{"title":"校本正念计划（Paws b）对移情和亲社会行为的影响：随机对照试验","authors":"Katie Crompton, Daphne Kaklamanou, Alessandra Fasulo, Eszter Somogyi","doi":"10.1007/s12671-024-02345-2","DOIUrl":null,"url":null,"abstract":"<h3 data-test=\"abstract-sub-heading\">Objectives</h3><p>The purpose of this study was to examine the effects of a school-based mindfulness programme (SBMP), “Paws b”, on empathy and prosocial behaviour among children aged 7 to 10 years in a school setting.</p><h3 data-test=\"abstract-sub-heading\">Method</h3><p>This multi-informant design, randomised controlled trial compared an intervention group to a wait-list control group, involving 133 children aged 7- to 10 years from 10 classrooms. Outcome measures were taken at pre-intervention, post-intervention, and 3-month follow-up and included self-reports of mindfulness and empathy, a sharing task, teacher and peer reports of prosocial behaviours, and sociometry measures.</p><h3 data-test=\"abstract-sub-heading\">Results</h3><p>Children in the intervention group were voted as significantly more (a) prosocial by teachers <i>F</i>(1, 127) = 7.35,<i> p</i> = 0.008,<i> η</i><sup><i>2</i></sup> = 0.055, (b) helpful by peers, <i>F</i>(1, 127) = 9.369, <i>p</i> < 0.003, <i>η</i><sup><i>2</i></sup> = 0.069, (c) popular by peers, <i>F</i>(1, 127) = 4.90, <i>p</i> = 0.028, <i>η</i><sup><i>2</i></sup> = 0.037, and (d) showed more reciprocal relationships, <i>t</i>(8) = 2.518, <i>p</i> = 0.036, compared to the wait-list control group. The intervention did not have an effect on mindfulness scores, empathy scores (affective, cognitive, or intention to comfort), or sharing task scores.</p><h3 data-test=\"abstract-sub-heading\">Conclusions</h3><p>Findings suggest that, for 7–10-year-olds, the SBMP, Paws b, delivered by a mindfulness teacher, can increase some aspects of prosociality, as judged by peers and teachers, but has no effect on self-assessed empathy.</p><h3 data-test=\"abstract-sub-heading\">Preregistration</h3><p>This study was preregistered on the Open Science Framework (https://osf.io/vm6tp/) on 31.10.2022.</p>","PeriodicalId":18523,"journal":{"name":"Mindfulness","volume":null,"pages":null},"PeriodicalIF":3.1000,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Effects of a School-Based Mindfulness Programme (Paws b) on Empathy and Prosocial Behaviour: A Randomised Controlled Trial\",\"authors\":\"Katie Crompton, Daphne Kaklamanou, Alessandra Fasulo, Eszter Somogyi\",\"doi\":\"10.1007/s12671-024-02345-2\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<h3 data-test=\\\"abstract-sub-heading\\\">Objectives</h3><p>The purpose of this study was to examine the effects of a school-based mindfulness programme (SBMP), “Paws b”, on empathy and prosocial behaviour among children aged 7 to 10 years in a school setting.</p><h3 data-test=\\\"abstract-sub-heading\\\">Method</h3><p>This multi-informant design, randomised controlled trial compared an intervention group to a wait-list control group, involving 133 children aged 7- to 10 years from 10 classrooms. Outcome measures were taken at pre-intervention, post-intervention, and 3-month follow-up and included self-reports of mindfulness and empathy, a sharing task, teacher and peer reports of prosocial behaviours, and sociometry measures.</p><h3 data-test=\\\"abstract-sub-heading\\\">Results</h3><p>Children in the intervention group were voted as significantly more (a) prosocial by teachers <i>F</i>(1, 127) = 7.35,<i> p</i> = 0.008,<i> η</i><sup><i>2</i></sup> = 0.055, (b) helpful by peers, <i>F</i>(1, 127) = 9.369, <i>p</i> < 0.003, <i>η</i><sup><i>2</i></sup> = 0.069, (c) popular by peers, <i>F</i>(1, 127) = 4.90, <i>p</i> = 0.028, <i>η</i><sup><i>2</i></sup> = 0.037, and (d) showed more reciprocal relationships, <i>t</i>(8) = 2.518, <i>p</i> = 0.036, compared to the wait-list control group. The intervention did not have an effect on mindfulness scores, empathy scores (affective, cognitive, or intention to comfort), or sharing task scores.</p><h3 data-test=\\\"abstract-sub-heading\\\">Conclusions</h3><p>Findings suggest that, for 7–10-year-olds, the SBMP, Paws b, delivered by a mindfulness teacher, can increase some aspects of prosociality, as judged by peers and teachers, but has no effect on self-assessed empathy.</p><h3 data-test=\\\"abstract-sub-heading\\\">Preregistration</h3><p>This study was preregistered on the Open Science Framework (https://osf.io/vm6tp/) on 31.10.2022.</p>\",\"PeriodicalId\":18523,\"journal\":{\"name\":\"Mindfulness\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.1000,\"publicationDate\":\"2024-04-11\",\"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/s12671-024-02345-2\",\"RegionNum\":2,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHIATRY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Mindfulness","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1007/s12671-024-02345-2","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHIATRY","Score":null,"Total":0}
The Effects of a School-Based Mindfulness Programme (Paws b) on Empathy and Prosocial Behaviour: A Randomised Controlled Trial
Objectives
The purpose of this study was to examine the effects of a school-based mindfulness programme (SBMP), “Paws b”, on empathy and prosocial behaviour among children aged 7 to 10 years in a school setting.
Method
This multi-informant design, randomised controlled trial compared an intervention group to a wait-list control group, involving 133 children aged 7- to 10 years from 10 classrooms. Outcome measures were taken at pre-intervention, post-intervention, and 3-month follow-up and included self-reports of mindfulness and empathy, a sharing task, teacher and peer reports of prosocial behaviours, and sociometry measures.
Results
Children in the intervention group were voted as significantly more (a) prosocial by teachers F(1, 127) = 7.35, p = 0.008, η2 = 0.055, (b) helpful by peers, F(1, 127) = 9.369, p < 0.003, η2 = 0.069, (c) popular by peers, F(1, 127) = 4.90, p = 0.028, η2 = 0.037, and (d) showed more reciprocal relationships, t(8) = 2.518, p = 0.036, compared to the wait-list control group. The intervention did not have an effect on mindfulness scores, empathy scores (affective, cognitive, or intention to comfort), or sharing task scores.
Conclusions
Findings suggest that, for 7–10-year-olds, the SBMP, Paws b, delivered by a mindfulness teacher, can increase some aspects of prosociality, as judged by peers and teachers, but has no effect on self-assessed empathy.
Preregistration
This study was preregistered on the Open Science Framework (https://osf.io/vm6tp/) on 31.10.2022.
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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