In the field of clinical psychology, the introduction of mindfulness-based intervention has been termed “the third wave” in contemporary literature, as it revolutionized treatment focus by incorporating eastern philosophical concepts and ideology into traditional intervention programs. Mindfulness is commonly associated with meditation practice and is defined as the experience of “paying attention in a particular way: on purpose, in the present moment, and non-judgementally” (Kabat-Zinn, 1994, p.4). Specifically, mindfulness techniques have been proved useful in alleviating symptoms or distress in a wide range of conditions including stress reduction (Wall, 2005), anxiety problems (Semple, Reid & Miller, 2005), management of chronic pain (Reibel, Greeson, Brainard & Rosenzwig, 2001) and depression (Segal, Williams & Teasdale, 2002). Research on studying mindfulness application in children’s learning and emotional regulatory abilities however is limited. The present project therefore aims to evaluate the effectiveness of a mindfulness training program conducted in local primary school setting (for children aged between 8-13 years old), particularly in relation to assessing any changes in participants’ cognitive flexibility, executive functions and emotional regulation before and after intervention as compared to wait-list controls. Approximately 120 children (age between 8-13 years old) from local primary schools will be recruited to receive mindfulness training in local school setting.
|Effective start/end date||01/04/10 → 31/03/12|