Meditation therapies for attention deficit /hyperactivity disorder

Krisanaprakornkit, Thawatchai; Witoonchart, Chartree; Ngamjarus, Chetta; Piyavhatkul, Nawanant

doi:10.1002/14651858.cd006507

Cited by 6 publications

(2 citation statements)

References 44 publications

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“…12 There is also a Cochrane Collaboration review underway examining the possible benefits of meditation therapies for attention deficit/hyperactivity disorder (ADHD), as suggested by small studies of the use of yoga and meditation strategies in children with ADHD. 13 At present, however, there is insufficient evidence to support the systematic use of meditation therapy for any specific mental illness. This situation may change in future years in response to further study of the neuroscience of meditation, more randomised controlled trials and systematic reviews (especially in relation to anxiety disorders), continued emphasis on spirituality amongst mental health service users and sustained public interest in forms of psychological therapy that focus on mental wellness rather than illness.…”

Section: Meditation and Mental Illnessmentioning

confidence: 99%

Meditation, mindfulness and mental health

Kelly

2008

Ir. j. psychol. med.

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To 'meditate' is to exercise the mind in contemplation or focus the mind on a subject in a concentrated, contemplative or religious manner. 1 Meditation and contemplative practices play a substantive role in many spiritual, religious and psychological traditions. In recent years there has been an upsurge of research interest in the effects of meditation on the brain and the possible use of meditation in the management of a range of physical and mental illnesses. There has also been a substantial increase in public interest in contemplative practice both as a method to manage psychological symptoms (such as anxiety and depression) and a way to maintain mental health. Meditation and t h e brainMeditative and contemplative practices involve several coordinated cognitive functions performed simultaneously, often over a prolonged period or on repeated occasions. There is increasing evidence that meditation has significant effects on the physiology of the brain; these effects include increased blood flow in the prefrontal cortex, inferior parietal lobes and inferior frontal lobes during meditation. 2 In addition, long-term meditators not only self-induce high-amplitude electroencephalographic gamma-band oscillations and phase-synchrony during meditation, but also have a higher ratio of gamma-band activity (25-42 hertz) to slow oscillatory activity (4-13 hertz) over medial frontoparietal electrodes when they are not meditating. 3 These findings suggest that prolonged or long-term meditation may have sustained effects on the physiology of the brain -effects which persist even when the individual is no longer meditating. Meditation also has significant, sustained effects on individuals who are not long-term meditators but engage in short-term practice. Individuals who are not habitual meditators but attend an eight-week training programme in mindfulness meditation show significant increases in leftsided anterior activation and antibody titre rises to influenza vaccine eight weeks after training ends; the magnitude of the increase in left-sided anterior activation predicts the magnitude of the antibody titre rise to the vaccine. 4 Any model integrating these and other research findings into a single, unified theory of how mediation affects the brain is hampered by the small numbers of subjects in existing studies, the diversity of physiological measures examined and

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Section: Meditation and Mental Illnessmentioning

confidence: 99%

Meditation, mindfulness and mental health

Kelly

2008

Ir. j. psychol. med.

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“…Yoga merupakan pilihan yang efektif dan memiliki banyak manfaat yang dapat meningkatkan kognitif dan perilaku dalam proses pembelajaran sehingga prestasi akademik anak-anak akan meningkat (Jarraya et al, 2019) Perubahan konsentrasi belajar menjadi lebih baik setelah mengikuti latihan yoga juga sejalan dengan penelitian (Banaschewski et al, 2001) (Cohen et al, 2018), dimana pelatihan sensorimotor seperti yoga dapat meningkatkan perhatian pada anak. Hasil penelitian juga sejalan dengan (Krisanaprakornkit et al, 2010) Gothe dkk, (2013) yang menyatakan bahwa latihan yoga atau sensorimotor pada anak dapat mengurangi minimnya perhatian sehingga dapat meningkatkan prestasi akademik. (Telles et al, 1993) mengungkapkan bahwa anak-anak, yang berlatih yoga selama 10 hari, dapat meningkatkan memori, perencanaan strategis, dan konsentrasi.…”

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Satu Bulan Penerapan Yoga Anak Meningkatkan Konsentrasi Belajar Usia Prasekolah

Sofiyanti

Setyowati

2021

IJM

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Based on Riskesdas 2018, 29.9% of Infants Under Two Years (Baduta) experienced very short and short nutrition. Still based on the results of the 2018 Riskesdas, there is a comparison of child development in children aged 36-59 months in Indonesia with a total development index of 88.3%, of which 64.6% is literate, 97.8% is physical, 69.9% is social-emotional, and 95. 2% learning. The ability and development of children need to be stimulated so that children can grow and develop optimally and according to their age. Stimulation is stimulation (sight, speech, hearing, touch) that comes from the child's environment. Children who get directed stimulation will develop faster than children who do not even get stimulation. Various efforts have been made to provide stimulation to children, one of which is by using Yoga activities. This study aims to determine the effect of yoga on children on learning concentration of preschool age children. The population and sample in this study were students in class A and class B with a total of 30 students, 15 students for the experimental group, and 15 students for the control group. This study uses a quasi-experimental research (Quasi Experimental) design used Non Equevalent Control Grub Design. The parametric hypothesis test used is the dependent t-test because the data is normally distributed. The test results stated that there were differences in the level of concentration in learning after being given yoga treatment for children for one monthAbstrak Berdasarkan Riskesdas 2018, 29,9 % Bayi Bawah Dua Tahun (Baduta) mengalami gizi sangat pendek dan pendek. Masih berdasarkan hasil Riskesdas 2018 didapatkan perbandingan perkembangan anak pada anak usia 36-59 bulan di Indonesia dengan total indeks perkembangan 88,3 %, dimana 64,6 % literasi, 97,8 % fisik, 69,9 % social emosional, dan 95,2 % learning. Kemampuan dan tumbuh kembang anak perlu diberikan stimulasi agar anak dapat tumbuh dan berkembang secara optimal dan sesuai umurnya. Stimulasi adalah perangsangan (penglihatan, bicara, pendengaran, perabaan) yang datang dari lingkungan anak. Anak yang mendapat stimulasi yang terarah akan lebih cepat berkembang dibandingkan anak yang kurang bahkan tidak mendapat stimulasi. Berbagai upaya yang dilakukan untuk memberikan stimulasi kepada anak salah satunya dengan mengunakan kegiatan Yoga. Penelitian ini bertujuan mengetahui pengaruh yoga pada anak terhadap konsentrasi belajar anak usia Prasekolah. Populasi dan Sampel dalam penelitian ini adalah Siswa kelas A dan Kelas B sejumlah 30 siswa dimana 15 siswa untuk kelompok eksperimen, dan 15 siswa untuk kelompok kontrol. Penelitian ini menggunakan penelitian eksperimen semu (Quasi Experimental) desain yang digunakan Non Equevalent Control Grub Design. Uji hipotesis parametrik yang digunakan adalah uji dependent t-test karena data berdistribusi normal. Hasil uji menyatakan ada perbedaan tingkat konsentrasi belajar setelah diberikan perlakuan yoga anak selama satu bulan.

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