The impact of mindfulness education on elementary school students: Evaluation of the Master Mind Program.
The impact of mindfulness education on elementary school students: Evaluation of the Master Mind Program.
复制标题
DOI：
10.1080/1754730x.2014.916497
复制
发表时间：
2014
期刊：
影响因子：
--
通讯作者：
Sims C
中科院分区：
文献类型：
--
作者：
Parker AE;Kupersmidt JB;Mathis ET;Scull TM;Sims C
儿童需要具备有效应对压力的技能，并防止在饮酒和吸烟方面做出错误的决策。正念的训练和练习是培养儿童技能的一个可能途径。最近的研究表明，课堂上的正念教育可能在提高儿童的自我调节能力方面发挥作用。因此，本研究的目标是扩展现有的正念教育在课堂上的研究，并进行一个新的正念教育的可行性和有效性的评估，药物滥用预防计划，为第四和第五年级的儿童（主心灵）。两所小学被随机分配为干预组（N = 71）或候补对照组（N = 40）。干预组的学生由他们的常规课堂教师教授为期四周的Master Mind计划。在干预前和干预后的时间点，学生完成了他们的意图使用物质和执行功能的性能任务的自我报告。老师根据学生在课堂上的表现给他们打分。研究结果显示，学生谁参加了主头脑计划，相比那些在等待名单控制条件，表现出显着改善执行功能技能（女孩和男孩），以及轻微显着增加自我控制能力（男孩只）。此外，攻击性和社会问题（女孩和男孩）以及焦虑（仅女孩）也显著减少。在使用酒精或烟草的意图方面，各组之间没有显着差异。教师们忠实地实施了该计划;教师和学生都积极评价了Master Mind计划的结构和内容，提供了计划满意度和可行性的证据。虽然一般化可能受到样本量小的限制，但研究结果表明，正念教育可能有助于提高自我调节能力，这对预防药物滥用很重要。
Children need to be equipped with the skills to respond effectively to stress and prevent poor decision-making surrounding alcohol and tobacco use. Training and practice in mindfulness is one possible avenue for building children's skills. Recent research has revealed that mindfulness education in the classroom may play a role in enhancing children's self-regulatory abilities. Thus, the goal of the current study was to extend existing research in mindfulness education in classrooms and conduct an assessment of the feasibility and effectiveness of a new mindfulness education, substance abuse prevention program for 4th and 5th grade children (Master Mind). Two elementary schools were randomly assigned to be an intervention group (N = 71) or waitlist control group (N = 40). Students in the intervention group were taught the four-week Master Mind program by their regular classroom teachers. At pre- and post-intervention time points, students completed self-reports of their intentions to use substances and an executive functioning performance task. Teachers rated students on their behavior in the classroom. Findings revealed that students who participated in the Master Mind program, as compared to those in the wait-list control condition, showed significant improvements in executive functioning skills (girls and boys), as well as a marginally significant increase in self-control abilities (boys only). In addition, significant reductions were found in aggression and social problems (girls and boys), as well as anxiety (girls only). No significant differences across groups were found for intentions to use alcohol or tobacco. Teachers implemented the program with fidelity; both teachers and students positively rated the structure and content of the Master Mind program, providing evidence of program satisfaction and feasibility. Although generalization may be limited by the small sample size, the findings suggest that mindfulness education may be beneficial in increasing self-regulatory abilities, which is important for substance abuse prevention.