ArticleFrontiers in psychology2019
Impact of a Mindfulness-Based Intervention on Basic Psychological Need Satisfaction and Internalized Symptoms in Elementary School Students With Severe Learning Disabilities: Results From a Randomized Cluster Trial.
Article in Frontiers in psychology, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed, 25 citations in OpenAlex.
- Impact of a mindfulness-based intervention on well-being and mental health of elementary school children: results from a randomized cluster trial.Scientific reports · 2024Trial
- Existential Therapy for Children: Impact of a Philosophy for Children Intervention on Positive and Negative Indicators of Mental Health in Elementary School Children.International journal of environmental research and public health · 2021Trial
- Philosophy for children and mindfulness during COVID-19: Results from a randomized cluster trial and impact on mental health in elementary school students.Progress in neuro-psychopharmacology & biological psychiatry · 2021Trial
- Perceptions and Expectations of School-Based Professionals Surrounding School-Based Mindfulness Training in Appalachia During the COVID-19 Pandemic: A Qualitative Study.Frontiers in public health · 2022Article
- Impact of a Combined Philosophy and Mindfulness Intervention on Positive and Negative Indicators of Mental Health Among Pre-kindergarten Children: Results From a Pilot and Feasibility Study.Frontiers in psychiatry · 2020Article
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Authors and funding
3 authors at 3 institutions in 1 country.
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No grant is acknowledged in the PubMed record.
Abstract
backgroundMindfulness is hypothesized to lead to more realistic appraisals of the three basic psychological needs, which leads people to benefit from high levels of need satisfaction or helps them make the appropriate changes to improve need satisfaction. Mindfulness-based interventions (MBIs) have also shown promise to foster greater basic psychological need satisfaction in students with learning disabilities (LDs).
objectiveThe goal of the present study was to evaluate the impact of a MBI on the satisfaction of the basic psychological needs and on internalized symptoms in students with severe LDs. A randomized cluster trial was implemented to compare the progression of need satisfaction, anxiety, and depression symptoms in participants pre- to post-intervention and at follow-up.
methodElementary school students with severe LDs (
resultsMixed ANOVAs first showed that the experimental condition did not moderate change over time such that similar effects were observed in the experimental and active control groups. Looking at main effects of time on participants' scores of autonomy, competence, and relatedness across time, we found a significant within-person effect for the competence need (
conclusionAlthough the MBI seemed useful in increasing the basic psychological need of competence and decreasing anxiety symptoms in students with severe LDs, it was not more useful than the active control intervention that was used in this project. Future studies should verify that MBIs have an added value compared to other types of interventions that can be more easily implemented in school-based settings.
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