An Analysis of Self-Concept in Students With Compensatory Education Needs for Developing a Mindfulness-Based Psychoeducational Program

Palomino, María Carmen Pegalajar

doi:10.1177/2158244017708818

Cited by 11 publications

(10 citation statements)

References 36 publications

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“…The results of this study are in line with the results of research conducted by Wells, Miller, Tobacyk, and Clanton (2002) which showed a significant increase in self-esteem and self-concept of adolescents after being given psychoeducation. The research conducted by Palomino (2017) also proves that the provision of mindfulness-based psychoeducational interventions is effective in improving self-concept in adolescents.…”

Section: Discussionmentioning

confidence: 78%

“…Psychoeducation is an intervention that can be carried out on individuals, families, or groups that focus on educating participants about significant challenges in life, helping participants develop sources of support and social support in dealing with challenges and developing coping skills (Walsh, 2010). Research conducted by Palomino (2017) proves that the provision of mindfulness-based psychoeducational interventions is effective in improving self-concept in adolescents.…”

Section: Preliminarymentioning

confidence: 99%

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The Effectiveness Of Psycoeducation Of Self-Concept In Children In Conflict With The Law At Children's Social Home X

Pratiwi¹,

Widyarini²

2021

IJRP

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A negative self-concept is a condition in which a person tends to view themselves badly. In general, children in conflict with the law tend to have a negative self-concept. Psychoeducation is one of the effective intervention methods to improve self-concept, through cognitive readiness by providing new understanding and information. The purpose of this study was to improve self-concept in children in conflict with the law by providing psychoeducational interventions. The subjects of this study were children in conflict with the law in Children's Social Home X, with total of 17 boys. The research method used is an experiment with the type of design in the form of a one group pretestposttest design. Hypothesis testing was carried out on the pre and post tests of the Self Concept Questionnaire using Wilcoxon. The psychoeducational intervention was given in the form of material presentation, group discussions, games, and activities that were carried out in three sessions with a duration of one hundred minutes in each. The results showed an increase in self-concept after being given psychoeducation on subject.

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Section: Discussionmentioning

confidence: 78%

Section: Preliminarymentioning

confidence: 99%

The Effectiveness Of Psycoeducation Of Self-Concept In Children In Conflict With The Law At Children's Social Home X

Pratiwi¹,

Widyarini²

2021

IJRP

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“…In undergraduate students, mindfulness practice is linked to reduced stress, depression and anxiety when compared to a control group and alternate interventions such as physical exercise (Gallego, Aguilar-Parra, Cangas, Langer & Manas, 2014). Palomino (2017) argues that a mindfulness intervention is an effective means to improve academic self-concept (an individual's perception of themselves in academic situations) in students in order to improve self-esteem and academic outcomes. Mindfulness practice has been linked with improved test performance (Mrazek, Franklin, Phillips, Baird & Schooler, 2013) and retention of lecture material (Ramsburg & Youmans, 2014).…”

Section: Mindfulnessmentioning

confidence: 99%

The Effect of Mindfulness on Academic Self-Efficacy: A Randomised Controlled Trial

Menges

Caltabiano

2019

IJEPC

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This study examined the effect of a brief mindfulness intervention on academic self-efficacy. Twenty-six university students were randomized to a four-day brief mindfulness intervention or a wait-listed control condition. The brief mindfulness intervention took the form of four 30 minute sessions of mindfulness meditation over four consecutive days. Measures of mindfulness, emotional wellbeing, and academic self-efficacy were obtained via a self-report survey prior to the intervention, post-intervention and at a one-month follow-up. Both groups had comparable baseline measures on all three scales. Data analysis revealed that both academic self-efficacy and mindfulness increased between pre- and post-intervention with a medium effect size (d = 0.472 and 0.415 respectively). Emotional wellbeing significantly increased following the intervention with a large effect size (d = 0.652) and remained at this level after one month. Academic self-efficacy also stayed at elevated post-intervention levels after one month while mindfulness continued to increase following the intervention and was significantly higher at follow-up than at baseline (d = 0.564). There were no significant changes in the measured variables for the control group. Regression analysis revealed that increases in emotional wellbeing significantly predicted increases in academic self-efficacy for participants in the experimental group, both increases in mindfulness and emotional wellbeing were significantly correlated with increases in academic self-efficacy. These findings suggest that a brief mindfulness intervention is an effective and practical means to improve academic self-efficacy and emotional wellbeing in university students. Implications, limitations and future directions for research are discussed.

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“…Dada a importância do autoconceito na formação da personalidade (Palomino, 2017), no desempenho académico e comportamental, saúde mental (Wei & Marder, 2012), funcionamento independente e participação social (Schalock & Verdugo, 2002), a análise do autoconceito e da auto-estima das pessoas com DID assume-se como um tema atual, sendo visível a ainda escassa evidência científica sobre o autoconceito e os fatores que o influenciam, na população com DID (Huck, Kemp, & Carter, 2010).…”

Section: Introductionunclassified

O autoconceito na população com Dificuldade Intelectual e Desenvolvimental (DID) em Portugal: Revisão sistemática

Fonseca¹,

Almeida²,

Roldão³

et al. 2019

Análise Psicológica

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A mudança de paradigma da pessoa com Dificuldade Intelectual e Desenvolvimental (DID) como agente ativo e autodeterminado vem evidenciar a forma como o próprio se vê, ou seja, o seu autoconceito, sendo este um tema que a nível nacional ainda carece de mais investigação. Esta revisão sistemática objetiva identificar e caracterizar os aspetos que influenciam o autoconceito destes indivíduos. A pesquisa foi realizada em várias bases de dados e revistas eletrónicas. Os estudos foram considerados elegíveis se relatassem aspetos ligados ao autoconceito e à DID, apresentassem parte empírica, incluíssem amostras nacionais e se tivessem acesso livre. Posteriormente, os estudos foram submetidos a vários processos de seleção, até ao processo de avaliação metodológica. Foram considerados oito estudos, onde dois analisaram a influência da atividade física, e os restantes outras variáveis (e.g., desinstitucionalização) no autoconceito da pessoa com DID. Os oito estudos compreenderam 1 a 50 participantes (N=179), entre os 8 e os 65 anos com DID ligeira a moderada. Seis dos estudos foram classificados como “fortes” e os restantes como “moderados”. Existem vários aspetos que influenciam positivamente o autoconceito nesta população, destacando-se uma boa rede de suporte social e a educação parental. Quanto à autoestima, salienta-se a prática da atividade física e a desinstitucionalização. A aposta na investigação na área desde a validação de instrumentos específicos para a avaliação do autoconceito deste subgrupo populacional e da análise das suas propriedades psicométricas, passando pela identificação dos fatores preditores do autoconceito neste subgrupo, na relevância da monitorização dos processos de desinstitucionalização e identificação das estratégias e implementação de programas centrados na pessoa para uma maior participação, para a mudança de atitudes, são algumas das recomendações para a prática.

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An Analysis of Self-Concept in Students With Compensatory Education Needs for Developing a Mindfulness-Based Psychoeducational Program

Cited by 11 publications

References 36 publications

The Effectiveness Of Psycoeducation Of Self-Concept In Children In Conflict With The Law At Children's Social Home X

The Effectiveness Of Psycoeducation Of Self-Concept In Children In Conflict With The Law At Children's Social Home X

The Effect of Mindfulness on Academic Self-Efficacy: A Randomised Controlled Trial

O autoconceito na população com Dificuldade Intelectual e Desenvolvimental (DID) em Portugal: Revisão sistemática

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