Please use this identifier to cite or link to this item: https://doi.org/10.21256/zhaw-20520
Publication type: Article in scientific journal
Type of review: Peer review (publication)
Title: A qualitative study of a mindfulness-based intervention in educational contexts in Chile : an approach based on adolescents’ voices
Authors: Langer, Álvaro I.
Medeiros, Sebastián
Valdés-Sánchez, Nelson
Brito, Rodrigo
Steinebach, Christoph
Cid-Parra, Cristian
Magni, Antonella
Krause, Mariane
et. al: No
DOI: 10.3390/ijerph17186927
10.21256/zhaw-20520
Published in: International Journal of Environmental Research and Public Health
Volume(Issue): 17
Issue: 18
Pages: 6927
Issue Date: 2020
Publisher / Ed. Institution: MDPI
ISSN: 1660-4601
1661-7827
Language: English
Subjects: Mindfulness-based intervention; Adolescence; Education; Prevention; Mental health
Subject (DDC): 155: Differential and developmental psychology
Abstract: The application of mindfulness-based interventions in school settings has increased considerably in recent years, showing that differences between the characteristics of programmes can impact on the receptivity and effectiveness of mindfulness training. However, few studies have explored the learning process from the perspective of the children and adolescents who participate in mindfulness practice. The goal of this paper is to analyse the subjective experience of a group of adolescents following the completion of a mindfulness-based intervention developed for schools in Chile. The intervention studied is the “.b curriculum”, which is part of the Mindfulness in School Project (MiSP) developed in the UK. Twenty adolescents participated in semi-structured interviews within their school, in which three key areas were explored: pedagogy, perceived effects, and mechanisms of action, each of them being analysed from the perspective of thematic analysis. The results support the view that pedagogy is a very relevant consideration in the implementation, development, and efficacy of mindfulness-based interventions within the school context. We propose that the inclusion of structure, contents, process/mindful practices, and teachers’ expertise provides the pedagogical-relational framework required for students to successfully develop mindfulness skills, which enables them to experience their cognitive, emotional, and somatic effects. These effects are linked to self-regulation strategies, based on paying attention to one’s somatic experience with kindness and curiosity, which works as an attentional anchor. It is hoped that these results will contribute to the spread of mindfulness research in adolescents in Latin America, thus facilitating cross-cultural and international comparisons.
Further description: This article belongs to the Special Issue "Mental Health of Child and Young People".
URI: https://digitalcollection.zhaw.ch/handle/11475/20520
Fulltext version: Published version
License (according to publishing contract): CC BY 4.0: Attribution 4.0 International
Departement: Applied Psychology
Organisational Unit: Psychological Institute (PI)
Appears in Collections:Publikationen Angewandte Psychologie

Files in This Item:
File Description SizeFormat 
2020_Langer-etal_Mindfulness-based-intervention-education-Chile_ijerph.pdf997.82 kBAdobe PDFThumbnail
View/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.