The Effects of Mind Subtraction Meditation on Depression, Social Anxiety, Aggression, and Salivary Cortisol Levels of Elementary School Children in South Korea

Yoo, Yang-Gyeong; Lee, Duck-Joo; Lee, In-Soo; Shin, Namin; Park, Ju-Yeon; Yoon, Mira; Yu, Boas

doi:10.1016/j.pedn.2015.12.001

Cited by 23 publications

(23 citation statements)

References 45 publications

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“…In this study, a school-based meditation program was chosen as an intervention since the program was shown to have positive effects on these four variables in particular (anxiety, depression, impulsivity, and aggression). Yoo et al (2016) reported significant decreases in social anxiety, aggression, and salivary cortisol level (physiological indicator of stress) for elementary school 5 th graders when participating in a school-based meditation program utilizing mind subtraction meditation. Other studies using similar mind subtraction meditation programs in schools also reported significant improvements in the following: depression and anxiety for youth ; anxiety related to school, home, examination, societal, and situational stress in 5 th graders with documented high anxiety symptoms and complaints (Ahn, 2006); trait and state anxiety in middle school students (Choi, Lee, & Cheon, 2006); aggression in elementary and middle school students (Kim, Yoo, Lee, & Son, 2013); and self-control in elementary, middle, and high school students (Yoo, Yoon, Choi, & Kim, 2014).…”

Section: Mind Subtraction Meditationmentioning

confidence: 99%

“…Furthermore, the meditation is able to define what is human mind and provide a specific and systematic method which can be practiced by anyone, even elementary school students. The merits of transformative changes and positive benefits were consistently gained by those who practice the meditation even in relatively short time duration of practice (Yoo, Lee, & Jung, 2013;Yoo et al, 2016). The method of subtracting the false mind is very simple and regardless of age or education, anyone can practice it (Woo, 1996).…”

Section: Mind Subtraction Meditationmentioning

confidence: 99%

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The Effect of Mind Subtraction Meditation on Smartphone Addiction in School Children

Yoo¹,

Lee²,

Yu³

et al. 2019

GJHS

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Background: Aim of current study was to examine the effects of school-based mind subtraction meditation program on smartphone addiction tendency and mental health of third grade students in a South Korean elementary school. Materials and Methods:A quasi-experimental design with nonequivalent comparison groups was used. An experimental group (n = 24), who participated in the school-based meditation program, and a control group (n = 22), who did not participate in the program, were measured pre-test, post-test, and also three months after the completion of this study on smartphone addiction tendency and mental health. Results:The study result showed a significant decrease in smartphone addiction tendency and also significant improvements in mental health variables of depression, anxiety, aggression, and impulsivity for the experimental group. These improvements were shown to continue even after the study completion when measured post-intervention at three months. Conclusion:This study demonstrated that the mind subtraction meditation program had positive effects on smartphone addiction tendency and mental health variables. It can be suggested from this study to recommend mind subtraction meditation as one of feasible strategies to prevent smartphone addiction and to improve mental health status in elementary school children. Further, this study meaningfully supports positive beneficial evidence of meditation program utilization in schools.

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Section: Mind Subtraction Meditationmentioning

confidence: 99%

Section: Mind Subtraction Meditationmentioning

confidence: 99%

The Effect of Mind Subtraction Meditation on Smartphone Addiction in School Children

Yoo¹,

Lee²,

Yu³

et al. 2019

GJHS

Self Cite

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“…Aggressive behavior for elementary school children is expressed as physical or verbal aggression [ 1 – 3 ]. Aggressive behaviors may be related to personal characteristics (e.g., lack of coping strategies, anxiety, depression, low intelligence coefficient, and attention deficits) and/or environmental factors (e.g., school performance pressures and competitions, peer relationship, and family issues) [ 1 , 4 , 5 ]. Aggressive behaviors in elementary schools instigate teacher-student conflicts and peer rejection and represent the primary reason for suspensions and expulsions.…”

Section: Introductionmentioning

confidence: 99%

Massage and Storytelling Reduce Aggression and Improve Academic Performance in Children Attending Elementary School

Gonçalves

Voos

Almeida

et al. 2017

Occupational Therapy International

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Background Aggressive behaviors must be addressed in elementary schools. Massage and storytelling can be strategies to deal with aggression because both involve experience exchange and social interaction. Both can decrease stress and anxiety and increase self-esteem. Objective To evaluate the effect of two interventions (massage and storytelling) on aggressive behaviors and academic performance of elementary school children. Method Three groups (n = 35 children in each group) of the second grade participated (aged 6.5–8.1 years). One group received ten extra classes of massage (MG), another group received extra classes of storytelling (SG), and the control group received extra classes of random subjects (CG). Extra classes lasted for 50 minutes, once a week. Aggressive behaviors were recorded on diaries, by the teachers and the coordinator. The frequency of aggressive behaviors and the academic performance of MG, SG, and CG were observed for six months and the groups were compared. Findings ANOVAs evidenced that MG and SG, but not CG, showed a reduction in aggressive behaviors registered by the teachers and coordinator, after the intervention. Academic performance of MG and SC improved after the intervention (p < 0.05).

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“…High-level physical activity was also associated with improved self-esteem (p < .05) (Strauss et al, 2001). Yoo et al (2016) analysed the effects of a school-based mind subtraction meditation program on depression, social anxiety, aggression levels of 42 elementary school children in South Korea. The research design was a non-equivalent group comparison with pre-test and post-test.…”

Section: Discussionmentioning

confidence: 99%

Effects of an eight-month exercise intervention programme on physical activity and decrease of anxiety in elementary school children

Klizienė

Kimantienė

Čižauskas

et al. 2018

Baltic Journal of Sport and Health Sciences

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Background. The World Health Organization recommends children to participate in sufficient PA by engaging in moderate-to-vigorous physical activity for at least 60 min daily per week. Schools are important settings for the promotion of children’s physical activity. Through commuting, breaks, and physical education lessons they provide regular opportunities for children to be active. Methods. The experimental group included 36 girls and 34 boys aged 6-7 years old. Their mean weight and height were 24.3 ± 0.9 kg and 1.25 ± 0.11 m for the girls, and 29.3 ± 0.6 kg and 1.33 ± 0.09 m for the boys. The control group included 35 girls and 33 boys aged 6–7 years old, attending the same school. Their mean weight and height were 22.3 ± 0.7 kg and 1.24 ± 0.1 m for the girls, and 28.4 ± 0.7 kg and 1.36 ± 0.07 m for the boys. The methodology of innovative physical education classes was based on the DIDSFA model (dynamic exercise, intense motor skill repetition, differentiation, physical activity distribution in the classroom). The evaluation of physical activity. Children’s Physical Activity Questionnaire (Corder et al., 2009) was used. It was also based on the Children’s Leisure Activities Study Survey (CLASS) questionnaire. The measurement of anxiety – the methodology of Reynolds and Richmond (1994). Results. The post-test of the experimental group boys (1320.24 MET, min/week) was to analyse average physical activity in comparison with the girls of the experimental group (840.60 MET, min/week). Statistically significant difference was found during the analysis of average MET per boy (1390.45 MET, in/week) in comparison with the girls (880.27 MET, min/week, p < .05). The results of the somatic anxiety in EG (5.54 ± 1.18 points) before the experiment and after it showed that after the intervention programme somatic anxiety in EG was 5.08 ± 1.09 points. This demonstrates lower levels of depression, seclusion, somatic complaints, aggression and delinquent behaviour (F = 4.895, p < .05, P = 0.550). Conclusion. It was established that properly construed and purposefully applied complex of the eight-month exercise intervention programme for elementary school children led to statistically significant changes in the dependent variables: increased physical activity and decreased anxiety for the experimental group.

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The Effects of Mind Subtraction Meditation on Depression, Social Anxiety, Aggression, and Salivary Cortisol Levels of Elementary School Children in South Korea

Cited by 23 publications

References 45 publications

The Effect of Mind Subtraction Meditation on Smartphone Addiction in School Children

The Effect of Mind Subtraction Meditation on Smartphone Addiction in School Children

Massage and Storytelling Reduce Aggression and Improve Academic Performance in Children Attending Elementary School

Effects of an eight-month exercise intervention programme on physical activity and decrease of anxiety in elementary school children

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