学校正念干预的应用与特点

The Application and Characteristics of School-Based Mindfulness Intervention

"学校正念干预"(school-based mindfulness intervention)是将正念理论及技术应用到教育领域而形成的非医疗健康干预新策略。它能有效帮助学生改善身心行为问题,提高认知能力;同时还能够增强教师压力管理能力和幸福感。学校正念干预是以"大健康"为目标、以"非评判接纳"为视角、以校园为干预情境、以传统学校项目为基础的校园非医疗健康干预,是学校心理健康工作者、学校专业社工可采取的策略。未来研究应注重其成效评估和测量、理论机制及应用问题的研究。

During the past three decades, mindfulness has been applied beyond many clinical fields, such as elderly care, workplace, schools and other settings, among which school is a particularly important field. Increased attention has been paid by educators and advanced clinical practitioners to school-based mindfulness intervention. This review focuses on mindfulness in the school setting for students and teachers and summarizes the main roles of school mindfulness. Previous studies documented that school-based mindfulness intervention can be used as an assistant to treat physical disease, such as chronic pain, high blood pressure, difficulty sleeping, and low quality sleep. Moreover, it also has salutary treatment effects on attention deficit hyperactivity disorder （ADHD）, depression, depression relapse and other mental illness. Mindfulness-based intervention was developed specifically to decrease bullying, alcohol addition, substance abuse and other disorder behaviors. School-based interventions target at students＇ readiness which is a critical ingredient of students＇ academic performance and personal competence in order to meet academic benchmarks or employment tasks. As it known to all, teaching is a tough work, since this stressful profession involves students＇ demands, emotion management, and work overload. Many researches focused on understanding the educators stress and its consequence, and few professional development approaches has been tested to improve educators＇ stress management and wellbeing. Increasing evidences suggest that mindfulness may be an effective method for promoting the stress management and wellbeing of educators. Mindfulness is an approach with promising evidences for students and teachers in various settings, and there are four major characteristics of school intervention, significantly different from traditional campus psychological practice and clinical mindfulness intervention： Firstly, mindfulness-based school intervention is an important intervention strategy to address a variety of physical and psychological disorders, as it may lead to the confluence of the physical and mental health. Secondly, it differs from existing school practice in terms of pathology. It emphasizes non-judgmental acceptance, which implies a simple acknowledgment of the reality of one＇s present experience as it is. What is already happening is allowed to be as it is, with the understanding that this reality may be non-ideal. Thirdly, previously clinical studies have evaluated the prevalence of mindfulness group effect on school. Being different from clinical mindfulness, most of school-based mindfulness interventions used group-based interventions conducted in a typical school environment during normal school hours. This reduces a barrier to implementation, as there is less transition time if classes are conducted in the classroom. Lastly, a coordinated and integrated approach will ensure a greater likelihood of success for the mindfulness practice in schools, so many mindfulness programs are developed in traditional school curriculums. According to research reviewed in this work, there are several specific recommendations for future research to address the notable limitations. Firstly, the concept of mindfulness is still unelearly. There have been controversies leading to the emergence of different scales of mindfulness, which has triggered a series of issues related to the structure and validity of the factors involed. Secondly, although there were some studies on the mechanisms of mindfulness, few researches has further explored the mechanism of school intervention based on previous empirical studies. Lastly, future research should further explore the localization of the theoretical system of mindfulness and to establish an appropriate school-based mindfulness intervention for the Chinese school setting.