Enhancing Resilience in Youth: Sustainable Systemic Effects in Different Environments

Steinebach, Christoph; Langer, Álvaro I.; Thuy, Tri Thi Minh

doi:10.1007/978-3-030-25513-8_1

Cited by 7 publications

(6 citation statements)

References 15 publications

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“…In conclusion, in these times where the ecological crisis, the climate emergency and the uncertain and unequal access to natural resources demand a radical change in human behaviors toward the environment and the adoption of more sustainable lifestyles, outdoor education programs targeting the new generations’ environmental knowledge have a major importance ( Pugnetti, 2020 ). Environmental educators need theoretically sound and empirically grounded knowledge, to design effective and efficient intervention programs, in order to impact on participants’ sustainable lifestyles, resilience, and wellbeing (e.g., Warber et al, 2015 ; Varela-Candamio et al, 2018 ; Carrus and Panno, 2019 ; Steinebach and Langer, 2019 ).…”

Section: Discussionmentioning

confidence: 99%

The Effects of Contact With Nature During Outdoor Environmental Education on Students’ Wellbeing, Connectedness to Nature and Pro-sociality

et al. 2021

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Experiences of contact with nature in school education might be beneficial for promoting ecological lifestyles and the wellbeing of children, families, and teachers. Many theories and empirical evidence on restorative environments, as well as on the foundations of classical pedagogical approaches, recognize the value of the direct experience with natural elements, and the related psychological and educational outcomes (e.g., positive emotions, autonomy, self-efficacy, empathy). In this work we present two studies focusing on the contact with nature in outdoor education interventions with primary and secondary school students in Italy. A questionnaire measuring connectedness to nature, psycho-physical wellbeing, pro-environmental attitudes, students’ life satisfaction, pro-social behavior, empathy and anxiety was completed before and after the education program by the participants to the intervention group and by students of a control group. The students in the intervention groups (154 in study 1 and 170 in study 2) participated in environmental education programs consisting in guided activities in contact with the nature during four visits in one of two natural protected areas. The students in the control groups (253 in study 1 and 168 in study 2) attended the same schools as the intervention group but they were not involved in the environmental education program. The students in both the groups completed the questionnaire in the same weeks of the year. Findings show that taking part to the outdoor education program has positive outcomes on psycho-physical wellbeing, on connectedness to nature and on pro-social behavior of students in the intervention group, compared to the control group. The implications related to the effectiveness of outdoor education interventions and future directions of research and practice in environmental psychology and education are discussed.

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Section: Discussionmentioning

confidence: 99%

The Effects of Contact With Nature During Outdoor Environmental Education on Students’ Wellbeing, Connectedness to Nature and Pro-sociality

et al. 2021

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“…Even though these studies have provided insights into the subjective process of change that is experienced by adolescents, including some of its most valued aspects (e.g., the applicability of mindfulness tools to daily life), further research is required in order to explore the teaching and learning process involved, as this would provide a deeper understanding of the mechanisms of action of mindfulness practices [42,43]. Specifically, one of the key aspects of mindfulness-based interventions is their pedagogical structure: the specific combination of practices, concepts, and didactic methods used to deliver the intervention [44].…”

Section: Introductionmentioning

confidence: 99%

A Qualitative Study of a Mindfulness-Based Intervention in Educational Contexts in Chile: An Approach Based on Adolescents’ Voices

Langer

Medeiros

Sánchez

et al. 2020

IJERPH

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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.

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“…Mindfulness interventions have been widely reported to be beneficial ( Shonin et al, 2013 ; Khoury et al, 2015 ; Tang et al, 2015 ; Carsley et al, 2018 ; Steinebach and Langer, 2019 ) therefore, our analytic approach should capture these population-level effects which neglect individual trajectories. Under our analytic approach, which considers baseline scores, the population impact of mindfulness, regardless of individual trajectories, is mainly depicted through interactions.…”

Section: Discussionmentioning

confidence: 99%

The Impact of Baseline Mindfulness Scores on Mindfulness-Based Intervention Outcomes: Toward Personalized Mental Health Interventions

et al. 2022

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A growing body of evidence has portrayed mindfulness as a useful tool for dealing with a broad range of psychological problems and disorders. This has created the impression that mindfulness-based interventions (MBIs) can be used to treat nearly all psychological difficulties, in all cases. Nonetheless, little research has been done on how individual differences may contribute to intervention outcomes. The goal of this study was to evaluate the role of baseline mindfulness on participants’ outcomes by examining three prior Randomized Controlled Trials that addressed the impact of MBIs on mental health and mindfulness measures. The participants were 164 people, aged between 12 and 45, from both clinical and non-clinical samples. Our findings indicate that at least two thirds of the change produced by these interventions in terms of mindfulness scores can be predicted by the baseline scores of the same variables. We also found that many trajectories are not only strongly influenced by the initial status of the participants, but also by the intervention performed, as attested to by the significant interactions found. These results stress the need to continue doing research in a way that considers the diversity of participants’ trajectories, increasing the room for intervention improvements aligned with a more personalized health care model.

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Enhancing Resilience in Youth: Sustainable Systemic Effects in Different Environments

Cited by 7 publications

References 15 publications

The Effects of Contact With Nature During Outdoor Environmental Education on Students’ Wellbeing, Connectedness to Nature and Pro-sociality

The Effects of Contact With Nature During Outdoor Environmental Education on Students’ Wellbeing, Connectedness to Nature and Pro-sociality

A Qualitative Study of a Mindfulness-Based Intervention in Educational Contexts in Chile: An Approach Based on Adolescents’ Voices

The Impact of Baseline Mindfulness Scores on Mindfulness-Based Intervention Outcomes: Toward Personalized Mental Health Interventions

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