Publication: Impacto de una intervención breve basada
en mindfulness en niños : un estudio piloto
Authors
García-Rubio, Carlos ; Luna Jarillo, Teodoro ; Castillo Gualda, Ruth ; Rodríguez-Carvajal, Raquel
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
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info:eu-repo/semantics/article
Description
Abstract
En la última década el interés por los efectos de la práctica
de mindfulness ha sido exponencial. Sin embargo, todavía
es escasa la investigación sobre sus efectos en el contexto
escolar. Este estudio piloto examinó la efectividad de una
intervención breve basada en mindfulness en estudiantes de
primaria. Se diseñó un estudio pre-post aleatorizado a nivel
de clase con un grupo control. Se investigaron sus efectos
sobre distintos síntomas internalizantes y externalizantes, las
habilidades de mindfulness y el rendimiento académico. El
grupo de mindfulness comparado con el grupo de control
disminuyó sus puntuaciones en problemas de conducta, aumentó
en relajación y mostró una mejora en sus relaciones
sociales. Su rendimiento académico se mantuvo, mientras en
el grupo control descendió. Se discuten posibles explicaciones
y líneas futuras de investigación.
Interest in the effects of mindfulness practice has been exponential in the last decade. However, very little research has been conducted into its effects in the school context. This pilot study examined the effectiveness of a brief mindfulness-based intervention among elementary students. A pretest-posttest design randomized at student class level with a control group was used to test the effects on internalizing and externalizing symptoms, mindfulness skills, and academic performance. Compared to the control group, students in the mindfulness group had significantly lower scores in behavioral problems, higher relaxation, and better social interactions. While academic performance was maintained in the mindfulness group, it decreased in the control group. Possible explanations and future research are discussed.
Interest in the effects of mindfulness practice has been exponential in the last decade. However, very little research has been conducted into its effects in the school context. This pilot study examined the effectiveness of a brief mindfulness-based intervention among elementary students. A pretest-posttest design randomized at student class level with a control group was used to test the effects on internalizing and externalizing symptoms, mindfulness skills, and academic performance. Compared to the control group, students in the mindfulness group had significantly lower scores in behavioral problems, higher relaxation, and better social interactions. While academic performance was maintained in the mindfulness group, it decreased in the control group. Possible explanations and future research are discussed.
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Citation
Revista interuniversitaria de formación del profesorado, V. 30, N. 87 (3), 2016
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