Implementation of a program based on mindfulness for the reduction of aggressiveness in the classroom

Pinazo, Daniel; García-Prieto, Laura T.; García-Castellar, Rosa

doi:10.1016/j.psicoe.2019.08.003

Cited by 5 publications

(3 citation statements)

References 26 publications

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“…An experiment with 83 students between 11-13 years old followed a mindfulness program by listening to audio recordings for 10 consecutive weeks (1 hour per week) to reduce aggressiveness in the classroom. The results found that mindfulness could be used as a tool to reduce aggressiveness in the classroom [39]. Mindfulness with audio recordings and 10-minute breathing exercises has also been proved useful to improve mental health through adaptive responses during emotional processing for children [40].…”

Section: Mindfulnessmentioning

confidence: 99%

Can Mindfulness Help Primary Education Students to Learn How to Program With an Emotional Learning Companion?

Morales-Urrutia

Ocaña²,

Pérez‐Marín

et al. 2021

IEEE Access

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Section: Mindfulnessmentioning

confidence: 99%

Can Mindfulness Help Primary Education Students to Learn How to Program With an Emotional Learning Companion?

Morales-Urrutia

Ocaña²,

Pérez‐Marín

et al. 2021

IEEE Access

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“…Desde sus primeros estudios, las cifras de violencia escolar incrementaron a lo largo del mundo (Martínez Martínez et al, 2017). La agresividad en las aulas aparece en etapas escolares cada vez más precoces, con mayor frecuencia en la educación secundaria (Pinazo et al, 2020).…”

Section: Introductionunclassified

El rol del docente ante situaciones de agresividad en el aula

Luna

Santa-Cruz-Espinoza

2021

REIFOP

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El objetivo del estudio fue determinar las evidencias de validez del Cuestionario de Agresividad Premeditada e Impulsiva (CAPI–A) en una muestra de escolares peruanos (N= 528) entre 12 a 18 años. El cuestionario estuvo compuesto de 24 ítems en formato Likert de 5 puntos. Se hallaron las evidencias de validez de contenido (vo > ,70), así como de estructura interna, se verificó el modelo de dos dimensiones con adecuados índices de ajuste (x2/gl = 4,27, RSMEA = ,064 S-RMR = ,056, CFI = ,96, TLI = ,95; λ > ,35); además, se reportó la correlación entre las dimensiones del Cuestionario de Agresividad Proactiva y Reactiva (r > ,30); y, finalmente se halló la confiabilidad por consistencia interna con el coeficiente Omega (ω > ,70) y estabilidad temporal (test-restest > ,70). Se concluye que el Cuestionario de Agresividad Premeditada e Impulsiva presenta adecuadas evidencias de validez y fiabilidad en la muestra participante. Se recomienda obtener nuevas evidencias psicométricas en otros contextos. The objective of the study was to determine the validity evidences of the Premeditated and Impulsive Aggression Questionnaire (CAPI - A) in a sample of Peruvian schoolchildren (N = 528) between 12 and 18 years old. The questionnaire consisted of 24 items in a 5-point Likert format. Evidence of content validity (vo> .70), as well as of internal structure, was verified the two-dimensional model with adequate fit indices (x2 / gl = 4.27, RSMEA = .064 S-RMR = .056, CFI = .96, TLI = .95; λ> .35); Furthermore, the correlation between the dimensions of the Proactive and Reactive Aggression Questionnaire (r>, 30) was reported; and, finally, the reliability was found by internal consistency with the Omega coefficient (ω>, 70) and temporal stability (test-restest>, 70). It is concluded that the Premeditated and Impulsive Aggression Questionnaire presents sufficient evidence of validity and reliability in the participating sample. Obtaining new psychometric evidence in other contexts is recommended.

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“…As in the previously mentioned study from the same authors, all sessions were conducted by the kindergarten teachers with the aid of an external assistant from the research team. Yet another recent study examined the effectiveness of a mindfulness-based intervention on variables related to classroom social environment in 83 students aged 11-13, finding an improved classroom social environment and impulsivity self-regulation (Pinazo et al, 2020). Again, the mindfulness programme took place during school time and was led by a mindfulness formed teacher who worked there.…”

Section: Introductionmentioning

confidence: 99%

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

et al. 2021

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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.

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Implementation of a program based on mindfulness for the reduction of aggressiveness in the classroom

Cited by 5 publications

References 26 publications

Can Mindfulness Help Primary Education Students to Learn How to Program With an Emotional Learning Companion?

Can Mindfulness Help Primary Education Students to Learn How to Program With an Emotional Learning Companion?

El rol del docente ante situaciones de agresividad en el aula

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

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