Implementación de un programa basado en mindfulness para la reducción de la agresividad en el aula

Abstract

Classroom aggressiveness is emerging at an ever earlier stage and is more common in Secondary Education. The objective of the present work is to evaluate the effectiveness of a mindfulness-based intervention on variables related to classroom social environment in early adolescence. Eighty three students aged 11-13 were distributed into three groups: control group, intervention without practice (mindfulness intervention in the classroom) and intervention with practice (mindfulness in the class and meditation practice at home). Mindfulness in the class and practice at home intervention improved classroom social environment and impulsivity self-regulation with respect to the other groups. This type of intervention in early adolescence reveals different effects. When practice at home is encouraged it contributes to achieve greater classroom benefits. These preliminary findings are promising and mindfulness intervention plus practices at home should be considered as an implement to reduce school violence.