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Mindfulness e gratidão como fatores protetores do bem-estar em situação de adversidade : uma investigação em contexto educativo
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A sociedade atual tem colocado desafios inovadores à escola, reflexo de mudanças velozes e imprevisíveis a nível social, económico e ambiental. A Covid-19, pandemia mundial que marcará o século XXI, criou um contexto adverso que afetou irremediavelmente a educação.
Os alunos, no centro desta realidade e em pleno desenvolvimento social e emocional, debatem-se, eles próprios, com dificuldades e desafios que vão desde questões de saúde mental ao seu próprio investimento académico, somando-se, ainda a necessidade de lidarem com circunstâncias negativas inesperadas.
À escola tem sido sempre exigida uma adaptação que, de forma flexível, responda às necessidades do século XXI, porém, o contexto pandémico veio fortemente questionar o papel que pode ter para garantir o bem-estar e a saúde mental de crianças e jovens. Também os professores, dispersos em funções múltiplas para além da pedagogia, se debatem com a necessidade de encontrar respostas que possibilitem a aprendizagem dos alunos, procurando cumprir a sua missão profissional em concomitância com as exigências do mundo contemporâneo, pleno de imprevistos. No contexto da Psicologia Positiva, a investigação tem considerado as emoções positivas como aspetos fundamentais do bem-estar subjetivo e da felicidade, que influenciam a aprendizagem. A gratidão, em particular, parece contribuir para um funcionamento adaptativo adequado e para um desenvolvimento mais harmonioso, proporcionando benefícios a nível do bem-estar subjetivo, da satisfação com a vida, do otimismo e do afeto positivo.
O mindfulness, por seu lado, considerado um treino intencional da mente para focar a atenção através da observação de pensamentos, emoções e sensações corporais, tem revelado benefícios a nível da cognição e das competências emocionais e sociais que podem influenciam o desempenho académico. Sendo a adolescência um período em que diferentes desafios contribuem para a construção da identidade do indivíduo e o estabelecimento do seu lugar na sociedade, o treino de mindfulness poderá constituir-se como uma oportunidade para incrementar o bem-estar e a saúde mental de crianças e jovens, sobretudo em circunstâncias adversas.
Porém, apesar de estudos promissores no âmbito educativo, em Portugal é um construto ainda pouco estudado. Assim sendo, consideramos fundamental compreender de que forma a participação num programa de mindfulness e gratidão, desenvolvido no contexto escolar, contribui para o bem-estar dos alunos num contexto de adversidade.
Nesse sentido, o presente estudo assenta numa metodologia mista, incidindo numa amostra de alunos do 2º e 3º ciclos, selecionada com intencionalidade e organizada em 2 grupos distintos e não equiparáveis, um em contexto presencial e outro online, ambos sujeitos a uma avaliação pré e pós intervenção.
A globalidade dos resultados obtidos confirma a associação que outros estudos estabeleceram entre o treino de mindfulness e a gratidão e o incremento do bem-estar. Os resultados imediatos a nível da experiência emocional dos alunos, incrementando as emoções positivas e reduzindo as emoções negativas, revelaram-se uma oportunidade para estimular respostas adaptativas ao stresse, promovendo o bem-estar. A médio prazo, revelou-se o efeito protetor do programa, o qual parece ter dado um contributo significativo na melhoria de um conjunto de processos psicológicos que a literatura defende estarem associados a um maior ajustamento psicossocial e ao desenvolvimento de mecanismos e estratégias adaptativas, permitindo lidar com circunstâncias negativas, com adaptabilidade e resiliência. A intervenção, integrada na realidade escolar, contribuiu para promover um ajustamento adaptativo, minimizando os resultados negativos na presença de fatores de risco.
Today's society has posed innovative challenges to schools, reflecting rapid and unpredictable social, economic and environmental changes. The students, at the centre of this reality and in full social and emotional development, struggle themselves with dif ficulties and challenges ranging from mental health issues to their own academic investment, as well as the need to deal with unexpected negative circumstances. The school has always been required to adapt in a flexible way to the needs of the 21st c entury, but the pandemic context has strongly questioned the role it can play in ensuring the well being and mental health of children and young people. Teachers, dispersed in mult iple functions beyond pedagogy, are also struggling with the need to find answers that enable studen ts' learning, trying to fulfil their professional mission in concomitance with the demands of the contemporary world, full of the unforeseen . In the context of Positive Psychology, research has considered positive emotions as fundamental aspects of subjective well being and happ iness, which influence learning. Gratitude, in particular, seems to contribute to adequate adaptive functioning and a more harmonious development, providing benefits in subjective well being, life satisfaction, optimism and positive affect. Mindfulness, on the other hand, considered as an intentional training of the mind to focus attention by observing thoughts, emotions and body sensations, has shown benefits in cognition, emotional and social skills that may influence academic performance. As adolescence is a period when different challenges contribute to the construction of the individual's identity and the establishment of his/her place in society, mindfulness training may be an opportunity to increase well being and mental health of children and young people, especially in adverse circumstances. However, despite promising studies in the educational context, in Portugal this construct is still understudied. Therefore, we believe that it is essential to understand how the participation in a mindfulness and gratitude programme developed in a school context contributes to the students 'well being in a context of adversity. In this sense, this study is based on a mixed methodology, focusing on a sample of 2nd and 3rd cycle students, intentionally selected and organised into two distinct and non equivalent groups, one in a face to face context and the other online, both subject to a pre and post intervention assessment . The overall results obtained confirm the association that other studies have established between mindfulness training and gratitude and increased well being. The immediate results in students'emotional experience, increasing positive emotions and reducing negative emotions, proved to be an opportunity to stimulate adaptive responses to stress, promoting well being. In the medium term, the protective effect of the programme was revealed, which seems to have made a significant contribution to improving a set o f psychological processes that the literature argues are associated with greater psychosocial adjustment and the development of adaptive mechanisms and strategies, allowing coping with negative circumstances with adaptability and resilience. The interventi on, integrated into the school reality, contributed to promoting an adaptive adjustment, minimising negative outcomes in the presence of risk factors .
Today's society has posed innovative challenges to schools, reflecting rapid and unpredictable social, economic and environmental changes. The students, at the centre of this reality and in full social and emotional development, struggle themselves with dif ficulties and challenges ranging from mental health issues to their own academic investment, as well as the need to deal with unexpected negative circumstances. The school has always been required to adapt in a flexible way to the needs of the 21st c entury, but the pandemic context has strongly questioned the role it can play in ensuring the well being and mental health of children and young people. Teachers, dispersed in mult iple functions beyond pedagogy, are also struggling with the need to find answers that enable studen ts' learning, trying to fulfil their professional mission in concomitance with the demands of the contemporary world, full of the unforeseen . In the context of Positive Psychology, research has considered positive emotions as fundamental aspects of subjective well being and happ iness, which influence learning. Gratitude, in particular, seems to contribute to adequate adaptive functioning and a more harmonious development, providing benefits in subjective well being, life satisfaction, optimism and positive affect. Mindfulness, on the other hand, considered as an intentional training of the mind to focus attention by observing thoughts, emotions and body sensations, has shown benefits in cognition, emotional and social skills that may influence academic performance. As adolescence is a period when different challenges contribute to the construction of the individual's identity and the establishment of his/her place in society, mindfulness training may be an opportunity to increase well being and mental health of children and young people, especially in adverse circumstances. However, despite promising studies in the educational context, in Portugal this construct is still understudied. Therefore, we believe that it is essential to understand how the participation in a mindfulness and gratitude programme developed in a school context contributes to the students 'well being in a context of adversity. In this sense, this study is based on a mixed methodology, focusing on a sample of 2nd and 3rd cycle students, intentionally selected and organised into two distinct and non equivalent groups, one in a face to face context and the other online, both subject to a pre and post intervention assessment . The overall results obtained confirm the association that other studies have established between mindfulness training and gratitude and increased well being. The immediate results in students'emotional experience, increasing positive emotions and reducing negative emotions, proved to be an opportunity to stimulate adaptive responses to stress, promoting well being. In the medium term, the protective effect of the programme was revealed, which seems to have made a significant contribution to improving a set o f psychological processes that the literature argues are associated with greater psychosocial adjustment and the development of adaptive mechanisms and strategies, allowing coping with negative circumstances with adaptability and resilience. The interventi on, integrated into the school reality, contributed to promoting an adaptive adjustment, minimising negative outcomes in the presence of risk factors .
Descrição
Palavras-chave
Mindfulness gratidão autocompaixão envolvimento bem-estar gratitude self compassion engagement well being