臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：兒童正念教育方案對於改善注意力與憂鬱傾向之效果
書刊名：教育實踐與研究
作者：黃鳳英 引用關係／鄧瑞瑋
作者(外文)：Huang, Feng-ying／Deng, Ruey-woei
出版日期：2017
卷期：30:2
頁次：頁1-33
主題關鍵詞：兒童正念教育方案；注意力；情緒調適；憂鬱傾向；Attention；Depressive tendency；Emotion regulation；Mindfulness training program to children
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(6) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:5
  • 共同引用共同引用:44
  • 點閱點閱:8
國外研究顯示，兒童正念教育可以增進自我調控與注意力、並降低學童的憂鬱、焦慮等情緒困擾。本研究以國內34名國小三年級學童為對象，在某臺北國小之家長會及校園公開招募學員，並以隨機分派方式，讓其中17 名學童接受10 週共400 分鐘短期兒童正念教育方案，其餘學童為對照組，接受原時間所安排的晨間自習與繪本導讀。測量方法包含國小兒童注意力量表、台灣版兒童青少年憂鬱量表、及質性訪談。研究採用二因子混合變異數分析，結果發現：實驗組兒童在短期兒童正念教育方案介入後，在注意力提升、及憂鬱傾向改善顯著優於對照組。又根據質性訪談，實驗組兒童反映其憂鬱與焦慮等負向情緒降低、人際友善行為增加，且有降低人際爭吵及仇視情形。從本研究結果顯示短期兒童正念教育方案可作為國內校園兒童注意力與情緒調適的有效方案。
Previous research measuring the effectiveness of Mindfulness Training for children has reported that such training can produce positive effects on their ability to pay attention and psychological well-being. This current research aims to investigate the effects of mindfulness training programs on Taiwan elementary school third-grade students regarding their attention ability, depressive symptoms, and interpersonal relationships with others. This study consisted of 34 third grade students. The participants were recruited from an elementary school in Taipei during a parent-teacher conference, and by disseminating leaflets, all of whom were randomly assigned to the experimental group or the control group. Students in the experimental group (17 of 34) attended the mindfulness teaching program for ten weeks, with each class lasting 40 minutes. The rest of the students made up the control group and attended a regular reading class for an equivalent amount of time. Both questionnaires and semi-structured interviews with children were used to test the effects of mindfulness intervention. The results from the mixed design of two-way ANOVA analyses revealed significant improvements in attention and a decrease in depression symptoms. Furthermore, children from the mindfulness group also reported developing better strategies for managing their emotions and stress, as well as better interpersonal relationships with their peers. Therefore, the Mindfulness Training Program seems to be a promising intervention program that increases children's attention and emotion regulation.
期刊論文
1.Carlson, L. E.、Speca, M.、Faris, P.、Patel, K. D.(2007)。One year pre-post intervention follow-up of psychological, immune, endocrine and blood pressure outcomes of mindfulness-based stress reduction (MBSR) in breast and prostate cancer outpatients。Brain, Behavior, and Immunity，21(8)，1038-1049。  new window
2.Flook, L.、Smalley, S. L.、Kitil, M. J.、Galla, B. M.、Kaiser-Greenland, S.、Locke, J.、Ishijima, E.、Kasari, C.(2010)。Effects of mindful awareness practices on executive functions in elementary school children。Journal of Applied School Psychology，26，70-95。  new window
3.Mendelson, T.、Greenberg, M. T.、Dariotis, J. K.、Gould, L. F.、Rhoades, B. L.、Leaf, P. J.(2010)。Feasibility and preliminary outcomes of a school-based mindfulness intervention for urban youth。Journal of Abnormal Child Psychology，38(7)，985-994。  new window
4.Napoli, M.、Krech, P. R.、Holley, L. C.(2005)。Mindfulness training for elementary school students: The attention academy。Journal of Applied School Psychology，21(1)，99-125。  new window
5.Singh, N. N.、Singh, A. N.、Lancioni, G. E.、Singh, J.、Winton, A. S.、Adkins, A. D.(2010)。Mindfulness Training for Parents and Their Children With ADHD Increases the Children's Compliance。Journal of Child & Family Studies，19(2)，157-166。  new window
6.Kabat-Zinn, J.(1982)。An out-patient program in Behavioral Medicine for chronic pain patients based on the practice of mindfulness meditation: Theoretical considerations and preliminary results。General Hospital Psychiatry，4(1)，33-47。  new window
7.Hölzel, B. K.、Carmody, J.、Vangel, M.、Congleton, C.、Yerramsetti, S. M.、Gard, T.、Lazar, S. W.(20110630)。Mindfulness practice leads to increases in regional brain gray matter density。Psychiatry Research: Neuroimaging，191(1)，36-43。  new window
8.Britton, W. B.、Lepp, N. E.、Niles, H. F.、Rocha, T.、Fisher, N. E.、Gold, J. S.(2014)。A randomized controlled pilot trial of classroom-based mindfulness meditation compared to an active control condition in sixth-grade children。Journal of School Psychology，52(3)，263-278。  new window
9.Morone, N. E.、Greco, C. M.、Weiner, D. K.(2008)。Mindfulness meditation for the treatment of chronic low back pain in older adults: A randomized controlled pilot study。Pain，134(3)，310-319。  new window
10.Semple, R. J.、Lee, J.、Rosa, D.、Miller, L. F.(2010)。A randomized trial of mindfulness-based cognitive therapy for children: Promoting mindful attention to enhance social-emotional resiliency in children。Journal of Child and Family Studies，19(2)，218-229。  new window
11.Kessler, R. C.、Berglund, P.、Demler, O.、Jin, R.、Merikangas, K. R.、Walters, E. E.(2005)。Lifetime prevalence and age-of-onset distributions of DSM-IV disorders in the National Comorbidity Survey Replication。Archives of General Psychiatry，62(6)，593-602。  new window
12.Hofmann, W.、Schmeichel, B. J.、Baddeley, A. D.(2012)。Executive functions and self-regulation。Trends in Cognitive Sciences，16(3)，174-180。  new window
13.胡錦蕉(19951200)。靜坐訓練對國小資優兒童創造力、注意力、自我概念及焦慮反應之影響。特殊教育研究學刊，13，241-259。new window  延伸查詢new window
14.Lewinsohn, P. M.、Clarke, G. N.、Seeley, J. R.、Rohde, P.(1994)。Major Depression in Community Adolescents: Age at Onset, Episode Duration, and Time to Recurrence。Journal of the American Academy of Child & Adolescent Psychiatry，33(6)，809-818。  new window
15.張高賓、陳明哲、連廷嘉(20070600)。臺灣地區兒童憂鬱流行率之調查研究。臺東大學教育學報，18(1)，29-72。new window  延伸查詢new window
16.張高賓、戴嘉南、楊明仁、顏正芳(20060600)。國內學齡兒童憂鬱症狀之分析研究。諮商輔導學報，14，64-101。new window  延伸查詢new window
17.Crane, R. S.、Kuyken, W.、Williams, J. M. G.、Hastings, R. P.、Cooper, L.、Fennell, M. J. V.(2012)。Competence in teaching mindfulness-based courses: concepts, development, and assessment。Mindfulness，3(1)，76-84。  new window
18.Gooren, E. M.、van Lier, P. A.、Stegge, H.、Terwogt, M. M.、Koot, H. M.(2011)。The development of conduct problems and depressive symptoms in early elementary school children: the role of peer rejection。Journal of Clinical Child & Adolescent Psychology，40(2)，245-253。  new window
19.Rosenzweig, S.、Greeson, J. M.、Reibel, D. K.、Green, J. S.、Jasser, S. A.、Beasley, D.(2010)。Mindfulness-based stress reduction for chronic pain conditions: Variation in treatment outcomes and role of home meditation practice。Journal of Psychosomatic Research，68(1)，29-36。  new window
20.DuPaul, G. J.、McGoey, K. E.、Eckert, T. L.、Van Brakie, J.(2001)。Preschool children with attention-deficit/hyperactivity disorder: impairments in behavioral, social, and school functioning。Journal American Academy of Child and Adolescent Psychiatry，40(5)，508-515。  new window
21.林鋐宇、李柏森、張文典、洪福源(20130700)。不同性別注意力缺陷過動症與普通學童之注意力表現差異探究。特殊教育研究學刊，38(2)，29-51。new window  延伸查詢new window
22.Bellis, M. A.、Hughes, K.、Leckenby, N.、Jones, L.、Baban, A.、Kachaeva, M.、Raleva, M.(2014)。Adverse childhood experiences and associations with health-harming behaviours in young adults: Surveys in eight eastern European countries。Bull World Health Organ，92(9)，641-655。  new window
23.Black, D. S.、Fernando, R.(2014)。Mindfulness training and classroom behavior among lower-income and ethnic minority elementary school children。Journal of Child and Family Studies，23(7)，1242-1246。  new window
24.Brown, D. W.、Anda, R. F.、Tiemeier, H.、Felitti, V. J.、Edwards, V. J.、Croft, J. B.、Giles, W. H.(2009)。Adverse childhood experiences and the risk of premature mortality。American Journal of Preventive Medicine，37(5)，389-396。  new window
25.Burke, C. A.(2010)。Mindfulness-based approaches with children and adolescents: A preliminary review of current research in an emergent field。Journal of Child and Family Studies，19(2)，133-144。  new window
26.Childs, G.、McKay, M.(2001)。Boys starting school disadvantaged: Implications from teachers' rating of behaviour and achievement in the first two years。British Journal of Educational Psychology，71，303-314。  new window
27.Gandhi, S.、Chiu, M.、Lam, K.、Cairney, J. C.、Guttmann, A.、Kurdyak, P.(2016)。Mental health service use among children and youth in Ontario: Population-based trends over time。Canadian Journal of Psychiatry，61(2)，119-124。  new window
28.Haltigan, J. D.、Vaillancourt, T.(2014)。Joint trajectories of bullying and peer victimization across elementary and middle school and associations with symptoms of psychopathology。Developmental Psychology，50(11)，2426-2436。  new window
29.Hanley, A. J.、Gibb, B. E.(2011)。Verbal victimization and changes in hopelessness among elementary school children。Journal of Clinical Child & Adolescent Psychology，40(5)，772-776。  new window
30.Hart, S. L.、Hodgkinson, S. C.、Belcher, H. M. E.、Hyman, C.、Cooley-Strickland, M.(2013)。Somatic symptoms, peer and school stress, and family and community violence exposure among urban elementary school children。Journal of Behavioral Medicine，36(5)，454-465。  new window
31.Hesketh, T.、Zhen, Y.、Lu, L.、Dong, Z. X.、Jun, Y. X.、Xing, Z. W.(2010)。Stress and psychosomatic symptoms in Chinese school children: Cross-sectional survey。Archives of Disease in Childhood，95，136-140。  new window
32.Hoza, B.、Gerdes, A. C.、Mrug, S.、Hinshaw, S. P.、Bukowski, W. M.、Gold, J. A.、Wigal, T.(2005)。Peer-assessed outcomes in the multimodal treatment study of children with attention deficit hyperactivity disorder。Journal of Clinical Child & Adolescent，34(1)，74-86。  new window
33.Kirkhaug, B.、Drugli, M. B.、Lydersen, S.、Mørch, W.-T.(2013)。Associations between high levels of conduct problems and co-occurring problems among the youngest boys and girls in schools: A cross-sectional study。Nordic Journal of Psychiatry，67(4)，225-232。  new window
34.Lindahl, M.、Theorell, T.、Lindblad, F.(2005)。Test performance and self-esteem in relation to experienced stress in Swedish sixth and ninth graders-saliva cortisol levels and psychological reactions to demands。Acta Paediatrica，94(4)，489-495。  new window
35.Marchand, W. R.(2012)。Mindfulness-based stress seduction, mindfulness-based cognitive therapy, and zen meditation for depression, anxiety, pain, and psychological distress。Journal of Psychiatric Practice，18(4)，233-252。  new window
36.Mazza, J. J.、Fleming, C. B.、Abbott, R. D.、Haggerty, K. P.、Catalano, R. F.(2010)。Identifying trajectories of adolescents' depressive phenomena: An examination of early risk factors。Journal of Youth & Adolescence，39(6)，579-593。  new window
37.Vanaelst, B.、De Vriendt, T.、Huybrechts, I.、Rinaldi, S.、De Henauw, S.(2012)。Epidemiological approaches to measure childhood stress。Paediatric & Perinatal Epidemiology，26(3)，280-297。  new window
38.Zenner, C.、Herrnleben-Kurz, S.、Walach, H.(2014)。Mindfulness-based interventions in schools-asystematic review and meta-analysis。Original Research Charticle Frontiers in Psychology，5，1-20。  new window
39.Kabat-Zinn, Jon(2003)。Mindfulness-Based Interventions in Context: Past, Present, and Future。Clinical Psychology: Science and Practice，10(2)，144-156。  new window
40.林鋐宇、周台傑(20100700)。國小兒童注意力測驗之編製。特殊教育研究學刊，35(2)，29-53。new window  延伸查詢new window
41.Kingston, J.、Chadwick, P.、Meron, D.、Skinner, T. C.(2007)。A Pilot Randomized Control Trial Investigating the Effect of Mindfulness Practice on Pain Tolerance, Psychological Well-being, and Physiological Activity。Journal of Psychosomatic Research，62(3)，297-300。  new window
學位論文
1.陳美伶(2006)。冥想練習對國小四年級學生內省與人際智能影響之研究(碩士論文)。國立高雄師範大學，高雄。  延伸查詢new window
2.鄧瑞瑋(2014)。兒童正念教育課程之成效研究--以臺北市某國小中年級學童為例(碩士論文)。國立臺北教育大學。  延伸查詢new window
3.陳弘儒(2015)。台灣青少年憂鬱的性別特定模式之前瞻式研究：憂鬱與壓力、自我掌控信念、反芻風格之關聯(碩士論文)。國立臺灣大學，台北。  延伸查詢new window
4.劉黛玲(2010)。注意力缺損過動疾患兒童合併焦慮和憂鬱症狀對其注意力表現之影響(碩士論文)。高雄醫學大學，高雄。  延伸查詢new window
5.Carboni, J. A.(2012)。The impact of mindfulness training on hyperactive behaviors demonstrated by elementary age children with a diagnosis of attention deficit hyperactivity disorder(博士論文)。Georgia State University，Atlanta, Georgia。  new window
6.Chan, P. T.(2015)。Children with generalized anxiety disorder: Developing a mindfulness intervention(博士論文)。Boston University，MA。  new window
圖書
1.林鋐宇(2011)。國小兒童注意力量表。臺北：中國行為科學社。  延伸查詢new window
2.James, William(1890)。The principles of psychology。Holt, Rinehart & Winston。  new window
3.無著比丘、釋自鼐、釋恆定、蘇錦坤、溫宗堃、陳布燦、王瑞鄉、香光書鄉編譯組(2013)。念住：通往證悟的直接之道。香光書鄉出版社。  延伸查詢new window
4.Ruff, H. A.、Rothbart, M. K.(1996)。Attention in early development: Themes and variations。Oxford University Press。  new window
5.陳淑惠(2008)。台灣版兒童青少年憂鬱量表--指導手冊。臺北：心理出版社。  延伸查詢new window
6.Kabat-Zinn, Jon(1990)。Full catastrophe living: Using the wisdom of your body and mind to face stress, pain, and illness。New York, NY：Delta。  new window
其他
1.教育部(2015)。103年校園事件統計分析報告，https://csrc.edu.tw/FileManage。  延伸查詢new window
2.Desmond, C. T.，Hanich, L.(2010)。The effects of mindful awareness teaching practices on the executive functions of students in an urban, low income middle school，http://www.wellnessworksinschools.com/uploads/1/3/9/2/13927398/the_effectiveness_of_mindful_awareness_teaching_practices_on_the_executive_function_behaviors_desmond_millersville__1_.pdf。  new window
圖書論文
1.Reynolds, W. M.、Johnston, H. F.(1994)。The nature and study of depression in children and adolescents。Handbook of depression in children and adolescents。New York：Plenum Press。  new window
2.Rueda, M. R.、Posner, M. I.、Rothbart, M. K.(2011)。Attentional control and self-regulation。Handbook of self-regulation: Research, theory, and applications。NY：The Guilford Press。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關書籍
 
無相關著作
 
無相關點閱
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：704（臺灣：703，外國：1） ／ 本年度總使用人次：1951065 ／ 訪客人次（自102年09月）：67753768
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上