PDF(Pubmed)
Abstract：
Prevention programs, such as mindfulness-based interventions (MBIs), are often implemented in schools to prevent psychological disorders from emerging in children and to support their mental health. This study used a randomized cluster design to evaluate the impact of a MBI, called Mission Méditation, on the well-being and the mental health of elementary school children\'s. 13 classrooms of an elementary school were randomly allocated to the experimental condition (7 classrooms, n = 127 students) or the waitlist control condition (6 classrooms, n = 104 students). Participants in the experimental condition received a 10-week MBI. Regression analyses revealed significant differences between conditions for inattention. Participants in the MBI condition reported no change in pre- to post-intervention, whereas participants in the control condition reported pre- to post-intervention increases. Results also showed significant differences in perceived competence. Participants in the MBI condition reported a non-significant decrease in perceive competence, whereas participants in the control condition reported significantly higher perceive competence scores from pre- to post-intervention. Results do not indicate that the MBI had a significant impact on participant\'s well-being and mental health. This suggests that MBIs may not have an added value when compared to other preventive interventions geared towards well-being and mental health promotion in school settings.
摘要：
预防方案,例如基于正念的干预措施(MBIs)，通常在学校实施，以防止儿童出现心理障碍并支持他们的心理健康。本研究采用随机聚类设计来评估MBI的影响，叫做MissionMéditation,关于小学生的幸福和心理健康。一所小学的13个教室被随机分配到实验条件(7个教室，n=127名学生)或等候名单控制条件(6个教室，n=104名学生）。实验条件下的参与者接受了10周的MBI。回归分析显示，注意力不集中的条件之间存在显着差异。MBI条件的参与者报告说，干预前后没有变化，而处于对照状态的参与者报告干预前后增加。结果还显示了感知能力的显着差异。MBI条件的参与者报告感知能力没有显著下降，而处于对照状态的参与者从干预前后的感知能力得分明显较高。结果并不表明MBI对参与者的幸福感和心理健康有显著影响。这表明，与其他针对学校环境中的福祉和心理健康促进的预防性干预措施相比，MBI可能没有附加值。
