Promoting Psychological Well-being in Preschoolers Through Mindfulness-based Socio-emotional Learning: A Randomized-controlled Trial.

IF 2.9 2区 心理学 Q1 PSYCHOLOGY, CLINICAL
Ophélie Courbet, Quentin Daviot, Victoire Kalamarides, Marianne Habib, Thomas Villemonteix
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Abstract

Mental health issues in children and young people are frequent and can have enduring negative consequences. Preventive early interventions delivered at school may foster psychological well-being, and preliminary evidence suggests that mindfulness-based social and emotional learning (SEL) interventions have positive effects on children's mental health. The aim of this study was to evaluate a mindfulness-based SEL curriculum including a French adaptation of the Kindness Curriculum (KC), delivered by pre-kindergarten teachers, in a cluster randomized control trial. Sixty-four classes (761 children, aged 38-58 months) from a socio-economically disadvantaged area in France were randomly assigned to either intervention or waiting-list control conditions. Indicators of children's mental health, self-management, positive relationships with teachers and peers, emotional processing and executive functioning were collected through teacher-rated questionnaires, standardized observations, and behavioral tasks. Results in the whole sample indicated a positive effect of the intervention on children's mental health, including a reduction in emotional, conduct and peer relationship problems, and a reduction in teacher-child conflicts. No significant effects were found on the other indicators. Heterogeneity analyses revealed stronger effects of the intervention on several indicators for children who had a teacher with lower level of teaching experience, for children with lower baseline mental health and for older children. This program therefore appears as a promising early school-based intervention promoting mental health and positive relationships, especially in a subgroup of at-risk preschool-aged children.

通过正念社会情感学习促进学龄前儿童的心理健康:随机对照试验
儿童和青少年的心理健康问题经常发生,并可能产生持久的负面影响。在学校进行预防性早期干预可以促进心理健康,初步证据表明,以正念为基础的社交和情感学习(SEL)干预对儿童的心理健康有积极影响。本研究旨在通过分组随机对照试验,评估由学前班教师教授的基于正念的社会和情感学习课程,包括改编自法语的 "仁慈课程"(KC)。来自法国社会经济贫困地区的 64 个班级(761 名儿童,年龄 38-58 个月)被随机分配到干预或等待名单对照组。通过教师评分问卷、标准化观察和行为任务,收集了有关儿童心理健康、自我管理、与教师和同伴的积极关系、情绪处理和执行功能的指标。整个样本的结果表明,干预措施对儿童的心理健康产生了积极影响,包括减少了情绪、行为和同伴关系问题,并减少了师生冲突。其他指标没有发现明显效果。异质性分析表明,对于那些教师教学经验较少的儿童、心理健康基线较低的儿童以及年龄较大的儿童来说,干预措施对多项指标的影响更大。因此,该项目似乎是一项很有前景的早期校本干预措施,能促进心理健康和积极的人际关系,尤其是对学龄前的高危儿童群体。
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来源期刊
Research on Child and Adolescent Psychopathology
Research on Child and Adolescent Psychopathology Psychology-Developmental and Educational Psychology
CiteScore
5.00
自引率
4.00%
发文量
107
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