Articles producció científica> Psicologia

Mindful schools: Neuropsychological performance after the implementation of a mindfulness-based structured program in the school setting

  • Identification data

    Identifier: imarina:9241835
    Authors:
    Folch, AnnabelGasol, LaiaHeredia, LuisVicens, PalomaTorrente, Margarita
    Abstract:
    Mindfulness has attracted considerable attention in educational settings as it can have positive effects on children. However, the role of mindfulness practice in schools has yet to be understood. The aim of the present study is to assess the impact of mindfulness on neuropsychological performance and psychological well-being of primary school children. It also aims to explore the teacher's mindfulness training effect on the intervention. The present study recruited 100 children (64% girls and 36% boys) aged 9-11 from a primary school in Tarragona (Spain). The research was conducted between 2016-2018 with three experimental groups: a mindfulness intervention group with a trained mindfulness teacher, a mindfulness intervention group with a non-trained mindfulness teacher, and a control group. All groups were evaluated before and after a 13-weeks intervention, consisting of 5-10 min mindfulness daily sessions before class. After the intervention, the two groups of children receiving mindfulness sessions performed better than controls in several neuropsychological tasks involving executive functions, such as short-term and working memory, learning, mental flexibility, visuospatial abilities and processing speed. No significant differences were found in the assessment of daily stress or emotional and behavioural problems. The findings of the present study can contribute to a better understanding of the role of mindfulness practice in primary children regarding neuropsychological performance, highlighting the importance of the teacher's mindfulness training in the teaching/learning process.
  • Others:

    Author, as appears in the article.: Folch, Annabel; Gasol, Laia; Heredia, Luis; Vicens, Paloma; Torrente, Margarita
    Department: Psicologia
    URV's Author/s: Heredia Santaella, Luis / Torrente Torné, Margarita / Vicens Calderón, Paloma
    Keywords: Teacher Stress reduction Quality Primary schools Neuroscience Mindfulness Meditation Interventions Executive functions Executive function Early-childhood Children Benefits Anxiety
    Abstract: Mindfulness has attracted considerable attention in educational settings as it can have positive effects on children. However, the role of mindfulness practice in schools has yet to be understood. The aim of the present study is to assess the impact of mindfulness on neuropsychological performance and psychological well-being of primary school children. It also aims to explore the teacher's mindfulness training effect on the intervention. The present study recruited 100 children (64% girls and 36% boys) aged 9-11 from a primary school in Tarragona (Spain). The research was conducted between 2016-2018 with three experimental groups: a mindfulness intervention group with a trained mindfulness teacher, a mindfulness intervention group with a non-trained mindfulness teacher, and a control group. All groups were evaluated before and after a 13-weeks intervention, consisting of 5-10 min mindfulness daily sessions before class. After the intervention, the two groups of children receiving mindfulness sessions performed better than controls in several neuropsychological tasks involving executive functions, such as short-term and working memory, learning, mental flexibility, visuospatial abilities and processing speed. No significant differences were found in the assessment of daily stress or emotional and behavioural problems. The findings of the present study can contribute to a better understanding of the role of mindfulness practice in primary children regarding neuropsychological performance, highlighting the importance of the teacher's mindfulness training in the teaching/learning process.
    Thematic Areas: Psychology, multidisciplinary Psychology (miscellaneous) Psychology (all) Psicología General psychology Enfermagem Ciencias sociales
    licence for use: https://creativecommons.org/licenses/by/3.0/es/
    Author's mail: luis.heredia@urv.cat paloma.vicens@urv.cat luis.heredia@urv.cat margarita.torrente@urv.cat
    Author identifier: 0000-0001-9330-9418 0000-0003-0732-5070 0000-0001-9330-9418 0000-0002-8901-6345
    Record's date: 2024-10-12
    Papper version: info:eu-repo/semantics/publishedVersion
    Link to the original source: https://link.springer.com/article/10.1007/s12144-021-02572-z
    Licence document URL: https://repositori.urv.cat/ca/proteccio-de-dades/
    Papper original source: Current Psychology. 42 (14): 12118-12128
    APA: Folch, Annabel; Gasol, Laia; Heredia, Luis; Vicens, Paloma; Torrente, Margarita (2023). Mindful schools: Neuropsychological performance after the implementation of a mindfulness-based structured program in the school setting. Current Psychology, 42(14), 12118-12128. DOI: 10.1007/s12144-021-02572-z
    Article's DOI: 10.1007/s12144-021-02572-z
    Entity: Universitat Rovira i Virgili
    Journal publication year: 2023
    Publication Type: Journal Publications
  • Keywords:

    Psychology (Miscellaneous),Psychology, Multidisciplinary
    Teacher
    Stress reduction
    Quality
    Primary schools
    Neuroscience
    Mindfulness
    Meditation
    Interventions
    Executive functions
    Executive function
    Early-childhood
    Children
    Benefits
    Anxiety
    Psychology, multidisciplinary
    Psychology (miscellaneous)
    Psychology (all)
    Psicología
    General psychology
    Enfermagem
    Ciencias sociales
  • Documents:

  • Cerca a google

    Search to google scholar