Mindfulness-Based Versus Story Reading Intervention in Public Elementary Schools: Effects on Executive Functions and Emotional Health

Frontiers in Psychology

Elisa H. Kozasa¹  Shirley Lacerda¹  Patricia R. Tobo²  Carla Barrichello²  Claudete A. R. Milaré³  Ana Lucia D. Horta³ 

[1] Hospital Israelita Albert Einstein, São Paulo, Brazil;Natura Cosméticos, Cajamar, Brazil;Paulista School of Nursing, Federal University of São Paulo, São Paulo, Brazil;

关键词: mindfulness;    children;    executive function;    attention;    education;    mental health;   

DOI  :  10.3389/fpsyg.2021.576311

来源: DOAJ

【 摘 要 】

IntroductionIn this study we compared the effects of a mindfulness-based intervention (MBI) with a story reading intervention (SI) on the executive functions and psychological profile of children in two different public schools in São Paulo, Brazil.MethodsIn this controlled clinical trial, 207 children aged 8 to 9 years old responded to the Five-Digit Test (FDT), stress levels, depression, anxiety, positive and negative affect, at baseline (T0) and 8 weeks later (T1). From T0 to T1, school 1 participated in MBI classes and school 2 in IS classes.ResultsIn school 1 (MBI), children improved their scores on all tests except reading (errors) and counting (errors) compared with school 2. No differences were observed between groups in terms of emotional health.ConclusionIt is feasible to implement MBI or SI in Brazilian public schools. Students in the MBI group presented broader effects in executive functions, while students in the SI group showed a trend toward reduced negative affect and depression symptoms.

【 授权许可】

Unknown