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Introdução: A investigação sobre os programas de mindfulness em contexto escolar tem
aumentado nos últimos anos e parece promissora. No entanto, ainda não é claro o
impacto destes programas e qual a forma de treino com maiores benefícios,
considerando as idades e características individuais das crianças. Com o presente estudo
pretendeu-se analisar os efeitos do programa Mindfulschools na atenção, controlo
inibitório e comportamento em crianças em contexto escolar.
Metodologia: Participaram 16 crianças, dos 5 aos 9 anos, distribuídas equitativamente
pela idade e habilitações literárias dos pais em dois grupos: o grupo experimental e o
grupo de controlo (em lista de espera). Ao grupo experimental foi aplicado o Programa
de Mindfulness – Mindfulschools que consiste em 8 sessões, de 30 minutos cada, no
decurso de 8 semanas seguidas. Os instrumentos aplicados foram o Questionário de
Capacidades e Dificuldades (SDQ, versão pais; Fleitlich et al., 2005), o Teste de
Cancelamento de dois sinais da BANC (Simões et al., 2016) e uma tarefa Go/No-Go de
controlo inibitório (Howard & Okely, 2015).
Resultados: Comparando o desempenho no instrumento SDQ, antes e depois do
programa de treino, verificaram-se diferenças significativas no grupo experimental, mas
não no grupo de controlo, em que os resultados apontam para uma melhoria nas escalas
de problemas emocionais, externalização, internalização e comportamentos pró-sociais.
Também na tarefa Go/No-Go foram detetadas diferenças significativas no grupo
experimental, na medida em que neste grupo se verificou valores superiores na precisão
no No-Go e no controlo de impulsos. Quanto aos níveis de atenção, ambos os grupos
obtiveram melhorias significativas no valor global do teste de cancelamento de sinais.
Conclusões: Ainda que identificada a limitação da amostra reduzida, conclui-se que os
resultados são promissores nas dimensões do comportamento e do controlo inibitório
em concordância com estudos anteriores que mostram mudanças após programas de
mindfulness em crianças. Este trabalho representa um contributo no estudo do
mindfulness em contexto escolar e que carece ainda de mais investigação com
procedimentos experimentais controlados e com amostras de maior dimensão.
Introduction: Research on mindfulness programs in school context has increased in recent years and looks promising. However, it is still unclear the impact of these programs and what form of training has the greatest benefits, considering the individual ages and characteristics of children. The present study aims to analyze the effects of the Mindfulschools program in attention, inhibitory control, and behavior in children in the school context. Methodology: Participants were 16 children, from 5 to 9 years old, distributed equally by their age and parents' educational qualifications in two groups: the experimental group and the control group (waiting list). The Mindfulness - Mindfulschools Program was applied to the experimental group, consisting of 8 sessions, 30 minutes each, over the course of 8 weeks in a row. The instruments applied were the Skills and Difficulties Questionnaire (SDQ, parent version; Fleitlich et al., 2005), the Two-Signal Cancellation Test (BANC, Simões et al., 2016) and a Go/No-Go task of inhibitory control (Howard & Okely, 2015). Results: Comparing the performance in the SDQ instrument, before and after the training program, there were significant differences in the experimental group, but not in the control group, in which the results point to an improvement in the scales of emotional problems, externalization, internalization and prosocial behaviors. Also, in task Go/No-Go significant differences were identified in the experimental group, since in this group there were higher values in the accuracy in No-Go and impulse control. Regarding the levels of attention, both groups obtained significant improvements in the overall value of the signal cancellation test. Conclusions: Although the identified limitation of the reduced sample, it is concluded that the results are promising in the dimensions of behavior and inhibition control in agreement with previous studies showing changes after mindfulness programs in children. This work represents a contribution in the study of mindfulness in the school context that needs further investigation with controlled experimental procedures and with larger samples.
Introduction: Research on mindfulness programs in school context has increased in recent years and looks promising. However, it is still unclear the impact of these programs and what form of training has the greatest benefits, considering the individual ages and characteristics of children. The present study aims to analyze the effects of the Mindfulschools program in attention, inhibitory control, and behavior in children in the school context. Methodology: Participants were 16 children, from 5 to 9 years old, distributed equally by their age and parents' educational qualifications in two groups: the experimental group and the control group (waiting list). The Mindfulness - Mindfulschools Program was applied to the experimental group, consisting of 8 sessions, 30 minutes each, over the course of 8 weeks in a row. The instruments applied were the Skills and Difficulties Questionnaire (SDQ, parent version; Fleitlich et al., 2005), the Two-Signal Cancellation Test (BANC, Simões et al., 2016) and a Go/No-Go task of inhibitory control (Howard & Okely, 2015). Results: Comparing the performance in the SDQ instrument, before and after the training program, there were significant differences in the experimental group, but not in the control group, in which the results point to an improvement in the scales of emotional problems, externalization, internalization and prosocial behaviors. Also, in task Go/No-Go significant differences were identified in the experimental group, since in this group there were higher values in the accuracy in No-Go and impulse control. Regarding the levels of attention, both groups obtained significant improvements in the overall value of the signal cancellation test. Conclusions: Although the identified limitation of the reduced sample, it is concluded that the results are promising in the dimensions of behavior and inhibition control in agreement with previous studies showing changes after mindfulness programs in children. This work represents a contribution in the study of mindfulness in the school context that needs further investigation with controlled experimental procedures and with larger samples.
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Palavras-chave
Mindfulness Contexto escolar Atenção Controlo inibitório Comportamento School context Attention Inhibitory control Behaviour