Psychology for non-psychologists is both a challenge and an opportunity. It is a great merit of the EFPA Board of Educational Affairs that it addresses these aspects. What's more, Dutke and colleagues (Dutke et al., 2019) formulate guidelines for teaching that clearly demonstrate the added value of psychological knowledge and psychological competences in non-psychological disciplines. This is important for the image of psychology in other sciences and professions. But it is also important for the development of those we teach psychology to. In fact, all should be grateful for their knowledge to be extended through a psychological perspective. Why is this not always the case? For non-psychologists, the psychological perspective increases the complexity of their subject and questions their own professional identity. At best, people react with curiosity, at worst with defense and anger. Different identities meet. The fact that students are still in the process of developing their professional identity does not make the task of imparting psychological knowledge any easier. Finally, it is important to convey to students that psychology makes sense for their future profession, even if they themselves are only just beginning to know their future profession. Practitioners must also ''unlearn'' traditional ideas of psychology. Not everything that non-psychologists know about psychology-even if they may have learned it at school-suits psychology as an empirical science or an evidence-based, ethically reflected psychological practice. Universities claim that they not only impart knowledge, but also develop competences and promote the personality development of their students. Thus, they often offer psychological lectures or seminars that aim to serve personal growth and social competence. These offers are usually unconnected with other learning objectives of the respective degree program. The authors rightly point out that the aspiration must be different. It must become clear that psychology, with its broad knowledge, can also make its own contribution to the respective subject and the specific profession. To decide what teaching content this can be, psychologists must look at their own subject from the perspective of students or practitioners from other disciplines. Surely it is difficult for students or psychological laypersons to say what might be interesting about psychology if they know little about their own subject and even less about psychology. Part of the decision will therefore

No 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.

No abstract

No abstract