CalmaMente: estudo piloto de adaptação e viabilidade de um programa de Mindfulness para escolas brasileiras
Data
2021-09
Autores
Ortiz, Maria Olivia 
Orientadores
Mello, Claudia Berlim de
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Introdução: Programas baseados em Mindfulness voltados para crianças em idade escolar têm recebido a atenção de pesquisadores de diversas áreas. Porém, poucos estudos têm se dedicado a avaliar aspectos de viabilidade desses programas, especialmente os implementados em escolas, e seus potenciais efeitos sobre habilidades cognitivas socioemocionais. Objetivo: O objetivo deste estudo foi adaptar e investigar a viabilidade do programa Kindness Curriculum a partir de um relato de experiência realizada com uma amostra de crianças de duas classes do 1º ano do Ensino Fundamental de uma escola municipal de São Paulo. Igualmente buscou analisar possíveis mudanças em habilidades de cognição social e funções executivas após a experiência, a partir da comparação do desempenho em testes padronizados que investigam estas habilidades. Método: Participaram da experiência 55 crianças, de ambos os sexos, entre 5 e 7 anos de idade, estudantes do 1º ano do Ensino Fundamental de uma escola pública. A investigação da viabilidade foi baseada em critérios específicos utilizados para estudos desta natureza. Para a avaliação de possíveis mudanças em funções cognitivas subsequentes à participação no programa, 19 crianças foram submetidas a uma avaliação neuropsicológica com foco em habilidades executivas e de cognição social. Os pais responderam a um inventário de comportamentos. Resultados: Adaptações envolveram redução do número de atividades, bem como e mudanças em materiais e instruções, sem comprometer a estrutura do programa original. O nome foi mudado para CalmaMente. Considerando os relatos dos participantes, todos os critérios de viabilidade foram contemplados, indicando que o programa apresenta potencialidades para sua implementação. Quanto aos possíveis efeitos em relação a mudanças comportamentais nas crianças, análises inferenciais revelaram diferença significativa e positiva entre escores obtidos pelas crianças na tarefa de empatia antes e após a intervenção. Conclusões: O presente estudo mostrou que o programa CalmaMente apresenta adequada viabilidade para implementação em escolas brasileiras, especialmente por ser de baixo investimento financeiro e ter sido bem aceito por crianças, pais e professores, e pode favorecer habilidades empáticas nas crianças.
Introduction: Mindfulness-based programs aimed at school-age children have received the attention of researchers from different areas. However, few studies have been dedicated to evaluating aspects of the feasibility of these programs, especially those implemented in schools, and their potential effects on socio-emotional cognitive skills. Objective: The aim of this study was to adapt and investigate the feasibility of program Kindness Curriculum based on an experience report carried out with a sample of children from two classes of the 1st year of elementary school in a municipal school in São Paulo. It also sought to analyze possible changes in social cognition skills and executive functions after the experience, by comparing performance on standardized tests that investigate these skills. Method: Fifty-five children of both sexes, between 5 and 7 years old, students from the 1st year of elementary school in a public school participated in the experiment. The feasibility investigation was based on specific criteria used for studies of this nature. To assess possible changes in cognitive functions after participation in the program, 19 children underwent a neuropsychological assessment focusing on executive skills and social cognition. Parents responded to a behavior inventory. Results: Adaptations involved reducing the number of activities, as well as changes in materials and instructions, without compromising the structure of the original program. The name was changed to CalmaMente. Considering the participants' reports, all feasibility criteria were considered, indicating that the program has potential for its implementation. As for possible effects in relation to behavioral changes in children, inferential analyzes revealed a significant and positive difference between scores obtained by children in the empathy task before and after the intervention. Conclusions: The present study showed that the CalmaMente program has adequate viability for implementation in Brazilian schools, especially because it has a low financial investment and has been well accepted by children, parents and teachers, and may favor empathic skills in children.
Introduction: Mindfulness-based programs aimed at school-age children have received the attention of researchers from different areas. However, few studies have been dedicated to evaluating aspects of the feasibility of these programs, especially those implemented in schools, and their potential effects on socio-emotional cognitive skills. Objective: The aim of this study was to adapt and investigate the feasibility of program Kindness Curriculum based on an experience report carried out with a sample of children from two classes of the 1st year of elementary school in a municipal school in São Paulo. It also sought to analyze possible changes in social cognition skills and executive functions after the experience, by comparing performance on standardized tests that investigate these skills. Method: Fifty-five children of both sexes, between 5 and 7 years old, students from the 1st year of elementary school in a public school participated in the experiment. The feasibility investigation was based on specific criteria used for studies of this nature. To assess possible changes in cognitive functions after participation in the program, 19 children underwent a neuropsychological assessment focusing on executive skills and social cognition. Parents responded to a behavior inventory. Results: Adaptations involved reducing the number of activities, as well as changes in materials and instructions, without compromising the structure of the original program. The name was changed to CalmaMente. Considering the participants' reports, all feasibility criteria were considered, indicating that the program has potential for its implementation. As for possible effects in relation to behavioral changes in children, inferential analyzes revealed a significant and positive difference between scores obtained by children in the empathy task before and after the intervention. Conclusions: The present study showed that the CalmaMente program has adequate viability for implementation in Brazilian schools, especially because it has a low financial investment and has been well accepted by children, parents and teachers, and may favor empathic skills in children.
Descrição
Citação
ORTIZ, Maria Olivia. CalmaMente: estudo piloto de adaptação e viabilidade de um programa de Mindfulness para escolas brasileiras. São Paulo, 2021. 116 f. Dissertação (Mestrado em Psicobiologia) – Escola Paulista de Medicina, Universidade Federal de São Paulo, São Paulo, 2021.