Effectiveness of a School-Based Mindfulness Intervention on Children’s Internalizing and Externalizing Problems: the Gaia Project

Ghiroldi, Silvia; Scafuto, Francesca; Montecucco, Nitamo Federico; Presaghi, Fabio; Iani, Luca

doi:10.1007/s12671-020-01473-9

Cited by 17 publications

(12 citation statements)

References 60 publications

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“…The interventions were mostly multimodal and included cognitive, emotional and behavioral stimulation. Unlike previous studies (for example, Ghiroldi, Scafuto, Montecucco, Presaghi, & Iani, 2020), this study revealed that interventions were more successful in regards to internalizing problems than the externalizing ones.…”

Section: тAble 1 School-based Preventive Interventionscontrasting

confidence: 99%

Преглед Школских Програма Усмерених На Екстернализоване Проблеме У Понашању Ученика

Lepojević¹,

Merdović

Živaljević³

2022

TEME

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School-based programs focused on externalizing problems in students are recognized as an important part of school life and work. The aim of this paper is the systematization of scientific studies in the form of systematic presentations and meta-analysis of school programs, in which externalising problems in students is among the criteria for assessing the effectiveness of the program. Scientific results published in English in the last seven years are included in the systematization. Bases searched during research are: Google Scholar, PsycINFO, Web of Science (WOS), Education Resources Information Center (ERIC) and Scopus. The results of the research indicate that the most successful school-based interventions resulting in the prevention and reduction of externalizing problems are based on socio-emotional learning, that they are mostly implemented by teachers, that they are incorporated into the curriculum, and that their success depends on the quality of implementation.

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Section: тAble 1 School-based Preventive Interventionscontrasting

confidence: 99%

Преглед Школских Програма Усмерених На Екстернализоване Проблеме У Понашању Ученика

Lepojević¹,

Merdović

Živaljević³

2022

TEME

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“…Hence, studies such as the one described here are justified. On the basis of the present study's results, intervention programs (Fung et al, 2016;Ghiroldi et al, 2020) can be designed and implemented that may help victimized adolescents to develop skills such as focusing on the present, planning and using adaptive emotion regulation strategies, that will serve as protective mechanisms against their plight.…”

Section: Discussionmentioning

confidence: 94%

“…For example, a 12-week, school-based mindfulness program was found to be instrumental in the reduction of adolescents' externalizing and internalizing problems (Fung et al, 2016). Similarly, Ghiroldi et al (2020) describe a school-based program aiming at developing mindfulness skills and claim that it contributed to the reduction of internalizing and externalizing problems.…”

Section: Mindfulness and Peer Aggressionmentioning

confidence: 99%

The mediating effects of adolescents’ internalizing and externalizing problems on the relationship between emotion regulation, mindfulness and bullying/victimization at school

Γεωργίου

Charalambous

Stavrinides

2021

School Psychology International

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The aim of this study was two-fold: to investigate the relationship between emotion regulation, dispositional mindfulness and bullying/victimization experiences at school, and to examine the mediating effects of internalizing and externalizing problems on this relationship. Self-reports measuring the above variables were completed by 444 adolescents (mean age 15.3) who attended high school in Cyprus. Data were collected at three points in time. Specifically, data were collected during the second week of October, 2018 (T1), the third week of January, 2019 (T2) and the first week of June, 2019 (T3). It was found that mindfulness at T1 had a significant negative effect on both internalizing and externalizing symptoms and through these variables, it had an indirect negative effect on both bullying and victimization at T3. Similarly, adaptive emotion regulation at T1 had an indirect effect on victimization, fully mediated by internalizing problems. In contrast, maladaptive emotion regulation had a positive, direct effect on both bullying and victimization.

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“…Mindfulness has been defined as the awareness of the present moment, keeping an observing, and nonjudging attitude (Kabat‐Zinn, 1990). It improves subjective well‐being and reduces several emotional and behavioral problems (Brown & Ryan, 2003; Ghiroldi et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Individual and social‐psychological factors to explain climate change efficacy: The role of mindfulness, sense of global community, and egalitarianism

Scafuto

2021

Journal Community Psychology

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This article focused on the study of individual and socialpsychological determinants of a sense of efficacy on climate change mitigation. A correlational study investigated the predictive role of mindfulness, egalitarianism, risk concern, knowledge, and psychological sense of global community (PSGC). An online survey was administrated to US College students (N = 277). The main predictors of climate change response efficacy (CCRE) were PSGC and egalitarianism, followed by risk concern and climate knowledge. Among the facets of mindfulness, observing, and describing were the only ones associated with CCRE. The results found that mindfulness observing predicted response efficacy both directly and through the mediation of risk concern and sense of global community. Conversely, egalitarianism was not a significant mediator. Community psychologists should promote a sense of belonging to all humanity, and a more egalitarian view of the world, beyond risk concern, to increase climate efficacy. Training the skill of mindfulness observing could be a way to produce a sense of global community and affect climate change efficacy. K E Y W O R D S climate change efficacy, climate change risk concern, critical consciousness, egalitarianism, observing, psychological sense of global community, sense of global community | INTRODUCTIONClimate change is the major current challenge that humanity is facing given the seriousness and the global scale of its consequences. The reality of the phenomenon and the relationship between human actions and the earth's temperature are seen as incontrovertible truth (IPCC, 2018). The climate has already changed, and some consequences cannot be avoided but we could still prevent worse effects and mitigate damages.This article investigated an integrative model of climate change response efficacy combining for first-time constructs such as mindfulness, risk concern, knowledge, psychological sense of global community, and critical consciousness. Mindfulness was hypothesized to affect efficacy by increasing risk concern and social-psychological variables, that is, sense of global community and egalitarianism.At what extent we believe our commitment can positively interfere with climate change, that is, climate response efficacy is a crucial issue since it affects the use of different response strategies. The perception of what one can do, individually and collectively, is a predictor of specific behaviors such as reducing annual air travel, regulating household energy use, stopping use of aerosol spray cans, talking about global warming with others who do not agree, and voting for candidates devoted to reducing global warming (Bostrom et al., 2019). The direct impact of an individual's daily actions is also relevant in climate change mitigation. Reducing meat consumption, traveling by public transport, bike or foot, choice of alternative energy to heat and cool houses, and preference of local and eco-friendly products have a significant impact on the emission of greenhouse gases that contribute to climat...

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Effectiveness of a School-Based Mindfulness Intervention on Children’s Internalizing and Externalizing Problems: the Gaia Project

Cited by 17 publications

References 60 publications

Преглед Школских Програма Усмерених На Екстернализоване Проблеме У Понашању Ученика

Преглед Школских Програма Усмерених На Екстернализоване Проблеме У Понашању Ученика

The mediating effects of adolescents’ internalizing and externalizing problems on the relationship between emotion regulation, mindfulness and bullying/victimization at school

Individual and social‐psychological factors to explain climate change efficacy: The role of mindfulness, sense of global community, and egalitarianism

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