Introduction: Due to the demands of today's society, in which there is an increase in thenumber of stimuli available since the first months of age, a need for the creation oftechniquesthat contribute to the well-being and development of the child has emerged.Since the term Mindfulness still raises much scientific discussion, since there areinconsistencies in studies that sought to measure the implementation effect, it ispertinent to develop a systematic review of the literature on the impact thatMindfulness-based Interventions (MBI'S) have on attention and emotional regulation inchildren in school context.Methodology: For this study, the procedure of qualitative systematic review of theliterature was followed using the electronic databases ScienceDirect, Pubmed andEBSCO (APA PsycArticles and CINAHL). The primary sources of research were privileged,using scientific articles published in the last 10 years, in English, Portuguese and Spanish.The criteria were defined MBI’S programs applied in children and pre-adolescents, inschool context, without neurodevelopmental or psychiatric disorders.Results: Of the 6,114 results emerged from the databases consulted, 58 were selectedfor full reading, resulting in a total of 9 articles to be included in this study. Of the 9articles selected, all evaluate attention and only 2 evaluate emotional regulation. It wasfound that in the emotional regulation did not present significant differences, while inthe attention there was an improvement in performance, according to the results of thestudies analyzed.Discussion and Conclusion: A heterogeneity in relation to the implemented MBI'sprograms stands out, verifying the use of different programs among all the studiesreviewed. It was also found that the evaluation of emotional regulation is not includedin the same way as attention. With the present review work, we concluded that thestudy of interventions in MBI'S in the infant population is still limited in terms of thenumber of studies presenting robust data regarding the impact on attention andemotional regulation.
|Date of Award||5 Mar 2021|
- Universidade Católica Portuguesa
|Supervisor||Joana Rodrigues Rato (Supervisor)|
- Mindfulness-based interventions (MBI ́S)
- Emotional regulation
- School context
- Mestrado em Neuropsicologia