Mindfulness and its benefits in the educational field

Mindfulness (hereinafter, MF) or mindfulness is a quality of human consciousness characterized by a increased acceptance capacity and improved attention in the constant flow of experience lived. Being mindful increases engagement with the present moment and allows a clearer understanding of how thoughts and emotions can affect our health and quality of life. Mindfulness can be cultivated through the practice of meditation. Although MF is an inherent human ability that has been internally examined for millennia, the scientific interest in mindfulness is growing in the fields of medicine, psychology, business and social work, as well as other areas. (Siegel, 2011)

In this PsychologyOnline article I will talk about Mindfulness and its benefits in the educational field.

Index

1. Social framework and justification
2. What do we understand by Mindfulness?
3. Most influential definitions about Mindfulness
4. Mindfulness in education
5. Cognitive and academic development
6. Mental health and psychological well-being
7. Personal development
8. Summary of the benefits of Mindfulness on students
9. Keys for the implementation of a MF program for students
10. Conclusions

The need to promotion of social and emotional competence and the well-being of children is particularly important during the transition from childhood to adolescence (Hertzman and Power, 2006). It is during early adolescence - particularly the ages 9-12, that a program that incorporates learning practices mindfulness it may be particularly important (ages 9 and 10 have been identified as the "pre-adolescence" period, and ages 11 and 12 have been identified as "early adolescence").

It is during this developmental period that children consolidate their personalities, behaviors and skills so that they already persist in adolescence and consequently in adulthood (Eccles and Roeser, 2009). What we know from existing research in this age period concludes that the changes that occur are quite drastic.

Between the ages of 9 and 12, in particular, occur fundamental changes across almost all spheres of life - intelligence, personality, etc. Students of all ages can arrive in the classroom loaded with stressful events derived from many sources, including dysfunctions of the family system, conflicts between peers, socio-cultural challenges and vulnerabilities to physical health problems and mental.

Isolated or combined with learning and performance difficulties, these sources of stress can sometimes be toxic to student learning and development. Research suggests that Excessive stress affects the developing brain.

Constant stress in childhood and adolescence is likely to impact well-being, functioning general and in specific factors for learning, such as executive function and memory of job.

Since many children and adolescents exhibit learning, behavior, attention, and health problems that are sensitive to or induced by stress, the school environment provides an ideal environment for the use of interventions that promote healthy brain development and function and promote resistance to stress.

There is mounting evidence that training in MF is a cost-effective way to achieve these goals. (Greenland, 2010)

"There is a growing body of convincing data on mindfulness improvement in health and wellness: reduction of stress, anxiety and depression; improvement of the function of the immune system; increased motivation to make lifestyle changes and fostering social connections”. (Meiklejohn, 2012)

MF is not something new, it is part of what makes us human -the ability to be fully aware and attentive-. Sustained moment-to-moment awareness, especially in the midst of emotional turmoil, is a special skill.

But the important thing is that it is a skill or skill that can be purchased. (Bishop, 2002). Empirical studies have been examining the MF construct for almost 40 years, and since then the definition conceptual MF has been, and if it continues to be in continuous review and clarification attempt even in our days.

Origin of mindfulness (MF)

What we currently draw attention to in the area of ​​contemplative science and the corresponding techniques of its cultivation, comes from Eastern introspective psychological practices, specifically from Buddhist psychology, which has referred to the concept for more than 2,500 years.

MF (Full attention) is a term derived from the Pali language, by which Sati is combined with Sampajana, and this term translates to the sense of conscience, prudence, discernment and retention. These linguistic representations have been considered by experts and suggest that MF means remembering to pay attention to what happens in the immediate experience carefully and discernment.

Little by little the concept of mindfulness is being introduced into the realm of Western science, and many researchers are focusing their work on mindfulness and meditation practices associated. (Siegel, 2011)

Meditation is the method used To develop mindfulness, at first the generally accepted idea thought and framed MF in the field of esoteric, inextricably associated with religious beliefs and considered as a capacity achievable only by some people. However, several decades of research methodology and scientific discoveries have debunked these myths; MF is now widely regarded as a inherent quality of human consciousness, that is, a capacity for attention and awareness oriented to the present moment that varies in degree within and between individuals and can be evaluated empirically and independent of religious, spiritual or religious beliefs. cultural (Siegel, 2011)

In current research contexts, mindfulness is defined as: "Mindfulness without prejudice to experiences in the present moment" (Kabat-Zinn, 1990). Bishop, Lau, Shapiro and Carlson, (2004) suggest a two-component model of attention, where the first component is the regulation of attention in order to stay in the immediate experience, and the second component consists of approaching the experiences with an orientation of curiosity, openness and acceptance, regardless of its valence and convenience. Mindfulness is usually cultivated in formal meditation practices, such as meditation sessions or mindful movements (Kabat-Zinn, 1990).

The practice of mindfulness meditation encompasses the focus of attention on the experience of thoughts, emotions and bodily sensations, simply observing them as they present themselves and letting them happen. One of the most well-known and accepted “western” definitions of the term MF comes from Dr. Jon Kabat-Zinn, one of the main precursors of the implantation of mindfulness in the field scientific.

He defined mindfulness as, "paying attention in a special way: on purpose, in the present moment, and without judgment" (Kabat-Zinn, 1990). This definition has become the point of reference for the subsequent contributions of the different researchers who have dedicated themselves to the study of FM or mindfulness.

Among the most important aspects that have been gradually included we can point out as the most important the following:

• Attention open and receptive and aware of what is happening in the present moment.
• Conscience that arises through an open and intentional attention accepting and discerning the shape of what is emerging in the present moment.
• Responsive care to the entire field of consciousness and staying in an open state so that it can be intentionally directed towards the experimentation of sensations, thoughts, emotions and memories
• Wake up of a life lived on autopilot and based on habitual responses.

A common theme shared by virtually all definitions is the existence of a general receptivity and full participation with the present moment. To further understand the definition of attention, the term can be contrasted with the foolish experiences that occur when Attention and awareness capacities are scattered due to worry arising from past memories or future plans and concerns; this, in turn, leads to limited awareness of attention to experiences in the present moment.

An important and crucial fact to keep in mind is that the ability to experience MF is not absolute, immutable or determined entirely by genetics, if this were the fact, they would not be of If the MF-based training approaches would be useful, there would be nothing that would be possible to increase or to get better. Fortunately, the efficacy demonstrated by manual programs whose main core is MF techniques. make us think of it as a skill, similar to a skill that can be developed with practice.

It can be considered as something much closer to a state than a trait because its evocation and maintenance is dependent on regulation of attention while cultivating an open orientation to experiment. As long as the experience is deliberately paid attention to in the manner described, the mindfulness, and when attention is no longer regulated in this way, it will stop paying attention.

Although FM-based interventions often use meditation techniques to teach skills necessary to evoke mindfulness, this mode of awareness is probably not limited to meditation. Once skills are learned, attention can be regulated to evoke mindfulness in many situations, allowing the subject to respond skillfully to situations that elicit reactions emotional (Bishop et al, 2004).

From a review of the current existing literature on the attitudes necessary for the cultivation of MF we can highlight following Simón (2010):

• Acceptance of the reality that already exists and that we are observing at that moment. It is the opposite of resistance. It is allowing or letting things be as they are in the present moment.
• Without judgment what is observed. We suspend the trial, let it pass, and just watch it.
• Beginner's mind, whose essence is curiosity and open-mindedness to what we perceive and experience.
• Live the present, which means that the past and the future are becoming unnecessary.
• Release, which means not clinging to things or experiences.
• Affective attitude of loving kindness or attitude of love or affection towards the object observed.
• CompassionWhat a pity, when that loving kindness is directed to people who experience any kind of suffering.
• Self-compassion when that loving-kindness is directed towards oneself.

Children and adolescents are experiencing stress at unprecedented levels (Barnes, Bauza and Treiber, 2003; Fisher, 2006; Mendelson et al, 2010), this increased stress can result in anger, anxiety, depression and externalization of maladaptive behaviors (eg. conduct disorders), as well as low self-esteem and lack of self-confidence (Barnes et al, 2003; Mendelson et al, 2010; Smith and Womack, 1987).

Research suggests that anxiety, depression, and low self-esteem can negatively influence student academic performance interrupting their thinking and hindering their learning (Barnes et al, 2003; Fisher, 2006; Mendelson et al, 2010)

The introduction of MF programs in the school could be extremely useful to reverse or even in the early stages avoid the development of all these pathologies and maladaptive behaviors. Some keys to MF in its application in educational settings, based on numerous scientific studies that have been developed in recent years, are presented below.

It has been decided to divide the information collected into different sections of cognitive functioning, mental health and personal development in order to have a more comprehensive view. detailed information on each of these facets, but without forgetting that they are not isolated characteristics and that they interact with each other and MF helps in this beneficial process of interaction.

In this section we will study scientific evidence on basic psychological processes, such as attention, memory and cognitive flexibility that when develop lead to a measurable and quantifiable increase in academic performance, among other benefits, mediated in part by attention full.

Mindfulness and Attention

A short course in mindfulness improved the child's ability to ignore distractions and focus better. The researchers recruited 30 children (girls and boys ages 10-11) to participate in a mindfulness course as part of their school curriculum. The children participated in the mindfulness course in two groups at different times, so the researchers were able to compare the groups and see the effects of the course. To do this, they measured the levels of attention of the children through a questionnaire, they also measured their attention skills, using a computer game designed specifically for this purpose.

They took these measurements three times, at three-month intervals, so they were able to measure changes in attention skills over time as a result of the mindfulness course. The results indicated an improvement in the children's ability to focus and deal with distractions that was associated with the mindfulness course. These are the results of a study conducted by Dominic Crehan and Michelle Ellefson at the University of Cambridge presented on September 6, 2013 at the Annual Conference of the British Psychological Society at the University of Reading. (BPS, September 5, 2013).

Jha, Krompinger, and Baime (2007) found significant increases in attention in subjects who practiced a mindfulness-based stress reduction program and in people who had intensive training for a month.

Mindfulness and Working Memory

To investigate whether FM training reduced distractions and thus improved performance, in a study (University of California - Santa Bárbara, March 26, 2013).

48 students were randomly assigned to either a class that taught mindfulness practice or a class that covered fundamental nutrition topics.

The attention classes provided a conceptual introduction along with practical instructions on how to train FM with specific exercises and in everyday life. Meanwhile, the nutrition class taught nutrition science, healthy eating strategies, and information on daily food intake. One week before the start of classes, the students completed two tests: one verbal reasoning test modified from the GRE (Graduate Record Examination) and a working memory capacity test, distraction was also measured during both tests. One week after the end of the classes, the students were tested again. The results indicated that Mindfulness group improved significantly on verbal GRE test and in the working memory capacity test. They were also less distracted during the test. None of these changes occurred in the nutrition group.

According to the researchers: "This is the most complete and rigorous demonstration that mindfulness can reduce distraction, one of the clearest demonstrations that FP can improve working and reading memory. This research establishes with greater certainty that some cognitive abilities often seen as immutable, such as working memory capacity, can be improved by training in MF ".

Mindfulness and Cognitive Flexibility

Another line of research suggests that in addition to helping people to be less reactive, Meditation can also give them greater cognitive flexibility. One study found that people who practice mindfulness meditation develop the ability of self-observation, which neurologically disables automatic pathways created through prior learning and allows present moment input to integrate in a new way (Siegel, 2007).

Meditation too activates the brain region associated with more adaptive responses to stressful or negative situations (Cahn and Polich, 2006; Davidson and Kabat-Zinn, 2003), the activation of this region corresponds to a faster recovery to baseline values ​​after being provoked in a negative way (Davidson, 2001).

Mindfulness and Academic Performance

Beauchemin, Hutchins, and Patterson (2008) studied attitudes toward oneself and academic performance using a 5-week MF meditation intervention administered to 34 adolescents diagnosed as having difficulties with learning.

All outcome measures showed a significant improvement in participants who completed the program in their totality, showing a decrease in state and trait anxiety, improvement of social skills and improvement in performance academic.

The authors hypothesis is that meditation decreases anxiety and negative beliefs about oneself and in turn, promotes social skills and academic results. León (2008) using a scale called the “Full Attention Scale in the School Environment” found a clear correlation between its values ​​and academic performance.

Martín, León and Vicente (2007) with a sample of 200 elementary school students aged 10 to 12 years found that an intervention in home care improved the performance in a musical aptitude test, the results of the intervention in inner attention being superior to interventions in auditory attention and visual.

Sugiura (2004) observed that FM training in high school students entailed a anxiety reduction, hyperactivity and an increase in academic performance. Chang and Hierbert (1989) found in primary school students a significant improvement in school performance after an intervention in MF.

Perhaps this is the most important section and the one that should be emphasized the most, since it is the basis and sustenance of all the other processes that we are studying. achieve satisfactory academic performance, nor can personal development processes such as social skills or creativity be developed without a prior state mental health and psychological well-being healthy and balanced.

Mindfulness, Anxiety and Depression

It has been found that anxiety is the most prevalent psychopathology in childhood and adolescence (Kashani and Orvaschel, 1990; Semple and Lee, 2008; Silverman, Pina and Viswesvaran, 2008). Anxiety negatively affects a wide range of behaviors, and this negative influence increases with age, affecting inter and intrapersonal areas (Kashani and Orvaschel, 1990).

Poor attention is a central symptom of anxiety; therefore, strategies, such as mindfulness-based practices that work to Improving students' attention focus can reduce anxiety in children (Semple and Lee, 2008). Biegel, Brown, Shapiro, and Schubert (2009) studied the effectiveness of an MBSR program with adolescent patients, participants reported a reduction of symptoms related to anxiety, depression and somatic distress in addition to an increase in self-esteem and an improvement in dream.

Currently, the probability of developing depression during adolescence is increasing and the age of onset is decreasing (Parker and Roy, 2001). A number of studies have been carried out to support the use of MF in the treatment of anxiety and depression. Semple, Lee, Rosa, and Miller (2010) found a significant reduction in anxiety in participants with clinical levels of anxiety in the pre-test. Lee, Semple, Rosa, and Miller (2008) report that MBCT is a feasible and acceptable intervention which shows great potential in the treatment of the internalization and externalization of symptom. They finally found some evidence to suggest that FM-based practices are acceptable and potentially helpful for anxious children.

Mindfulness and Emotional Regulation

Schonert-Reichl and Lawlor (2010) investigated a mindfulness-based program, developed by teachers, that involved 10 lectures and the practice of FM techniques three times a day. Overall, there was a significant increase in scores on self-report measures of optimism and positive emotions. Teacher reports showed an improvement in the social and emotional competence of the children in the intervention group and a decrease in aggressiveness and disruptive behavior.

Wall (2005), in a small study, designed a program to teach MF and Tai Chi in a school for children from 11 to 13 years old in the USA, and the results obtained are summarized in benefits perceived as greater well-being, calm, relaxation, improvement in the quality of sleep, less reactivity, greater self-care, self-awareness and sense of connection with the nature. MF-based programs can be a very useful tool for increase the capacity for emotional modulation and reduce stress in students subjected to high academic demands.

Mindfulness and Attention Deficit Hyperactivity Disorder (ADHD)

Zylowska et al (2008) studied the effects of mindfulness meditation training on ADHD symptoms in adolescents. Participants reported a decrease in ADHD symptoms and high satisfaction with training (Zylowska et al., 2008).

Participants in a study by Bögels, Hoogstad, van Dun, de Schutter and Restifo (2008), using an MF program such as intervention with young people presenting different externalized conduct disorders, reported similar results. One of the drawbacks of the intervention carried out with the adolescents who wanted to participate was that it interfered with their activities outside. of the school, suggesting that performance within the school curriculum could increase its acceptability and viability (Zylowska et al., 2008).

Until a few years ago, pedagogy was oriented to the acquisition of capacities such as logical reasoning, quantitative analysis and the management of technologies, however now, for the sake of From the creation of more competent citizens and committed to society, it is imminent to expand the educator's competences to areas that can be brought together under the concept of Personal development (Gardner, 1983; Goleman, 1995).

Mindfulness and Creativity

According to Ostafin and Kassman (2012) insight2 in problem solving is hampered by automated verbal-conceptual processes, such as attention training The full objective is consciousness, which implies a reduced influence of the habitual verbal / conceptual processes on the interpretation of the experience in course, MF can facilitate understanding of problems. This hypothesis was examined through two studies.

Participants in both studies completed a measure of trait attention and a series of insight and non-insight problems. In addition, study 2 participants completed positive affect measures and a training in FM or control.

The results indicated that:

• The feature MF better predicts problem solving by insight, but not because of no-insight (in both studies)
• This relationship is maintained when positive affect is controlled (study 2),
• Training in FM improves problem solving through insight, but not conventional resolution (no-insight) (study 2)
• This improvement is partially mediated by the state of mindfulness. These results are the first to reveal a direct relationship between MF and creativity.

Mindfulness and Social Skills

Full harmony with one's own emotions and thoughts also creates harmony with others, a greater capacity for empathy and altruism (Kabat-Zinn, 2003; Siegel, 2007).

MF not only encourages practice to increase positive interpersonal states, but through its approach it gives a different perspective of conflict resolution, since from the work carried out in the FM training, the feeling of closeness and belonging increases (Baumeister and Leary, 1995; Ryan and Deci, 2000).

In a study carried out by Tloczynski and Tantriella (1998) in a sample of 75 students who expressed anxiety and symptoms of depression, it was observed that training in relaxation and MF it lowered symptoms of anxiety and depression, but only MF training scored significantly on interpersonal relationship qualities.

Carson, Carson, Gil and Baucam (2004) show how FM-based programs also show positive results in this regard, also, recent research has shown that FM Trait predicts the feeling of interpersonal affinity and closeness (Barnes, Brown, Krusemark, Campbell & Rogge, 2007), as well as more adaptive responses to social stress (Barnes et al. 2007; Creswell, Eisenberger, and Lieberman, 2007).

Because meditation practice has been shown to increase trait MF (Cohen-Katz, Wiley, Capuano, Baker & Shapiro, 2005; Shapiro & Brown, 2007), the above findings support the claim that Meditation can help improve interpersonal relationships.

Mindfulness and Empathy

Several studies suggest that MF promotes empathy. In one study, for example, with medical students and physicians who participated in an eight-week MBSR program, it was found that the group who received MBSR training self-reported a significantly higher level of empathy than a control group (Shapiro et al, 1998).

In a qualitative study of therapists, experienced meditators, it was found that they believed that meditation helped them develop empathy towards clients (Aiken, 2006). Students who participated in an FM-based program showed significant changes in increased empathy for others compared to a control group.

This study also showed that increased mindfulness is correlated with increased empathy (Shapiro and Brown, 2007). The potential benefits of integrating mindfulness-based training in school settings are significant in terms of the effects on the cognitive, emotional, interpersonal and spiritual. The research reviewed here suggests that mindfulness-based practices can have an impact. positive in academic performance, psychological well-being, self-esteem and social skills in children and teenagers.

While there is a growing body of research to support these conclusions, there is an immense field of future well-designed research to guide educators in integrating FM practices into education.

According to Greenland (2010) taking the practice of FM / Mindfulness to the classroom where children, adolescents, teachers and family members are could revolutionize the world as we know it. There are many educational systems that teach us things that accompany us to the rest of our days, but it is difficult to apply such knowledge and skills in complicated and crisis situations at least what:

• We clearly attend to internal and external experiences
• We know how to tolerate the emotional discomfort generated by observing the heart of our crisis
• We can respond compassionately and kindly to ourselves and others

When children or adults develop these three capacities, through the practice of FM / Mindfulness, emotional balance and compassion, they will be able to change themselves and improve the world by transforming it into a collaborative, inclusive, peaceful and loving. (Greenland, 2010).

To finish this section, a summary table (for informational purposes) of the main keys that should be taken into account before implementing an MF program in an educational center is attached. Although it exceeds the purposes of this study, we believe that it may serve as orientation to anyone who wants to delve into this exciting field of research.

MF-based interventions for children they are not difficult to carry outThey are adaptable to a wide range of contexts, and they are entertaining, enjoyed by students and teachers alike, and have no “side effects”. They are relatively inexpensive to introduce, have a fairly quick impact, can fit in a wide range of contexts and are enjoyable and civilizing for both students and students. teachers. MF-based interventions can be a viable and effective method of building resilience among children and youth and in treating disease in clinical populations.

But this enthusiasm for promoting such practices must nevertheless be treated with caution in view of the still scant current evidence to support them.

These contemplative interventions represent an opportunity to cultivate positive habits of mind and body and promoting the health and well-being of children and youth in our schools, but much more research is needed to identify good practices and what their specific effectiveness is. Previous research, as we have seen in previous sections, suggests that meditation is associated with beneficial results for children and young people.

The interventions of MF can improve health physical, social, emotional and mental health and well-being of the young people who participate in them and have been shown to help reduce stress, anxiety, reactivity and misbehavior, improve sleep and self-esteem and achieve greater tranquility, relaxation, ability to drive emotions, awareness and empathy, but the generally limited quality of the research has tempered the conclusions that may be removed. Well-designed experimental studies are needed to provide us with more reliable information on the specific benefits and processes operating in this promising field of FM.

This article is merely informative, in Psychology-Online we do not have the power to make a diagnosis or recommend a treatment. We invite you to go to a psychologist to treat your particular case.

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