The effectiveness of a school mindfulness-based intervention on the neural correlates of inhibitory control in children at risk: A randomized control trial
Entity
UAM. Departamento de Psicología Biológica y de la SaludPublisher
WileyDate
2023-04-24Citation
10.1111/desc.13403
Developmental Science 26.6 (2023): e13403
ISSN
1363-755XDOI
10.1111/desc.13403Funded by
Fund for Innovation and Competitiveness: Millennium Scientific Initiative, Grant [IS 130005—MIDAP]; Spanish Ministry of Education, Culture, and Sport, Grant/Award Number: FPU13/ 01677; Mind and Life Europe Institute: Varela Awards [Grant #2016-EVarela Garcia Rubio, Carlos and Andreu, CatherineProject
Gobierno de España. FPU13/ 01677Editor's Version
https://doi.org/10.1111/desc.13403Subjects
children; EEG; executive function; high-risk; inhibitory control; mindfulness; PsicologíaRights
©2023 The AuthorsEsta obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional.
Abstract
Interest in the applications of mindfulness practice in education is growing in the scientific community. Recent research has shown that mindfulness practice in schools may be beneficial for executive functions (EFs) which are abilities crucial for healthy development. The study of the effects of mindfulness practices on children's neural correlates of EFs, particularly inhibitory control, may provide relevant information about the impact and mechanisms of mindfulness-based interventions (MBIs) in children. The aim of the present study was to investigate the effects of a MBI in elementary school children on the neural correlates of inhibitory control via a randomized controlled trial. Children from two 4th grade classrooms and two 5th grade classrooms located in a school identified as having low socioeconomic status in Santiago de Chile were randomly assigned to either receive a MBI or serve as active controls and receive a social skills program. Both before and after the interventions, electroencephalographic activity was recorded during a modified version of the Go/Nogo task in a subsample of children in each group. Additionally, teachers completed questionnaires of students’ EFs and students completed self-report measures. Results revealed increases in EFs assessed by questionnaires together with improved P3 amplitude associated with successful response inhibition in children who received the MBI compared to active controls. These results contribute to the understanding of the ways in which mindfulness practices can promote the development of inhibitory control together with EF improvement, factors identified as critical for children's social and emotional development and positive mental health. Research Highlights: This study investigated the effects of a mindfulness-based intervention in children from a low socioeconomic status school on neural correlates of EFs. Children performed a Go/Nogo task while electroencephalographic activity was recorded and completed questionnaires before and after a MBI or an active control program. Improvements in EFs assessed by questionnaires together with an increased Nogo-P3 activity associated with successful inhibition in children who received the MBI were found. The results could contribute to understand how mindfulness practice can promote the development of inhibitory control in children from vulnerable populations
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Google Scholar:Andreu, Catherine I.
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García Rubio, Carlos
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Melcón Martín, María
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Schonert-Reichl, Kimberly A.
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Albert Bitaubé, Jacobo
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