Pētījumu rezultātu apkopojums
par ieguvumiem, ko bērniem un pedagogiem sniedz apzinātības praktizēšana
Dalīties:
Šajā sadaļā esam apkopojuši publicētos pētījumus par ieguvumiem, ko sniedz apzinātības praktizēšana, tajā skaitā jaunākos atklājumus neirozinātnē (mācība par nervu sistēmu) un pētījumos gūtos pierādījumus par ieguvumiem tieši skolotājiem un bērniem. Tāpat šeit raksturoti pētījumi par Mindful Schools metodiku, ko arī mēs izmantojam savās nodarbībās ar bērniem un jauniešiem.
Akadēmiskos pētījumos pārliecinoši konstatēts, ka apzinātības prakse samazina stresa un satraukuma līmeni, uzlabo koncentrēšanos, uzlabo sociālās attiecības, stiprina līdzjūtību un empātiju, kā arī sniedz vairākus citus ieguvumus.
Ieguvumi, kas īpaši saistīti ar izglītības vidi.
Kopsavilkums:
Apzinātības rosinātās izmaiņas smadzenēs
1. Mandeļveida kodols (angl. amygdala)
Reaģē uz emocijām, īpaši grūtām un spēcīgām, piemēram, bailēm. Pēc apzinātības prakses treniņa šī smadzeņu daļa retāk aktivizējas(10) un tajā ir mazāks pelēkās vielas blīvums(11).
2. Hipokamps (angl. hippocampus)
Kritiski svarīgs, lai mācītos un atcerētos iemācīto, kā arī palīdz regulēt mandeļveida kodolu. Pēc apzinātības prakses treniņa šī smadzeņu daļa ir aktīvāka(12) un tajā ir lielāks pelēkās vielas blīvums(13).
3. Pieres daivas garozas priekšējā daļa (angl. prefrontal cortex)
Smadzeņu daļa, kas visvairāk saistīta ar nobrieduša cilvēka īpašībām, ieskaitot emociju pārvaldīšanu un gudru rīcību. Pēc apzinātības prakses treniņa šī smadzeņu daļa ir aktīvāka(12).
Pierādījumi apzinātības ieguvumiem izglītības vidē
Apzinātība pedagogiem
Kad pedagogi mācās apzinātību, viņi ne tikai paši gūst labumu, piemēram, ir samazināts stress un izdegšanas risks, bet labumu gūst arī mācību iestādes, kurās tie strādā. Nejaušos kontrolētos pētījumos neatkarīgi novērots, ka skolotāji, kuri apgūst apzinātību, uzrāda augstāku efektivitāti darba vietā(16), nodrošina emocionāli atbalstošāku vidi savā klasē(17) un labāku darba organizāciju klasē(18).
Apzinātība mācību iestāžu audzēkņiem
Izpētīts, ka, apgūstot apzinātību, jauniešu ieguvumi izpaužas dažādos veidos, tai skaitā uzlabojas jauniešu kognitīvās spējas, sociālās un emocionālās prasmes un vispārējā psihiskā labklājība. Šie uzlabojumi savukārt spēj nodrošināt ilgtermiņa uzlabojumus audzēkņu tālākajā dzīvē. Piemēram, sociālās iemaņas, kas apgūtas bērnudārzā, paredz labākus rezultātus mācībās skolā, karjerā, zemāku noziedzības risku un atkarību veicinošo vielu lietošanu, kā arī labākus psihiskās veselības rādītājus pieaugušā dzīvē(19).
Kognitīvie ieguvumi:
Sociālās un emocionālās prasmes:
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Emociju regulēšana(22)
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Uzvedība skolā(23)
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Empātija un spēja iejusties otra cilvēka situācijā(24)
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Sociālās iemaņas(25)
Psihoemocionālās labklājības jomā samazinās:
Vēres:
1 Chiesa, A., & Serretti, A. (2009). Mindfulness-based stress reduction for stress management in healthy people: a review and meta-analysis. The Journal of Alternative and Complementary Medicine, 15(5), 593–600.
Sedlmeier, P., Eberth, J., Schwarz, M., Zimmermann, D., Haarig, F., Jaeger, S., & Kunze, S. (2012). The psychological effects of meditation: A meta-analysis. Psychological Bulletin, 138(6), 1139.
2 Jha, A. P., Krompinger, J., & Baime, M. J. (2007). Mindfulness training modifies subsystems of attention. Cognitive, Affective, & Behavioral Neuroscience, 7(2), 109–119.
3 Roemer, L., Williston, S. K., & Rollins, L. G. (2015). Mindfulness and emotion regulation. Current Opinion in Psychology, 3, 52–57.
4 Goldin, P. R., & Gross, J. J. (2010). Effects of mindfulness-based stress reduction (MBSR) on emotion regulation in social anxiety disorder. Emotion, 10(1), 83.
5 Ortner, C. N., Kilner, S. J., & Zelazo, P. D. (2007). Mindfulness meditation and reduced emotional interference on a cognitive task. Motivation and Emotion, 31(4), 271–283.
6 Condon, P., Desbordes, G., Miller, W. B., & DeSteno, D. (2013). Meditation increases compassionate responses to suffering. Psychological Science, 24(10), 2125–2127.
7 Birnie, K., Speca, M., & Carlson, L. E. (2010). Exploring self-compassion and empathy in the context of mindfulness-based stress reduction (MBSR). Stress and Health, 26(5), 359–371.
Neff, K. D., & Germer, C. K. (2013). A Pilot Study and Randomized Controlled Trial of the Mindful Self-Compassion Program. Journal of Clinical Psychology, 69(1), 28–44.
Shapiro, S. L., Brown, K. W., & Biegel, G. M. (2007). Teaching self-care to caregivers: effects of mindfulness-based stress reduction on the mental health of therapists in training. Training and Education in Professional Psychology, 1(2), 105.
8 Chiesa, A., & Serretti, A. (2009). Mindfulness-based stress reduction for stress management in healthy people: a review and meta-analysis. The Journal of Alternative and Complementary Medicine, 15(5), 593–600.
Pbert, L., Madison, J. M., Druker, S., Olendzki, N., Magner, R., Reed, G., … Carmody, J. (2012). Effect of mindfulness training on asthma quality of life and lung function: a randomised controlled trial. Thorax, 67(9), 769–776.
9 Hoge, E. A., Bui, E., Marques, L., Metcalf, C. A., Morris, L. K., Robinaugh, D. J., … Simon, N. M. (2013). Randomized Controlled Trial of Mindfulness Meditation for Generalized Anxiety Disorder: Effects on Anxiety and Stress Reactivity. The Journal of Clinical Psychiatry, 74(8), 786–792.
10 Lutz, A., Slagter, H. A., Dunne, J. D., & Davidson, R. J. (2008). Attention regulation and monitoring in meditation. Trends in Cognitive Sciences, 12(4), 163–169.
Desbordes, G., Negi, L. T., Pace, T. W., Wallace, B. A., Raison, C. L., & Schwartz, E. L. (2012). Effects of mindful-attention and compassion meditation training on amygdala response to emotional stimuli in an ordinary, non-meditative state. Frontiers in Human Neuroscience, 6.
11 Hölzel, B. K., Carmody, J., Evans, K. C., Hoge, E. A., Dusek, J. A., Morgan, L., … Lazar, S. W. (2010). Stress reduction correlates with structural changes in the amygdala. Social Cognitive and Affective Neuroscience, 5(1), 11–17.
12 Goldin, P. R., & Gross, J. J. (2010). Effects of mindfulness-based stress reduction (MBSR) on emotion regulation in social anxiety disorder. Emotion, 10(1), 83.
13 Hölzel, B. K., Carmody, J., Vangel, M., Congleton, C., Yerramsetti, S. M., Gard, T., & Lazar, S. W. (2011). Mindfulness practice leads to increases in regional brain gray matter density. Psychiatry Research: Neuroimaging, 191(1), 36–43.
14 Chiesa, A., & Serretti, A. (2010). A systematic review of neurobiological and clinical features of mindfulness meditations. Psychological Medicine, 40(08), 1239–1252.
15 Flook, L., Goldberg, S. B., Pinger, L., Bonus, K., & Davidson, R. J. (2013). Mindfulness for teachers: A pilot study to assess effects on stress, burnout, and teaching efficacy. Mind, Brain, and Education, 7(3), 182–195.
Jennings, P. A., Frank, J. L., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2013). Improving Classroom Learning Environments by Cultivating Awareness and Resilience in Education (CARE): Results of a Randomized Controlled Trial. School Psychology Quarterly, 28(4), 374–390.
Kemeny, M. E., Foltz, C., Cavanagh, J. F., Cullen, M., Giese-Davis, J., Jennings, P., … Wallace, B. A. (2012). Contemplative/emotion training reduces negative emotional behavior and promotes prosocial responses. Emotion, 12(2), 338.
Roeser, R., Schonert-Reichl, K. A., Jha, A., Cullen, M., Wallace, L., Wilensky, R., … Harrison, J. (2013). Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials. Journal of Educational Psychology, 105(3), 787–804.
16 Jennings, P. A., Frank, J. L., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2013). Improving Classroom Learning Environments by Cultivating Awareness and Resilience in Education (CARE): Results of a Randomized Controlled Trial. School Psychology Quarterly, 28(4), 374–390.
17 Jennings, P. A., Brown, J. L., Frank, J. L., Doyle, S. L., Tanler, R., Rasheed, D., DeWeese, A., DeMauro, A., & Greenberg, M. T. (2015). Promoting teachers’ social and emotional competence, well-being and classroom quality: a randomized controlled trial of the CARE for Teachers Professional Development Program. In C. Bradshaw (Ed.), Examining the impact of school-based prevention programs on teachers: findings from three randomized trials. Washington D.C: Symposium presented at the Society for Prevention Research Annual Meeting. (Submitted for Initial Review).
18 Flook, L., Goldberg, S. B., Pinger, L., Bonus, K., & Davidson, R. J. (2013). Mindfulness for teachers: A pilot study to assess effects on stress, burnout, and teaching efficacy. Mind, Brain, and Education, 7(3), 182–195.
19 Jones, D. E., Greenberg, M., & Crowley, M. (2015). Early Social-Emotional Functioning and Public Health: The Relationship Between Kindergarten Social Competence and Future Wellness. American Journal of Public Health, 105(11), 2283–2290.
20 Baijal, S., Jha, A. P., Kiyonaga, A., Singh, R., & Srinivasan, N. (2011). The influence of concentrative meditation training on the development of attention networks during early adolescence. Frontiers in Psychology, 2, 1–9.
Napoli, M., Krech, P. R., & Holley, L. C. (2005). Mindfulness Training for Elementary School Students. Journal of Applied School Psychology, 21(1), 99–125.
Semple, R. J., Lee, J., Rosa, D., & Miller, L. F. (2010). A randomized trial of mindfulness-based cognitive therapy for children: promoting mindful attention to enhance social-emotional resiliency in children. Journal of Child and Family Studies, 19(2), 218–229.
21 Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51(1), 52–66.
22 Metz, S. M., Frank, J. L., Reibel, D., Cantrell, T., Sanders, R., & Broderick, P. C. (2013). The effectiveness of the learning to BREATHE program on adolescent emotion regulation. Research in Human Development, 10(3), 252–272.
Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51(1), 52–66.
23 Barnes, V. A., Bauza, L. B., & Treiber, F. A. (2003). Impact of stress reduction on negative school behavior in adolescents. Health and Quality of Life Outcomes, 1(10), 1–7.
Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51(1), 52–66.
Semple, R. J., Lee, J., Rosa, D., & Miller, L. F. (2010). A randomized trial of mindfulness-based cognitive therapy for children: promoting mindful attention to enhance social-emotional resiliency in children. Journal of Child and Family Studies, 19(2), 218–229.
24 Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51(1), 52–66.
25 Napoli, M., Krech, P. R., & Holley, L. C. (2005). Mindfulness Training for Elementary School Students. Journal of Applied School Psychology, 21(1), 99–125.
Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51(1), 52–66.
26 Napoli, M., Krech, P. R., & Holley, L. C. (2005). Mindfulness Training for Elementary School Students. Journal of Applied School Psychology, 21(1), 99–125.
27 Barnes, V. A., Davis, H. C., Murzynowski, J. B., & Treiber, F. A. (2004). Impact of meditation on resting and ambulatory blood pressure and heart rate in youth. Psychosomatic Medicine, 66(6), 909–914.
Mendelson, T., Greenberg, M. T., Dariotis, J. K., Gould, L. F., Rhoades, B. L., & Leaf, P. J. (2010). Feasibility and preliminary outcomes of a school-based mindfulness intervention for urban youth. Journal of Abnormal Child Psychology, 38(7), 985–994.
Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51(1), 52–66.
Sibinga, E. M. S., Webb, L., Ghazarian, S. R., & Ellen, J. M. (2016). School-Based Mindfulness Instruction: An RCT. Pediatrics, 137(1), 1–8.
Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2014). Mindfulness-based interventions in schools—a systematic review and meta-analysis. Frontiers in Psychology, 5.
28 Sibinga, E. M. S., Webb, L., Ghazarian, S. R., & Ellen, J. M. (2016). School-Based Mindfulness Instruction: An RCT. Pediatrics, 137(1), 1–8.
29 Raes, F., Griffith, J. W., Van der Gucht, K., & Williams, J. M. G. (2014). School-based prevention and reduction of depression in adolescents: A cluster-randomized controlled trial of a mindfulness group program. Mindfulness, 5(5), 477–486.
Sibinga, E. M. S., Webb, L., Ghazarian, S. R., & Ellen, J. M. (2016). School-Based Mindfulness Instruction: An RCT. Pediatrics, 137(1), 1–8.