{"title":"Mindfulness as an Intervention for Self-Regulation and School Reintegration in a Trauma-Informed Primary School Post COVID-19 Lockdown","authors":"Katrina Diamond","doi":"10.1007/s12671-024-02408-4","DOIUrl":null,"url":null,"abstract":"<h3 data-test=\"abstract-sub-heading\">Objectives</h3><p>The unprecedented global pandemic and enforced isolation have increased emotional, cognitive, and social dysregulation in children, exacerbated by an educational environment dominated by a recovery agenda focusing on academic outcomes and regular testing, which continues. The use of a creative, agentic mindfulness activity was employed to support school reintegration, self-regulation, positive relationships, and a reduction in exclusions.</p><h3 data-test=\"abstract-sub-heading\">Method</h3><p>A case study of a Year 4 group of children over a 6-month period in a trauma-informed primary school explored a mindfulness and guided visualisation intervention in the form of a book entitled “My Magical Garden”. Semi-structured interviews with the Head of Pastoral and Wellbeing and the classroom teacher, along with a participative Zoom session with the children, and their poems and stories, were conducted and analysed using reflexive thematic analysis via a constructivist epistemology and experiential orientation to data interpretation.</p><h3 data-test=\"abstract-sub-heading\">Results</h3><p>The intervention led to reductions in children’s stress and anxiety levels and decreases in emotional and cognitive dysregulation. The intervention also resulted in an increase in positive relationships and school reintegration, and increased attention on cognitive tasks. The class also experienced zero exclusions over this period.</p><h3 data-test=\"abstract-sub-heading\">Conclusions</h3><p>Mindfulness meditation and guided visualisation techniques that are creative, and intrinsically motivated, support cognitive and emotional regulation and support social and school success. In view of the ongoing impact of the pandemic and lack of support for social and emotional wellbeing, particularly for children facing adversity, mindfulness meditation programmes in schools should be available to all children.</p><h3 data-test=\"abstract-sub-heading\">Preregistration</h3><p>This study is not preregistered.</p>","PeriodicalId":18523,"journal":{"name":"Mindfulness","volume":null,"pages":null},"PeriodicalIF":3.1000,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Mindfulness","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1007/s12671-024-02408-4","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHIATRY","Score":null,"Total":0}
引用次数: 0
Abstract
Objectives
The unprecedented global pandemic and enforced isolation have increased emotional, cognitive, and social dysregulation in children, exacerbated by an educational environment dominated by a recovery agenda focusing on academic outcomes and regular testing, which continues. The use of a creative, agentic mindfulness activity was employed to support school reintegration, self-regulation, positive relationships, and a reduction in exclusions.
Method
A case study of a Year 4 group of children over a 6-month period in a trauma-informed primary school explored a mindfulness and guided visualisation intervention in the form of a book entitled “My Magical Garden”. Semi-structured interviews with the Head of Pastoral and Wellbeing and the classroom teacher, along with a participative Zoom session with the children, and their poems and stories, were conducted and analysed using reflexive thematic analysis via a constructivist epistemology and experiential orientation to data interpretation.
Results
The intervention led to reductions in children’s stress and anxiety levels and decreases in emotional and cognitive dysregulation. The intervention also resulted in an increase in positive relationships and school reintegration, and increased attention on cognitive tasks. The class also experienced zero exclusions over this period.
Conclusions
Mindfulness meditation and guided visualisation techniques that are creative, and intrinsically motivated, support cognitive and emotional regulation and support social and school success. In view of the ongoing impact of the pandemic and lack of support for social and emotional wellbeing, particularly for children facing adversity, mindfulness meditation programmes in schools should be available to all children.
期刊介绍：
Mindfulness seeks to advance research, clinical practice, and theory on mindfulness. It is interested in manuscripts from diverse viewpoints, including psychology, psychiatry, medicine, neurobiology, psychoneuroendocrinology, cognitive, behavioral, cultural, philosophy, spirituality, and wisdom traditions. Mindfulness encourages research submissions on the reliability and validity of assessment of mindfulness; clinical uses of mindfulness in psychological distress, psychiatric disorders, and medical conditions; alleviation of personal and societal suffering; the nature and foundations of mindfulness; mechanisms of action; and the use of mindfulness across cultures. The Journal also seeks to promote the use of mindfulness by publishing scholarly papers on the training of clinicians, institutional staff, teachers, parents, and industry personnel in mindful provision of services. Examples of topics include: Mindfulness-based psycho-educational interventions for children with learning, emotional, and behavioral disorders Treating depression and clinical symptoms in patients with chronic heart failure Yoga and mindfulness Cognitive-behavioral mindfulness group therapy interventions Mindfulnessness and emotional regulation difficulties in children Loving-kindness meditation to increase social connectedness Training for parents and children with ADHD Recovery from substance abuse Changing parents’ mindfulness Child management skills Treating childhood anxiety and depression
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