Skip to main content
Bohn Stafleu van Loghum
ZOEKEN
MENU 1 2 3 4
Top

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in: Mindfulness 6/2018

15-03-2018 | ORIGINAL PAPER

Enhancing Brain Maturation Through a Mindfulness-Based Education in Elementary School Children: a Quantitative EEG Study

Auteurs: Vorasith Siripornpanich, Kwanrutai Sampoon, Suthida Chaithirayanon, Naiphinich Kotchabhakdi, Nuanchan Chutabhakdikul

Gepubliceerd in: Mindfulness | Uitgave 6/2018

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail
    Link delen
publish
Publiceer nu

Abstract

Mindfulness-based education (Mind-Edu) is increasingly being recognized as an effective educational approach to promote children’s social and emotional competence. Although it has been implemented in several schools in Thailand for many years, studies examining its impact on the developing brain have been scarce. We hypothesized that the Mind-Edu might have some effects on resting state brain activities in school-aged students; therefore, we investigated long-term effects of Mind-Edu on the EEG power spectrum and compared with the control. Participants are 53 typically developing children (27 girls) studying in the 6th grade, mean aged 11.7 years, SD = 0.4. They were divided into the Mind-Edu group (N = 22) and the control group (N = 31). These two groups are different in school curriculums. One school uses the Mind-Edu curriculum for all levels of education, and another one uses the country’s core curriculum. Electroencephalography (EEG) was recorded; eye-closed EEG segment was used for quantitative analysis and compared between groups. The results revealed that there was no significant difference between groups on the mean value of absolute beta, alpha, and delta powers over all electrode sites. However, the Mind-Edu group had a significant lower absolute theta power over the posterior brain regions and a significant smaller theta/beta ratio over the Cz electrode as compared to the control. Our results suggested that implementation of the Mind-Edu into the regular elementary school curriculum would be of benefit for enhancing maturation in brain areas involved with cognitive control and self-regulation, which might provide support for a smooth transition into the adolescence.
vorige artikel Samatha Meditation Training for Students with Attention Deficit/Hyperactivity Disorder: Effects on Active Academic Engagement and Math Performance
volgende artikel A Pilot Mobile-Based Mindfulness Intervention for Cancer Patients and Their Informal Caregivers
Literatuur
Arns, M., Conners, C. K., & Kraemer, H. C. (2013). A decade of EEG Theta/Beta ratio research in ADHD: A meta-analysis. Journal of Attention Disorders, 17(5), 374–383. CrossRef
Barriga-Paulino, C. I., Flores, A. B., Rodríguez-Martínez, E. I., Chinchilla, C., & Gómez, C. M. (2013). Multivariate and wavelet techniques of spontaneous electroencephalography and event related potentials during children maturation—The role of phase resetting. Journal of Biomedical Science and Engineering, 6(6), 669–682. CrossRef
Barry, R. J., Clarke, A. R., & Johnstone, S. J. (2003). A review of electrophysiology in attention-deficit/hyperactivity disorder: I. Qualitative and quantitative electroencephalography. Clinical Neurophysiology, 114(2), 171–183. CrossRef
Benninger, C., Matthis, P., & Scheffner, D. (1984). EEG development of healthy boys and girls. Results of a longitudinal study. Electroencephalography and Clinical Neurophysiology, 57(1), 1–12. CrossRef
Blair, C., & Diamond, A. (2008). Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure. Development and Psychopathology, 20(3), 899–911. CrossRef
Buyck, I., & Wiersema, J. R. (2015). Electroencephalographic activity before and after cognitive effort in children with attention deficit/hyperactivity disorder. Clinical EEG and Neuroscience, 46(2), 88–93. CrossRef
Ching, H. H., Koo, M., Tsai, T. H., & Chen, C. Y. (2015). Effects of a mindfulness meditation course on learning and cognitive performance among university students in Taiwan. Evidence-based Complementary and Alternative Medicine, 2015, 254358. CrossRef
Crain, T. L., Schonert-Reichl, K. A., & Roeser, R. W. (2017). Cultivating teacher mindfulness: Effects of a randomized controlled trial on work, home, and sleep outcomes. Journal of Occupational Health Psychology, 22(2), 138–152. CrossRef
Crane, R. S., Brewer, J., Feldman, C., Kabat-Zinn, J., Santorelli, S., Williams, J. M. G., et al. (2016). What defines mindfulness-based programs? The warp and the weft. Psychological Medicine, 47(6), 990–999. CrossRef
Fell, J., Axmacher, N., & Haupt, S. (2010). From alpha to gamma: Electrophysiological correlates of meditation-related states of consciousness. Medical Hypotheses, 75(2), 218–224. CrossRef
Gogtay, N., Giedd, J. N., Lusk, L., Hayashi, K. M., Greenstein, D., Vaituzis, A. C., et al. (2004). Dynamic mapping of human cortical development during childhood through early adulthood. Proceedings of the National Academy of Sciences of the United States of America, 101(21), 8174–8179. CrossRef
Hodgins, H. S., & Adair, K. C. (2010). Attentional processes and meditation. Consciousness and Cognition, 19(4), 872–878. CrossRef
Hudspeth, W. J., & Pribram, K. H. (1992). Psychophysiological indices of cerebral maturation. International Journal of Psychophysiology, 12(1), 19–29. CrossRef
Johnson, M. H., & de Haan, M. (2011). Developmental Cognitive Neuroscience (3rd ed.). London: Blackwell Publishers Ltd.
Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10, 144–156.
Kang, D. H., Jo, H. J., Jung, W. H., Kim, S. H., Jung, Y. H., Choi, C. H., et al. (2013). The effect of meditation on brain structure: Cortical thickness mapping and diffusion tensor imaging. Social Cognitive and Affective Neuroscience, 8(1), 27–33. CrossRef
Kaunhoven, R. J., & Dorjee, D. (2017). How does mindfulness modulate self-regulation in pre-adolescent children? An integrative neurocognitive review. Neuroscience and Biobehavioral Reviews, 74(Pt A), 163–184. CrossRef
Lomas, T., Ivtzan, I., & Fu, C. H. (2015). A systematic review of the neurophysiology of mindfulness on EEG oscillations. Neuroscience and Biobehavioral Reviews, 57, 401–410. CrossRef
Lyons, K. E., & Zelazo, P. D. (2011). Monitoring, metacognition, and executive function: Elucidating the role of self-reflection in the development of self-regulation. Advances in Child Development and Behavior, 40, 379–412. CrossRef
Miyahara, M., Harada, T., Tanaka, S., Fukuhara, H., Kano, T., Ono, T., et al. (2017). Mindfulness meditation for future early childhood teachers in Japan. Teaching and Teacher Education, 65, 136–144. CrossRef
Morrison, A., Goolsarran, M., Rogers, S., & Jha, A. (2014). Taming a wandering attention: Short-form mindfulness training in student cohorts. Frontiers in Human Neuroscience, 7, 897. CrossRef
Niedermeyer, E., & da Silva, F. L. (2005). Electroencephalography: basic principles, clinical applications, and related fields. Philadelphia: Lippincott Williams & Wilkins.
Oldfield, R. C. (1971). The assessment and analysis of handedness: The Edinburgh inventory. Neuropsychologia, 9(1), 97–113. 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. CrossRef
Paulson, S., Davidson, R. J., Jha, A. P., & Kabat-Zinn, J. (2013). Becoming conscious: The science of mindfulness. Annals of the New York Academy of Sciences, 1303, 87–104. CrossRef
Quach, D., Jastrowski Mano, K. E., & Alexander, K. (2016). A randomized controlled trial examining the effect of mindfulness meditation on working memory capacity in adolescents. Journal of Adolescent Health, 58(5), 489–496. CrossRef
Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., et al. (2015). Enhancing cognitive and social-emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51(1), 52–66. CrossRef
Sibalis, A., Milligan, K., Pun, C., McKeough, T., Schmidt, L. A., & Segalowitz, S. J. (2017). An EEG Investigation of the Attention-Related Impact of Mindfulness Training in Youth With ADHD: Outcomes and Methodological Considerations. Journal of Attention Disorders, 1087054717719535.
Snyder, S. M., & Hall, J. R. (2006). A meta-analysis of quantitative EEG power associated with attention-deficit hyperactivity disorder. Journal of Clinical Neurophysiology, 23(5), 440–455. CrossRef
Somsen, R. J., van't Klooster, B. J., van der Molen, M. W., van Leeuwen, H. M., & Licht, R. (1997). Growth spurts in brain maturation during middle childhood as indexed by EEG power spectra. Biological Psychology, 44(3), 187–209. CrossRef
Train The Brain Forum Committee (1993). Thai mental state examination (TMSE). Siriraj Hospital Gazette, 45, 359–374.
van Vugt, M. K., & Jha, A. P. (2011). Investigating the impact of mindfulness meditation training on working memory: A mathematical modeling approach. Cognitive, Affective & Behavioral Neuroscience, 11(3), 344–353. CrossRef
Metagegevens
Titel
Enhancing Brain Maturation Through a Mindfulness-Based Education in Elementary School Children: a Quantitative EEG Study
Auteurs
Vorasith Siripornpanich
Kwanrutai Sampoon
Suthida Chaithirayanon
Naiphinich Kotchabhakdi
Nuanchan Chutabhakdikul
Publicatiedatum
15-03-2018
Uitgeverij
Springer US
Gepubliceerd in
Mindfulness / Uitgave 6/2018
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI
https://doi.org/10.1007/s12671-018-0930-3

Andere artikelen Uitgave 6/2018

Mindfulness 6/2018 Naar de uitgave

ORIGINAL PAPER

The Fatigue and Depressive Symptom Relationship in Mothers of Young Children: the Moderating Role of Mindfulness

ORIGINAL PAPER

The Relationships among Clinician Self-Report of Empathy, Mindfulness, and Therapeutic Alliance

ORIGINAL PAPER

The Effects of an Online Mindfulness Intervention on Perceived Stress, Depression and Anxiety in a Non-clinical Sample: A Randomised Waitlist Control Trial

ORIGINAL PAPER

Samatha Meditation Training for Students with Attention Deficit/Hyperactivity Disorder: Effects on Active Academic Engagement and Math Performance

ORIGINAL PAPER

A Field Experiment Examining Mindfulness on Eating Enjoyment and Behavior in Children

ORIGINAL PAPER

Meditation-Induced Near-Death Experiences: a 3-Year Longitudinal Study