A Mixed-Methods Study of Compassionate Mind Training for Pupils (CMT-Pupils) as a School-Based Wellbeing Intervention

Mindfulness, Journal Year: 2024, Volume and Issue: 15(2), P. 459 - 478

Published: Feb. 1, 2024

Abstract Objectives Mental health difficulties in children are increasing, especially following transition from elementary to high-school education. In attempts mitigate risk of these difficulties, proactive wellbeing interventions becoming increasingly explored school settings. Recently, Compassionate Mind Training (CMT) has been shown be well-accepted and efficacious promoting staff prosocial behaviours. This paper outlines the impact CMT as a pupil intervention. Method Sixty-seven pupils aged 11–12 took part either Personal, Social, Health Economic (PSHE) lessons usual ( n =30), or CMT-Pupils =37) their PSHE lessons, over 5-week period. A mixed-methods quantitative qualitative design was utilised explore implementation curricula effectiveness across several parameters (e.g., anxiety, self-compassion, perfectionism, moods feelings, self-esteem). Results Pupils reported positively on experiences content practices. Quantitative analyses revealed significant time-by-group interaction effect for reflecting differences anxiety post vs. usual. No further interactions reached significance. Qualitative benefits classroom behaviour, including emotion regulation, kindness others feelings inclusion. Benefits were also found extend class teachers. Conclusions CMT-pupils could promising school-based intervention improving behaviours, environment protecting against deteriorations child mental health. Larger scale explorations wider demographics, investigation who can deliver curriculum efficaciously teachers external facilitators), suggested next steps investigation. Preregistration study not preregistered.

Language: Английский

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Integrating Social Emotional Learning, Mindfulness, and Nutrition Education into Curricula to Promote Self-Regulation and Healthy Eating Behaviors among Preschoolers

Social and Emotional Learning Research Practice and Policy, Journal Year: 2025, Volume and Issue: unknown, P. 100081 - 100081

Published: Jan. 1, 2025

Language: Английский

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A Scoping Review of the Use of Mindfulness-Based Interventions to Improve Preschoolers’ Executive Function

Mindfulness, Journal Year: 2025, Volume and Issue: unknown

Published: March 18, 2025

Language: Английский

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Exploring the landscape of mindfulness practice in early childhood education in Ireland

European Early Childhood Education Research Journal, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 16

Published: Jan. 27, 2025

Language: Английский

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Teachers’ view on the implementation and sustainability of a French adaptation of the Kindness Curriculum: a qualitative study

Research Square (Research Square), Journal Year: 2025, Volume and Issue: unknown

Published: March 14, 2025

Background: Social and emotional learning (SEL) programs, such as the Kindness Curriculum, have shown positive effects on children's social competencies (SEC), mental health executive functioning. However, effectiveness of a program alone does not ensure its successful implementation sustainability beyond evaluation context. This study aims to qualitatively explore preschool teachers’ attitudes experiences with French adaptation identifying key factors that are likely affect long-term sustainability. Methods: Seventeen teachers from socio-economically disadvantaged area participated in semi-structured interviews at end school year, after implementing Curriculum. Data were thematically analyzed, combining deductive inductive approaches. Results: All expressed appreciation for program, citing structure content suitability, students’ observed impacts SEC. challenges related time constraints, classroom characteristics, lack mastery support-related limitations sometimes hindered implementation. Adaptations implemented by identified strategies engagement suggested. Conclusions: Despite encountered, teachers' overall reception is encouraging The possibility adapt content, well strengths this discussed.

Language: Английский

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A rapid review describing the scalability of early childhood education and care-based programs targeting children's social and emotional learning

Mental Health & Prevention, Journal Year: 2024, Volume and Issue: 35, P. 200349 - 200349

Published: June 19, 2024

To describe: i) how scalability domains (i.e., factors that influence a program's ability to expand reach larger population) are assessed and reported within randomised controlled trials (RCTs) of programs improve child social emotional learning in early childhood education care (ECEC) settings; ii) relative impact scaled-up programs. We undertook rapid review November 2023 identify RCTs universal delivered ECECs which were effective on at least one social, emotional, outcome. This formed sample pre-scale where additional intervention characteristics reporting seven extracted according the Intervention Scalability Assessment Tool. scale-up evaluations, we searched for related publications RCTs. For directly comparable outcomes, calculated effect size between Twenty-two included. variably with only study all domains. Almost by an external facilitator together educators, none concurrently targeted physical health behaviours, such as activity nutrition. identified formal evaluation trial. Compared trial, trial had reduced behavioural difficulties increased prosocial behaviour. More comprehensive evaluations ECEC needed ensure intended outcomes wellbeing achieved.

Language: Английский

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Early Childhood Executive Function Predicts Concurrent and Later Social and Behavioral Outcomes: A Review and Meta-Analysis

Published: March 27, 2023

Executive function (EF), the set of mental processes and skills involved in goal-oriented planning, organizing, controlling behavior, is believed to support child development across many domains life. However, although ample evidence suggests a relation between childhood EF academic skills, it less clear what its role beyond academics. We report meta-analysis relations early (assessed at 36-60 months age) social, health, behavioral outcomes assessed concurrently longitudinally (1,459 effect sizes, 158 studies, n = 144,642). No significant were found health outcomes. was associated with emotion understanding regulation, prosocial peer acceptance, skill lying. Both longitudinally, positively adaptive classroom social competence, negatively internalizing externalizing problems, inattention hyperactivity. For adolescent outcomes, only could be meta-analyzed, no these variables. The magnitude sizes varied, absolute values ranging from r .02 .30. Moderator analyses indicated varied by outcome, but there such finding for or more strongly teacher- versus parent-reported problems. There little that quality indicators affected sizes. also publication bias. Overall, our results are consistent possibility broad relevance development; yet future research should provide stronger causal tests hypothesized better understand nature whether fostering can promote healthy development.

Language: Английский

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Developing Prosocial Skills in 4–5-Year-Olds Through Collaborative Learning Models: A Qualitative Study

GENIUS Indonesian Journal of Early Childhood Education, Journal Year: 2024, Volume and Issue: 5(2), P. 157 - 168

Published: Dec. 31, 2024

This study examines the implementation of group learning models to foster prosocial behavior in children aged 4–5 at a Kindergarten. Using qualitative approach with observations, interviews, and documentation, research highlights role structured planning, engaging implementation, comprehensive evaluation enhancing cooperation, responsibility, creativity. Findings reveal significant improvements behavior, 16 out 17 meeting developmental expectations. Despite challenges such as resource constraints subjective assessments, emphasizes potential promote social-emotional development early childhood education. Recommendations include enhanced teacher training innovative methods optimize outcomes.

Language: Английский

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МЕДИТАЦІЯ ТА ЇЇ ВПЛИВ НА ПСИХОЛОГІЧНИЙ СТАН ОСОБИСТОСТІ

Наукові інновації та передові технології, Journal Year: 2024, Volume and Issue: 6(34)

Published: June 17, 2024

МЕДИТАЦІЯ ТА ЇЇ ВПЛИВ НА ПСИХОЛОГІЧНИЙ СТАН ОСОБИСТОСТІАнотація.У статті розглянуто філософські підходи до вивчення медитації як практики самопізнання та її можливості лікування.Ця дослідницька робота спрямована на низки психічних вправ, які входять складу оздоровчої практики, задля досягнення стійкого емоційного стану; висвітлено правила і структуру медитації, оздоровчий ефект організм людини.Медитація є формою психічної активності, завдяки якій людина поринає в трансові стани, фізіологічною основою якого здатність мозку виробляти осередки збудження гальмування, продукувати образи, а також викликати за допомогою навіювання матеріальні зрушення організмі.Медитація позитивно впливає нервову систему допомагає позбутися депресії

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Prática da atenção plena e educação socioemocional na escola: uma revisão integrativa da literatura

Humanidades & Tecnologia em Revista (FINOM), Journal Year: 2024, Volume and Issue: 50(1), P. 115 - 129

Published: Aug. 1, 2024

Resumo: A prática de educação plena (mindfulness) tem sido estudada em diversos campos conhecimento. Na educação, o campo ainda é relativamente recente, com implicações voltadas à socioemocional. Este trabalho objetivou construir uma revisão integrativa da literatura das publicações científicas nacionais e internacionais língua inglesa, espanhola portuguesa, os descritores Atenção Plena/ Mindfulness Educação Socioemocional, sem um recorte temporal vista atualidade dos estudos. Os dados quantitativos demonstram acréscimo a partir 2017 concentração na inglesa. qualitativos, amostra publicações, que maioria estudos se volta para dimensão pessoal, destacando as conexões atenção resiliência, autoconhecimento, bem-estar, autocompaixão, auto-estima desempenho escolar. Artigos exploram além si, trazem autoconsciência compreensão si relação outro mundo. Destaca-se importância explorar mais relações entre socioemocional pesquisas, especialmente enfoque si. Palavras-chave : Mindfulness. Socioemocional. Aprendizagem

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