ABSTRACT
BACKGROUND: Currently, there is a strong movement to implement mindfulness interventions with young people. The objective of this randomised clinical trial was to assess the potential effects of a mindfulness-based stress reduction (MBSR) programme for adolescent outpatients in mental health facilities in Cordoba, Spain. METHOD: A total of 101 adolescents aged 13-16 years old, receiving psychological or psychiatric treatment for various disorders, were eligible for the study. The participants’ scores on mindfulness, self-esteem, perceived stress, state-trait anxiety and other psychological symptoms were examined at two time-points. Eighty adolescents completed the study (MBSR+TAU group = 41; TAU group = 39). RESULTS: The MBSR+TAU group showed a statistically significant decrease in anxiety state compared to the treatment-as-usual (TAU) group. No statistically significant differences were found between groups on the other scores, but the intervention was observed to have a greater impact on the MBSR+TAU group than in the TAU group, especially in reducing symptoms of depression, anxiety, paranoia and perceived stress. CONCLUSION: These results suggest that MBSR may be a useful adjunct treatment for adolescents in mental health facilities.
Subject(s)
Cognitive Behavioral Therapy/methods , Mental Disorders/therapy , Mindfulness , Psychology, Adolescent , Stress, Psychological/therapy , Adolescent , Anxiety Disorders/psychology , Anxiety Disorders/therapy , Depressive Disorder/psychology , Depressive Disorder/therapy , Female , Humans , Male , Mental Disorders/psychology , Paranoid Disorders/psychology , Paranoid Disorders/therapy , Self Concept , Stress, Psychological/prevention & control , Surveys and QuestionnairesABSTRACT
En el presente artículo abordamos la intervención temprana en niñas y niños de 0 a 6 años con trastorno del espectro autista (TEA). A pesar de que la atención temprana es una disciplina bastante reciente, actualmente hay algunas evidencias sobre cómo trabajar y qué principios deben guiar dicha intervención. En nuestro caso nos centraremos en los principios que deben guiar la atención temprana a la hora de intervenir con niños y niñas con rasgos del trastorno de espectro autista. Es innegable la importancia que tiene la detección precoz de cualquier trastorno del desarrollo -y por ende del TEA- para la intervención temprana con los menores y sus familias. Una intervención temprana constituye un importante predictor en la recuperación funcional de estos menores, lo cual, unido a la creciente incidencia y prevalencia de estos trastornos, hace de nuestro objeto de estudio un tema creciente de gran interés científico y teórico
In this paper we will address early intervention in children with autism spectrum disorders (ASD) in ages ranging from birth to six years old. Early intervention is a very recent matter, but today we have some evidences about how to deal with it and the principles that must guide early intervention in children with autism spectrum disorders. The importance of early detection is undeniable in all developmental disorders in children with ASD as well, for an early intervention with children and their families. An early intervention is a very important predictor of functional recovery. Along with the growing incidence and prevalence of this kind of disorders, this makes our field of study a matter of increasing scientific and theoretical interest
Subject(s)
Child , Child, Preschool , Female , Humans , Male , Autistic Disorder/diagnosis , Autistic Disorder/therapy , Early Diagnosis , Diagnosis, Differential , Child Development , Intellectual Disability , Language Development Disorders , Evidence-Based Practice , Early Intervention, EducationalABSTRACT
El objetivo del estudio era la enseñanza de la discriminación entre derecha e izquierdaa un niño de 7 años con deficiencia visual y discapacidad intelectual. Se abordóla enseñanza desde la perspectiva del análisis de los estímulos implicados en las discriminaciones.El programa de aprendizaje consistió en la enseñanza explícita de unadiscriminación simple, que incluyó un estímulo, una respuesta y una consecuencia y seprobó (test) la transferencia a la discriminación condicional que incluyó dos estímulos,una respuesta y una consecuencia. Los resultados pusieron de manifiesto la transferenciadel aprendizaje sin un entrenamiento explícito. El aprendizaje fue mantenido a los seismeses de seguimiento. El procedimiento descrito puede ser un método fácil de aplicar,que reduce el esfuerzo de los participantes
The aim of the research was the teaching of the discrimination between right andlelf in a seven-year-old child with visual impairment and intellectual disability. The teachingwas approached from the perspective of the analysis of the stimuli implied in thediscriminations. The learning procedure consisted of the explicit teaching of the simplediscrimination which included a stimulus, an answer and a consequence testing the transferto the condicional discrimination that included two stimuli, an answer and a consequence.The results showed the transfer of the learning without an explicit training. The learning was maintained during the six months of the follow-up. The procedure discribed can be a method, easy to apply, that reduces the effort of the participants
