Joana Sampaio de Carvalho*, Phd Student ...

The classroom as mindful experience The results of Mind Up Program on 3rd grade students, a pilot study Joana Sampaio de Carvalho*, Phd Student, Alexandra Marques Pinto*, PhD, João Marôco, PhD** *Faculty of Psychology, Lisbon University, Portugal, **Instituto Superior de Psicologia Aplicada, Lisbon, Portugal

Introduction Recent  studies    reinforce  the  importance  of  promoting  socio-­‐ emotional  skills  as  early  as  possible,  in  addition  to  the   prevention  of  behaviour  problems  (Casel,  2013;  Greenberg  et   al.,  2003).  These  skills  play  an  important  role  in  fostering   adjustment  and  academic  performance  as  reFlected  in  more   positive  social  behaviou  and  peer  relationships,  fewer  conduct   problems,  less  emotional  distress,  and  improved  grades  and   test  scores  (Durlak  et  al.,  2011;  Greenberg  et  al.,  2003).     Recently,  mindfulness-­‐based  approaches  have  been  recognized   as  important  for  well-­‐being  promotion,  positive  emotions,  self-­‐ compassion  and  empathy  (Fredrickson,  Coffey,  Pek,  Cohn,  &   Finkel,  2008;  Shapiro,  Brown,  Thoresen,  &  Plante,  2011).   Studies  with  children    indicate  that  these  approaches  promote   self-­‐regulation  and  attention,  reduce  stress  and  improve   academic  behaviour  (Flook  et  al,  2010;  Saltzman  &  Goldin,   Delineamentos Quasi-Experimentais Quasi-Experimentais 2008;  Schonert-­‐Reichl   &  Lawlor,  2010).  Delineamentos    

Aim

2 Delineamento em que não existe possibilidade de aleatorização dos participantes pelas várias condições 2 Menor controlo da intervenção de variáveis estranhas

Conclusions

Results

2 Delineamento préteste-pósteste (um grupo) 2 Delineamento em Séries de Tempo (FTime SeriesG) 2 Delineamento de grupo controlo nãoequivalente

Assess  MindUp  Program’s  (Hawn  Foundation,  2011)  effects  on   children  social  competence  and  anti-­‐social  behaviour.  This   is   a   comprehensive   classroom   and   evidence-­‐based   curriculum   that   enhances   student’s   self   awareness,   focuses   attention,   promotes  self-­‐regulation,  and  reduces  stress.    

PeerRelations (PR)

Convergent validity AVE

Construct reliability CR

.838

.911

Self-Control (SC)

.834

.909

AcademicBehavior (AB)

.834

.909

SSBS-2 – Scale A – Social Competence

Convergent validity (AVE)

Construct reliability (CR)

Disruptive (DIS)

.736

.893

Anti-Social (AS)

.689

.808

Hostile (HOS)

.883

.938

SSBS-2 – Scale B – Antisocial Behavior

Discriminant Validity

R2

Discriminant Validity

R2

SC - PR

.717

AS - DIS

.832

PR - AB

.759

HOS - DIS

.976

SC - AB

.512

HOS - AS

.808

Figure 2. Confirmatory Factorial Analysis of SSBS - Scale A X2(6)=15.379; p=.018; CFI=.992; GFI=.977; TLI=.979; SRMR=.011

Figure 3. Confirmatory Factorial Analysis of SSBS – Scale B X2(10)=13.116; p=.217; X2/gl=1.312; CFI=.998; GFI=.982; TLI=.996; RMSEA=.039

 

At  the  end  of  the  program  children  showed  signiFicant  increase  in  self-­‐control,  peer  relations  and  academic  behaviour                    

Self-Control

F(1, 204)= 34.96, p