 81(1), 8. https://doi.org/10.5688/ajpe8118 CrossRefPubMedPubMedCentral

Van der Gucht, K., Takano, K., Labarque, V., Vandenabeele, K., Nolf, N., Kuylen, S., Cosyns, V., Van Broeck, N., Kuppens, P., & Raes, F. (2017). A mindfulness-based intervention for adolescents and young adults after cancer treatment: Effects on quality of life, emotional distress, and cognitive vulnerability. Journal of Adolescent and Young Adult Oncology, 6(2), 307–317. https://doi.org/10.1089/jayao.2016.0070 CrossRefPubMed

Vickery, C. E., & Dorjee, D. (2016). Mindfulness training in primary schools decreases negative affect and increases meta-cognition in children. Frontiers in Psychology, 6, Article 2025. https://doi.org/10.3389/fpsyg.2015.02025

Waldemar, J. O. C., Rigatti, R., Menezes, C. B., Guimarães, G., Falceto, O., & Heldt, E. (2016). Impact of a combined mindfulness and social–emotional learning program on fifth graders in a Brazilian public-school setting. Psychology & Neuroscience, 9(1), 79–90. https://doi.org/10.1037/pne0000044 CrossRef

Wolraich, M. L., Feurer, I. D., Hannah, J. N., Baumgaertel, A., & Pinnock, T. Y. (1998). Obtaining systematic teacher reports of disruptive behavior disorders utilizing DSM-IV. Journal of Abnormal Child Psychology, 26, 141–152. https://doi.org/10.1023/A:1022673906401 CrossRefPubMed

Titel: A Pilot Study Testing the Effectiveness of a Mindfulness-Based Program for Portuguese School Children
Auteurs: Sofia Magalhães
Tânia Nunes
Inês Soeiro
Rui Rodrigues
António Coelho
Marisa Pinheiro
São Luís Castro
Teresa Leal
Teresa Limpo
Publicatiedatum: 29-09-2022
Uitgeverij: Springer US
Gepubliceerd in: Mindfulness / Uitgave 11/2022
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI: https://doi.org/10.1007/s12671-022-01991-8

Bohn Stafleu van Loghum

Tip

Swipe om te navigeren naar een ander artikel

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Objectives

Methods

Results

Conclusions

Log in om toegang te krijgen

Andere artikelen Uitgave 11/2022

The Relationship Between Negative Affect, State Mindfulness, and the Role of Personality

Trait Mindfulness and Emotion Regulation Responsiveness to Negative Affect in Daily Life

Bidirectional Longitudinal Relationship Between Chinese Children’s Paternal and Maternal Attachment and Self-Compassion

Overall and Differential Attrition in Mindfulness-Based Interventions: a Meta-Analysis

Enhancing Parental Well-being: Initial Efficacy of a 21-Day Online Self-help Mindfulness-Based Intervention for Parents

The Impact of a Mindfulness App on Postnatal Distress