Lopez-Sierra Yaiza, Trapero-Asenjo Sara, Rodríguez-Costa Isabel, Granero-Heredia Gonzalo, Pérez-Martin Yolanda, Nunez-Nagy Susana
Amavir El Balconcillo Nursing Home, 19004 Guadalajara, Spain.
Department of Nursing and Physiotherapy, Faculty of Medicine and Health Sciences, University of Alcalá, 28805 Alcalá de Henares, Spain.
Healthcare (Basel). 2024 Oct 21;12(20):2095. doi: 10.3390/healthcare12202095.
This study explored the experiences of second-grade children and their teachers who participated in a mind-body program to understand its impact on their development.
A qualitative descriptive study was conducted. Student data were collected through seven focus groups, and semi-structured interviews were conducted with tutors in December 2021. Data analysis was performed following COREQ guidelines.
Three themes were generated: (1) competitiveness and restlessness in children: something needs to be done; (2) seeds sown and fruits harvested; and (3) it is necessary to advance from the occasional to the structural. Participants reported positive changes in areas of their development such as self-regulation, relaxation, attention capacity, and stress reduction. Improvements in interpersonal relationships and social skills were also observed.
These improvements in emotional well-being and social skills highlight the importance of this type of intervention in the school environment.
本研究探讨了参与身心计划的二年级儿童及其教师的经历，以了解该计划对他们发展的影响。
进行了一项定性描述性研究。2021年12月通过七个焦点小组收集了学生数据，并对辅导教师进行了半结构化访谈。按照COREQ指南进行数据分析。
产生了三个主题：（1）儿童的竞争意识和躁动不安：需要采取措施；（2）播种与收获；（3）有必要从偶尔为之转变为形成体系。参与者报告称，他们在自我调节、放松、注意力和减压等发展领域有积极变化。人际关系和社交技能也有所改善。
情绪健康和社交技能的这些改善凸显了此类干预措施在学校环境中的重要性。
