MindUp Program Results on Third-Grade Class: A Quasi-Experimental Study

MindUp Program Results on Third-Grade Class: A Quasi-Experimental Study Joana Sampaio de Carvalho*, Phd Student, Alexandra Marques Pinto*, PhD, João Marôco, PhD** *Faculty of Psychology, Lisbon University, Portugal, **Instituto Superior de Psicologia Aplicada, Lisbon, Portugal Introduction

Results

Socio  and  emotional  skills  play  an  important  role  in  fostering  adjustment   and  academic  performance  as  re6lected  in  more  positive  social  behaviour   and  peer  relationships,  fewer  conduct  problems,  less  emotional  distress,   and  improved  grades  and  test  scores  (Durlak  et  al.,  2011;  Greenberg  et  al.,   2003).     Recently,  mindfulness-­‐based  approaches  have  been  recognized  as   important  for  well-­‐being  promotion,  positive  emotions,  self-­‐compassion   and  empathy  (Fredrickson,  Coffey,  Pek,  Cohn,  &  Finkel,  2008;  Shapiro,   Brown,  Thoresen,  &  Plante,  2011).  Studies  with  children    indicate  that   these  approaches  promote  self-­‐regulation  and  attention,  reduce  stress  and   improve  academic  behaviour  (Flook  et  al,  2010;  Saltzman  &  Goldin,  2008;   Schonert-­‐Reichl  &  Lawlor,  2010).    For  teachers  mindfulness  approaches   Although  there  are  few  studies  reporting  speci6ic  interventions  for   teachers,  some  argue  that  mindfulness  approaches  may  be  effective  of   reducing  stress,  promoting  well-­‐being  (Vago & Silbersweig, 2012) and   reducing  emotion  reactivity  (Jennings et al., 2013).  

Conclusions Students

Self-Kindness

Common Humanity

Positive Affects

Mind  Up  students  bene6ited  from   the  program  and  showed   signi6icant  improvements  on   their  ability  to  regulate  emotions   F(1, 437) = 4.248, p=.040, r= .10

Negative Affect

and  to  experience  more  positive  

F(1, 443) = 5.443, p=.020, r= .11

F(1, 452) = 5.275, p=.022, r= .11

Suppression

affects  and  less  negative  affects  

Program,  in  contrast  with  control  group,  revealed  a   signi6icant  improvement  on  their  ability:   • to  be  caring  and  understanding  with  oneself,   • to  take  perspective  on  personal  shortcomings  and  

Isolation

 

MindUp  Program  is  structured  in  15  lessons  and   includes  the  repetition  of  the  Core  Practice  3  times  a   day  –  deep  belly  breathing  and  attentive  listening.  The   program  was  delivered  by  teachers  to  foster  children’s   social  and  emotional  awareness  and  to  reduce   problematic  behaviour  in  Portuguese  public  schools.       Our  results  showed  that  students  exposed  to  Mind  Up  

dif6iculties,    

     

• to  experience  more  positive  affect  and  less  negative   affect,   • to  supress  less  their  emotions  and  to  feel  less  isolated.    

Aim F(1, 452) = 3.747, p=.050, r= .09

Assess  MindUp  Program’s  (Hawn  Foundation,  2011)  effects  on  children   and  teachers.  This  is  a  comprehensive  classroom  and  evidence-­‐based   curriculum  that  enhances  student’s  self  awareness,  focuses  attention,   promotes  self-­‐regulation,  and  reduces  stress.    

Methods

       

F(1, 452) = 4.416, p=.036, r= .10

Despite  the  bene6its  found  for  teachers,  our  results  

F(1, 443) = 18.984, p