Mindfulness-Based Intervention and Aggression and Rule-Breaking Behaviours in Elementary School Boys: A Proof of Concept Trial

Autor/inn/en	Heidary, Maedeh; Hashemi Nosrat Abad, Touraj; Linden, Wolfgang
Titel	Mindfulness-Based Intervention and Aggression and Rule-Breaking Behaviours in Elementary School Boys: A Proof of Concept Trial
Quelle	In: Journal of Psychologists and Counsellors in Schools, 32 (2022) 1, S.15-22 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Heidary, Maedeh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1037-2911
DOI	10.1017/jgc.2021.11
Schlagwörter	Metacognition; Intervention; Males; Comparative Analysis; Symptoms (Individual Disorders); Pathology; Elementary School Students; Clinical Diagnosis; Behavior Problems; Aggression; Check Lists; Child Behavior; Outcomes of Treatment; Behavior Change; Child Behavior Checklist + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Male; Männliches Geschlecht; Psychiatrische Symptomatik; Pathologie; Checkliste
Abstract	This study investigated the effect of a mindfulness-based intervention on pathological symptoms in boys with externalised disorders. A total of 24 elementary school students with externalising disorders, diagnosed by completing the Child Behavior Checklist (CBCL), were randomly assigned to a mindfulness-based intervention for two months. One session per week was offered and each session lasted one hour (n = 12) or as a wait-list control group (n = 12). Data were analysed via a multivariate analysis of covariance (MANCOVA) test. Students from the intervention group showed greater reductions in rule-breaking behaviours than those in the wait-list control group. Also, there was clear superiority of the intervention relative to the wait-list control group for reducing both aggression and rule-breaking behaviours (effect size differences were d = -2.52 and d = -1.88 respectively). These positive results on outcome measures provide initial evidence for a mindfulness-based intervention as a treatment option for boys with externalising disorders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01