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基于正念的干预对小学生幸福感和心理健康的影响:一项随机整群试验的结果。

Impact of a mindfulness-based intervention on well-being and mental health of elementary school children: results from a randomized cluster trial.

机构信息

Psychology Department, Bishop's University, Sherbrooke, Canada.

Psychology Department, CHUS Research Center, Sherbrooke, Canada.

出版信息

Sci Rep. 2024 Jul 10;14(1):15894. doi: 10.1038/s41598-024-66915-z.

DOI:10.1038/s41598-024-66915-z
PMID:38987618
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC11237146/
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

预防项目,如正念干预(MBI),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。本研究采用随机群组设计来评估一种名为“使命冥想”的 MBI 对小学生幸福感和心理健康的影响。一所小学的 13 间教室被随机分配到实验组(7 个教室,n=127 名学生)或候补对照组(6 个教室,n=104 名学生)。实验组的参与者接受了为期 10 周的 MBI。回归分析显示,在注意力不集中方面,实验组和对照组之间存在显著差异。实验组的参与者在干预前后报告没有变化,而对照组的参与者则报告干预前后增加。结果还显示,在感知能力方面存在显著差异。实验组的参与者报告感知能力的非显著下降,而对照组的参与者则报告干预前后感知能力的分数显著提高。结果表明,MBI 对参与者的幸福感和心理健康没有显著影响。这表明,与其他针对学校环境中的幸福感和心理健康促进的预防干预措施相比,MBI 可能没有附加价值。

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