| Type de document | Article de revue |
|---|---|
| Auteur | Axelle Ruet |
| Auteur | Evrard-Florentin Ndiki Mayi |
| Auteur | Angèle Métais |
| Auteur | Bérénice Valero |
| Auteur | Amélie Henry |
| Auteur | Antoine Duclos |
| Auteur | Marc Lilot |
| Auteur | Gilles Rode |
| Auteur | Sophie Schlatter |
| Date | 2025-02-19 |
| Langue | en |
| Titre abrégé | Determining the influence of a sleep improvement intervention on medical students’ sleep and fatigue |
| Catalogue de bibl. | DOI.org (Crossref) |
| URL | https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-024-06422-x |
| Consulté le | 06/03/2025 21:40:15 |
| Volume | 25 |
| Pages | 267 |
| Publication | BMC Medical Education |
| DOI | 10.1186/s12909-024-06422-x |
| Numéro | 1 |
| Abrév. de revue | BMC Med Educ |
| ISSN | 1472-6920 |
| Date d'ajout | 06/03/2025 21:40:15 |
| Modifié le | 06/03/2025 21:40:15 |
| Type de document | Article de revue |
|---|---|
| Auteur | Virginie Prevost |
| Auteur | Annick Haelewyn |
| Auteur | Maëlys Leclair |
| Auteur | André Sesboüé |
| Auteur | Eric Bui |
| Auteur | Marie-Laure Bocca |
| Auteur | Pascal Delamillieure |
| Auteur | Mathilde Lechevrel |
| Résumé | Résumé La méditation de pleine conscience constitue une approche psychocorporelle dont les bénéfices sont de plus en plus démontrés dans de nombreux domaines (l’esprit, le corps et les émotions) et plus globalement dans l’amélioration de la santé mentale. L’objectif de ce travail, au travers d’une enquête participative proposée aux usagers de l’Université de Caen Normandie (33 872 personnes) est d’évaluer la faisabilité et l’acceptabilité d’un programme de méditation de pleine conscience. Le taux de réponse global à l’enquête a été de 9 % (1986 étudiants et 1126 personnels incluant enseignants et/ou chercheurs et personnels administratifs). L’analyse des données a montré qu’un peu plus de la moitié des usagers (51 %) s’estime stressée par le travail, notamment les étudiants (59 %). Cependant, la majorité (80 %) considère être en mesure de gérer les difficultés rencontrées, surtout chez les personnels. La moitié des usagers (51 %) se déclarent intéressés par la mise en place d’un programme à l’université, avec une préférence pour des séances d'uneheure hebdomadaire, en fin de journée, en mode présentiel, sur un semestre. Notre démarche s’inscrit dans une politique de prévention globale chez les usagers de l’université en proposant un programme de méditation de pleine conscience, selon des modalités qui répondraient au mieux à leurs attentes. Anxiety disorders are among the most common psychiatric conditions worldwide. In the university environment, they can affect both students and staff. As a possible way to relieve those issues, mindfulness meditation is a mind-body approach whose benefits are increasingly being demonstrated in many areas (regulation of the mind, body and emotions) and more generally in improving mental health. In this context, the objective of this study, through a participatory survey submitted to all users of the University of Caen Normandy (33,872 people) was to assess the feasibility and acceptability of a mindfulness meditation program by potential staff and student participants. A collaborative survey was carried out internally within the university in order to build an anonymous questionnaire to evaluate the stress of the users as well as their needs and expectations in terms of meditation. The self-administered questionnaire was sent via e-mail to all users of the University of Caen Normandy (including 31,000 students, 1488 teachers and/or researchers, and 1384 other administrative staff). The overall response rate to the survey was 9% (1986 students and 1126 staff in total including teachers and/or researchers and administrative staff), with a very high response rate among staff (39%), compared to students (6%). The analysis of the data showed that slightly more than half of the users (51%) considered themselves to be stressed by work, particularly in the student category (59%). However, the majority of the university community (almost 80%) felt that they were able to manage the difficulties they encountered, especially among staff. Less than half of the students (44%) declared that their mental and emotional condition was satisfactory, whereas this rate reached 56% among staff. Regarding mindfulness meditation, three-quarters (74%) of respondents have no practical experience with it and more than one in two (52%) have never heard of it. Half of the users (51%) said they were interested in setting up a programme at university, and were in favour of a meditation programme shared between users at the same time. They expressed a preference for weekly one-hour sessions at the end of the day, in face-to-face setting, over the course of a semester. Our survey, conducted among all the users of the University of Caen Normandy, provides a revealing picture of how they feel about their mental condition and the stress they experience, and how to manage them. One student out of two reported feeling stressed, and this figure mirrors the percentage reported at the national level by the National Observatory of Student Life. The modalities of how to implement a meditation program were evaluated as well as the various parameters to take into account in order to match the needs of potential users. This approach is in line with the need for a stress prevention and management programme among university users and proposes a tool that best meets their expectations. Some meditation mindfulness actions supported by the University of Caen Normandy have already been set up, and analysis of their impact will enable us to further adjust the objectives and modalities of the programme. |
| Date | 2025-01-28 |
| Catalogue de bibl. | ScienceDirect |
| URL | https://www.sciencedirect.com/science/article/pii/S0003448725000058 |
| Consulté le | 27/02/2025 15:42:40 |
| Publication | Annales Médico-psychologiques, revue psychiatrique |
| DOI | 10.1016/j.amp.2024.12.008 |
| Abrév. de revue | Annales Médico-psychologiques, revue psychiatrique |
| ISSN | 0003-4487 |
| Date d'ajout | 27/02/2025 15:42:40 |
| Modifié le | 27/02/2025 15:42:40 |
| Type de document | Article de revue |
|---|---|
| Auteur | Sophie Schlatter |
| Auteur | Alexandre Berland |
| Auteur | Antoine Lutz |
| Auteur | Rebecca Shankland |
| Auteur | Noémie Barret |
| Auteur | Theodore Guillaumée |
| Auteur | Antoine Duclos |
| Auteur | Marion Cortet |
| Auteur | Thomas Rimmelé |
| Auteur | Gilles Rode |
| Auteur | Marc Lilot |
| Date | 2025-01-03 |
| Langue | en |
| Titre abrégé | Effect of coping interventions on performance of medical students during objective structured clinical examination |
| Catalogue de bibl. | DOI.org (Crossref) |
| URL | https://www.tandfonline.com/doi/full/10.1080/0142159X.2024.2431137 |
| Consulté le | 06/03/2025 21:41:28 |
| Pages | 1-10 |
| Publication | Medical Teacher |
| DOI | 10.1080/0142159X.2024.2431137 |
| Abrév. de revue | Medical Teacher |
| ISSN | 0142-159X, 1466-187X |
| Date d'ajout | 06/03/2025 21:41:29 |
| Modifié le | 06/03/2025 21:41:29 |
| Type de document | Article de revue |
|---|---|
| Auteur | A. El Hajj |
| Auteur | M. Noulhiane |
| Auteur | B. Andrieu |
| Auteur | Natacha Heutte |
| Auteur | O. Sirost |
| Résumé | The COVID-19 pandemic has exacerbated stress and anxiety among young people, particularly university students, impacting their mental well-being and daily life. Given the rise in social isolation and economic uncertainty, the adoption of mindfulness practices such as sophrology, meditation, and yoga becomes essential for improving their mental health. This study aims to evaluate the impact of these practices on stress levels and their effect on engagement in physical activities among youths.</p></sec><sec><title>Method</title><p>This study employed a mixed methods design to assess the impact of different wellness and mindfulness practices on stress levels and physical activity (PA) engagement among university students. Quantitative data were gathered electronically from 218 students at the University of Rouen and the university of Paris-Cité through validated questionnaires, including custom tools on sports and mindfulness practices and the Perceived Stress Scale (PSS). The sample consisted mainly of young adults aged 18 to 35, with a majority of 170 female and 48 male participants. Qualitative insights were gathered through semi-structured interviews with three directors of the university's sports and physical activities department (SUAPS), as well as four wellness program instructors. Data analysis involved statistical techniques using Statistical Analysis System (SAS) software for quantitative data, while qualitative data were analyzed thematically using Sphinx software, a tool for textual analysis. Ethical approval for the study was obtained, and confidentiality of all participants was maintained throughout the research.</p></sec><sec><title>Results and conclusion</title><p>The COVID-19 pandemic had significant effects on French university students’ PA, mental health, and stress levels. Lockdowns led to a decline in sports practices for many, while others adapted by increasing their engagement in fitness and wellness practices. The majority of participants (64.68%) reported moderate levels of stress. A significant correlation was found between motivations for mental health support and stress management, and higher levels of stress (<italic>p</italic> = 0.0000 and <italic>p</italic> = 0.0024, respectively). Regular participation in wellness activities was associated with lower stress (<italic>p</italic> = 0.0193). The findings reinforce the idea that incorporating wellness practices into educational environments can strengthen students’ mental resilience and overall well-being, equipping them with essential tools to effectively cope with future stressors.</p></sec> |
| Date | 2024-12-02 |
| Langue | English |
| Catalogue de bibl. | Frontiers |
| URL | https://www.frontiersin.org/journals/sports-and-active-living/articles/10.3389/fspor.2024.1493729/full |
| Consulté le | 21/12/2024 21:42:48 |
| Extra | Publisher: Frontiers |
| Volume | 6 |
| Publication | Frontiers in Sports and Active Living |
| DOI | 10.3389/fspor.2024.1493729 |
| Abrév. de revue | Front. Sports Act. Living |
| ISSN | 2624-9367 |
| Date d'ajout | 21/12/2024 21:42:48 |
| Modifié le | 10/01/2025 12:16:29 |
| Type de document | Article de revue |
|---|---|
| Auteur | Ophélie Courbet |
| Auteur | Quentin Daviot |
| Auteur | Victoire Kalamarides |
| Auteur | Marianne Habib |
| Auteur | Thomas Villemonteix |
| Résumé | Mental health issues in children and young people are frequent and can have enduring negative consequences. Preventive early interventions delivered at school may foster psychological well-being, and preliminary evidence suggests that mindfulness-based social and emotional learning (SEL) interventions have positive effects on children’s mental health. The aim of this study was to evaluate a mindfulness-based SEL curriculum including a French adaptation of the Kindness Curriculum (KC), delivered by pre-kindergarten teachers, in a cluster randomized control trial. Sixty-four classes (761 children, aged 38–58 months) from a socio-economically disadvantaged area in France were randomly assigned to either intervention or waiting-list control conditions. Indicators of children’s mental health, self-management, positive relationships with teachers and peers, emotional processing and executive functioning were collected through teacher-rated questionnaires, standardized observations, and behavioral tasks. Results in the whole sample indicated a positive effect of the intervention on children’s mental health, including a reduction in emotional, conduct and peer relationship problems, and a reduction in teacher-child conflicts. No significant effects were found on the other indicators. Heterogeneity analyses revealed stronger effects of the intervention on several indicators for children who had a teacher with lower level of teaching experience, for children with lower baseline mental health and for older children. This program therefore appears as a promising early school-based intervention promoting mental health and positive relationships, especially in a subgroup of at-risk preschool-aged children. |
| Date | 2024-10-01 |
| Langue | en |
| Titre abrégé | Promoting Psychological Well-being in Preschoolers Through Mindfulness-based Socio-emotional Learning |
| Catalogue de bibl. | Springer Link |
| URL | https://doi.org/10.1007/s10802-024-01220-x |
| Consulté le | 29/01/2025 23:24:32 |
| Volume | 52 |
| Pages | 1487-1502 |
| Publication | Research on Child and Adolescent Psychopathology |
| DOI | 10.1007/s10802-024-01220-x |
| Numéro | 10 |
| Abrév. de revue | Res Child Adolesc Psychopathol |
| ISSN | 2730-7174 |
| Date d'ajout | 29/01/2025 23:24:32 |
| Modifié le | 29/01/2025 23:24:32 |
| Type de document | Article de revue |
|---|---|
| Auteur | Kevin Rebecchi |
| Auteur | Lubart Todd |
| Auteur | Hélène Hagège |
| Résumé | Education today is evolving to foster essential psychosocial skills like creativity, critical thinking, and responsibility, equipping students for 21st-century challenges. However, it is crucial to examine the motivations driving these changes and their alignment with broader societal goals beyond merely economic interests. |
| Date | 2024-07-16 |
| Langue | en |
| Titre abrégé | Teaching responsible creativity |
| Catalogue de bibl. | Springer Link |
| URL | https://doi.org/10.1007/s44217-024-00164-0 |
| Consulté le | 29/01/2025 23:21:26 |
| Volume | 3 |
| Pages | 103 |
| Publication | Discover Education |
| DOI | 10.1007/s44217-024-00164-0 |
| Numéro | 1 |
| Abrév. de revue | Discov Educ |
| ISSN | 2731-5525 |
| Date d'ajout | 29/01/2025 23:21:26 |
| Modifié le | 29/01/2025 23:21:26 |
| Type de document | Article de revue |
|---|---|
| Auteur | Olivia Le Saux |
| Auteur | Brice Canada |
| Auteur | Ursula Debarnot |
| Auteur | Nour El Houda Haouhache |
| Auteur | Jean Jacques Lehot |
| Auteur | Marion Binay |
| Auteur | Marion Cortet |
| Auteur | Thomas Rimmelé |
| Auteur | Antoine Duclos |
| Auteur | Gilles Rode |
| Auteur | Marc Lilot |
| Auteur | Sophie Schlatter |
| Résumé | Purpose Personality traits are associated with psychophysiological stress, but few studies focus on medical students. This study aimed to better understand the association of personality traits with the efficacy of stress management interventions for medical students. Method A randomized controlled trial was conducted with fourth-year students who took the objective structured clinical examination at Bernard University Lyon 1 in December 2021. Students were randomized in cardiac biofeedback, mindfulness, and control groups. Each intervention was implemented for 6 minutes before the examination. Physiological stress levels were collected during the intervention. Psychological stress levels were rated by students at baseline and after the intervention. Personality traits were assessed via the Big-Five Inventory. Interactions between personality traits and the efficacy of the interventions were analyzed using multivariable linear regression models. Results Four hundred eighty-one students participated. Higher baseline psychological stress levels were associated with higher neuroticism and agreeableness (β = 10.27 [95% confidence interval {CI}, 7.40–13.13; P < .001] and β = 3.42 [95% CI, 0.98–5.85; P = .006], respectively) and lower openness (β = −4.95; 95% CI, −7.40 to −2.49; P < .001). As compared with the control intervention, both stress management interventions led to lower levels of psychological (P < .001 for both) and physiological stress levels (biofeedback: P < .001 and mindfulness: P = .009). Biofeedback efficacy varied by extraversion score for psychological (β = −5.66; 95% CI, −10.83 to −0.50; P = .03) and physiological stress reduction (β = −0.002; 95% CI, −0.003 to −0.00004; P = .045). Mindfulness efficacy varied by agreeableness score for psychological stress reduction (β = −7.87; 95% CI, −13.05 to −2.68; P = .003). Conclusions Students with a high score in extraversion may benefit more from biofeedback interventions, while students with high scores in agreeableness may benefit more from mindfulness interventions. |
| Date | July 2024 |
| Langue | en-US |
| Catalogue de bibl. | journals.lww.com |
| URL | https://journals.lww.com/academicmedicine/fulltext/2024/07000/association_of_personality_traits_with_the.20.aspx |
| Consulté le | 17/02/2025 13:13:04 |
| Volume | 99 |
| Pages | 784 |
| Publication | Academic Medicine |
| DOI | 10.1097/ACM.0000000000005714 |
| Numéro | 7 |
| ISSN | 1040-2446 |
| Date d'ajout | 17/02/2025 13:13:04 |
| Modifié le | 17/02/2025 13:13:12 |
| Type de document | Article de revue |
|---|---|
| Auteur | Tom E. Culham |
| Auteur | Richard J. Major |
| Auteur | Neha Shivhare |
| Date | 04/2024 |
| Langue | en |
| Catalogue de bibl. | DOI.org (Crossref) |
| URL | https://link.springer.com/10.1007/s40889-023-00181-x |
| Consulté le | 06/03/2025 21:31:24 |
| Volume | 9 |
| Pages | 139-176 |
| Publication | International Journal of Ethics Education |
| DOI | 10.1007/s40889-023-00181-x |
| Numéro | 1 |
| Abrév. de revue | International Journal of Ethics Education |
| ISSN | 2363-9997, 2364-0006 |
| Date d'ajout | 06/03/2025 21:31:24 |
| Modifié le | 06/03/2025 21:31:24 |
| Type de document | Article de revue |
|---|---|
| Auteur | Aurelie Goncalves |
| Auteur | Florence Lespiau |
| Auteur | Gaëtan Briet |
| Auteur | Eugénie Vaillant-Coindard |
| Auteur | Angèle Palermo |
| Auteur | Elsa Decobert |
| Auteur | Nathan Allegret-Bourdon |
| Auteur | Elodie Charbonnier |
| Résumé | Background There is ample evidence that most children do not perform enough physical activity (PA). To address this major public health problem, the French government implemented 30 minutes of daily PA (DPA) at schools but did not provide any supplemental resources or concrete guidance. Considering both children’s interest in video games and the need for teachers to complete their curriculum, the use of a learning-based exergame that combines PA and learning appears particularly relevant. Objective The first objective of this study was to evaluate the feasibility of implementing 30 minutes of DPA through exergaming among school-age children. The second objective was to examine the effects of an exergaming program on physical literacy, academic learning, and soft skills (motivation, self-efficacy, and concentration). Methods This interventional study had a pre-post design and used the Play LÜ exergame platform. The study included 79 children with a mean age of 8.9 (SD 1.2) years from grade 2 (7 years old) to grade 5 (11 years old). Play LÜ requires players to throw balls against a wall to reach a target or to activate an object and provides an interactive game area for educational activities linked to specific learning themes. After a 4-session familiarization phase during which the teachers chose to prioritize mathematics learning in 30-minute DPA sessions, students took part in DPA sessions over a period of 3 weeks with Play LÜ and a motor skills circuit behind the LÜ setup to keep them continuously active. All sessions were carried out by PA specialists. Each session started with a warm-up using the Grööve application, continued with main activities promoting mathematics learning adapted to each grade level, and ended with a 3-minute meditation for returning to a calm and serene state using the Gaïa application. Before (T0) and after (T1) the program, students completed a self-evaluation booklet to assess their levels of physical literacy, academic performance, and soft skills. Results The implementation of this exergaming program was welcomed by the school’s administration, teaching staff, and parents. After the program, we observed increased scores for physical literacy (difference +2.6, percentage change +3.6%; W=933.0; P=.002; rrb=−0.39, 95% CI −0.58 to −0.16) and motivation in mathematics (+0.7, +9.8%; W=381.5; P=.005; rrb=−0.44, 95% CI −0.66 to −0.16). In addition, it is important to note that some measures progressed differently across learning levels and age groups. Conclusions The study results indicate positive impacts of learning-based exergaming on physical literacy and motivation in mathematics among school-age children. |
| Date | 2024-2-23 |
| Langue | en |
| Titre abrégé | Exploring the Use of a Learning-Based Exergame to Enhance Physical Literacy, Soft Skills, and Academic Learning in School-Age Children |
| Catalogue de bibl. | DOI.org (Crossref) |
| URL | https://games.jmir.org/2024/1/e53072 |
| Consulté le | 10/03/2025 15:21:00 |
| Volume | 12 |
| Pages | e53072 |
| Publication | JMIR Serious Games |
| DOI | 10.2196/53072 |
| Abrév. de revue | JMIR Serious Games |
| ISSN | 2291-9279 |
| Date d'ajout | 10/03/2025 15:21:00 |
| Modifié le | 10/03/2025 15:21:00 |
| Type de document | Article de revue |
|---|---|
| Auteur | Jessica Mange |
| Auteur | Nicolas Mauny |
| Auteur | Charlotte Montcharmont |
| Auteur | Eve Legrand |
| Auteur | Maud Lemercier-Dugarin |
| Auteur | Arnaud Mortier |
| Auteur | Martin Duvivier |
| Auteur | Johnny Leveneur |
| Auteur | Cédric Lacherez |
| Auteur | Nicolas Cabé |
| Auteur | Anne-Pascale Le Berre |
| Résumé | The emergence of new problematic alcohol consumption practices among young people requires new dynamics in prevention strategies. In this context, the ADUC project (Alcohol and Drugs at the University of Caen) aims to develop a better understanding of alcohol consumption, and in particular the practice of binge drinking (BD) in students, in order to develop relevant and adapted prevention tools. The ALCOMEDIIT study (Rin Normandie and IRESP funding; Agreement 20II31-00 - ADUC part 3) is a randomized controlled trial that focuses on the specific determinant of impulsivity. The main objective of this experiment is to assess a program for the prevention of BD practices based on motivational interviewing (MI) associated with implementation intention (II) and mindfulness meditation (MBM) in a student environment. |
| Date | 2024-01-02 |
| Titre abrégé | A prevention program for binge drinking among students based on mindfulness and implementation intention (ALCOMEDIIT) |
| Catalogue de bibl. | BioMed Central |
| URL | https://doi.org/10.1186/s13063-023-07887-9 |
| Consulté le | 31/01/2025 16:25:32 |
| Volume | 25 |
| Pages | 1 |
| Publication | Trials |
| DOI | 10.1186/s13063-023-07887-9 |
| Numéro | 1 |
| Abrév. de revue | Trials |
| ISSN | 1745-6215 |
| Date d'ajout | 31/01/2025 16:25:32 |
| Modifié le | 31/01/2025 16:25:32 |
| Type de document | Article de revue |
|---|---|
| Auteur | Kevin Rebecchi |
| Auteur | Todd Lubart |
| Auteur | Rebecca Shankland |
| Auteur | Hélène Hagège |
| Résumé | Background Creativity and responsibility are enhanced by meditation among adults, but such effects have not been studied in adolescents. Moreover, the determinants of the ethical effect (such as responsibility) of meditation are unclear. Aims To address this gap by investigating the impact of digital in-class meditation programmes in middle school, focusing on intentions (self-centred vs. responsibility-centred), on adolescents' creative potential and sense of responsibility. These intentions are operationalized by different purpose-based meditations. Methods We conducted a cluster randomized controlled trial involving 107 year 7 adolescents from six classes, assigning them to two experimental groups and an active control group. Pre- and post-intervention assessments were conducted over an 11-week period, including a creativity (EPoC) test comprising four exercises (graphic and verbal, divergent and convergent thinking), a responsibility and a mindfulness scale. Results Our findings revealed no discernible effects on divergent thinking or self-reported mindfulness. However, we observed significant differences in graphic and verbal convergent creative thinking, as well as impacting responsibility scores, between a responsibility-centred meditation group and a self-centred meditation group. Moreover, distinctions were noted between control and self-centred meditation groups and between some classes. Effect sizes indicated that the interventions had a moderate but significant impact on the variables measured. Conclusion Our study reveals the effectiveness of digital meditation interventions in enhancing convergent creative thinking and responsibility among middle-school students. Notably, it shed new light on the importance of meditation intentions, which may be as significant as the form of meditation itself. |
| Date | 2024 |
| Langue | en |
| Catalogue de bibl. | Wiley Online Library |
| URL | https://onlinelibrary.wiley.com/doi/abs/10.1111/bjep.12694 |
| Consulté le | 29/01/2025 22:49:08 |
| Autorisations | © 2024 British Psychological Society. |
| Extra | _eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjep.12694 |
| Volume | 94 |
| Pages | 919-946 |
| Publication | British Journal of Educational Psychology |
| DOI | 10.1111/bjep.12694 |
| Numéro | 3 |
| ISSN | 2044-8279 |
| Date d'ajout | 29/01/2025 22:49:08 |
| Modifié le | 29/01/2025 22:49:08 |
| Type de document | Article de revue |
|---|---|
| Auteur | Hélène Hagège |
| Résumé | There is no consensus on definitions of educational or academic integrity, and their philosophical relationship with the notion of responsibility is complex. Here, we aim to i) disentangle these three notions. We lean on a philosophical framework of ethics and our method involves different kinds of reasoning and the modeling of complex thinking. We combine this frame with a three-level epistemic dimension to allow us ii) to model the psycho-epistemic (level 1), epistemological (level 2), and phenomenological (ground 0) ways in which subjects interact with their own norms and knowledge and with those of the surrounding institutions. Finally, iii) we also aim to propose concrete educational means by which to implement educational integrity. Our theoretical findings lead us i) to consider responsibility as a process that consists of establishing a dialogical relationship between one’s inner and outer worlds, which relies on an epistemic decentering. Based on this, we argue that education for responsibility founds a new, expanded definition of educational integrity. Moreover, ii) empirical evidence suggests that this model can be operationalized by psychological indicators such as critical and complex thinking, cognitive flexibility, contextual relativism, and decentering, all of which are skills that can be fostered in spite of simplifying thinking, dogmatism, naive epistemology (and dualism) and cognitive fusion, respectively. It points to iii) the benefits of an educational approach in which subjects are encouraged to practice different types of meditation and to feel free to break institutional rules. Therefore, promoting educational integrity may require methods that lie beyond the obvious choices. After discussing the scope and limitations of our results, we propose a new research agenda for educational integrity, which could ground a field of research broader than just academic integrity, but complementary to it. |
| Date | 2023/12 |
| Langue | en |
| Titre abrégé | Epistemic decentering in education for responsibility |
| Catalogue de bibl. | edintegrity.biomedcentral.com |
| URL | https://edintegrity.biomedcentral.com/articles/10.1007/s40979-023-00134-3 |
| Consulté le | 31/01/2025 16:37:21 |
| Autorisations | 2023 The Author(s) |
| Extra | Number: 1 Publisher: BioMed Central |
| Volume | 19 |
| Pages | 1-24 |
| Publication | International Journal for Educational Integrity |
| DOI | 10.1007/s40979-023-00134-3 |
| Numéro | 1 |
| Abrév. de revue | Int J Educ Integr |
| ISSN | 1833-2595 |
| Date d'ajout | 31/01/2025 16:37:21 |
| Modifié le | 31/01/2025 16:37:21 |
| Type de document | Article de revue |
|---|---|
| Auteur | Gabriela Rezende |
| Auteur | Lorna Le Stanc |
| Auteur | Iris Menu |
| Auteur | Mathieu Cassotti |
| Auteur | Ania Aïte |
| Auteur | Emilie Salvia |
| Auteur | Olivier Houdé |
| Auteur | Grégoire Borst |
| Auteur | Arnaud Cachia |
| Résumé | Inhibitory control (IC) can occur either in a neutral context (cool) or in social contexts involving emotions (hot). Cool and hot IC have specific developmental trajectories; cool IC develops linearly from childhood to adulthood, whereas hot IC follows a quadratic trajectory. Some activities can improve the IC, such as cognitive training (CT) and mindfulness meditation (MM). The aim of our study was to compare the effects of 5 weeks of computerized MM versus CT on IC performance in 66 children (9–10 years old) and 63 adolescents (16–17 years old) by specifically analyzing cool and hot dimensions in the same participants and from a developmental perspective. We fit a linear mixed-effect model on the Stroop interference score with time (pretest vs. posttest) and type of conflict (cool vs. hot) as within-participant factors and intervention group (CT vs. MM) and age group (child vs. adolescent) as between-participant factors. The findings revealed that children but not adolescents benefitted from interventions. More specifically, CT improved cool IC but not hot IC, whereas MM practice improved hot IC but not cool IC. This study supports the benefits of MM at a young age. Theoretical issues linking MM programs to emotional competence grounded in hot IC skills are considered in academic settings. |
| Date | 11/2023 |
| Langue | en |
| Catalogue de bibl. | DOI.org (Crossref) |
| URL | https://linkinghub.elsevier.com/retrieve/pii/S0022096523001170 |
| Consulté le | 11/02/2025 10:47:58 |
| Volume | 235 |
| Pages | 105741 |
| Publication | Journal of Experimental Child Psychology |
| DOI | 10.1016/j.jecp.2023.105741 |
| Abrév. de revue | Journal of Experimental Child Psychology |
| ISSN | 00220965 |
| Date d'ajout | 11/02/2025 10:47:58 |
| Modifié le | 11/02/2025 10:49:45 |
| Type de document | Article de revue |
|---|---|
| Auteur | Hélène Hagège |
| Auteur | Mohammed El Ourmi |
| Auteur | Rebecca Shankland |
| Auteur | France Arboix-Calas |
| Auteur | Christophe Leys |
| Auteur | Todd Lubart |
| Résumé | Both creativity and responsibility are important higher-order skills to develop to meet the challenges of the Anthropocene, and both are related to attentional states of consciousness and to ethics. Meditation is a set of practices that trains attentional and emotional regulation. A few studies have shown that different kinds of meditation can foster different kinds of creative thinking, and others have begun to investigate the effect of the combination of meditation and ethics on ethical characteristics (but not yet on creativity or precisely on responsibility, so far). Here, we present a nonrandomized trial with an active control group among second-year science university students (n = 84) to test the effect of the secular Meditation-Based Ethics of Responsibility (MBER) program on creative potential, self-reported awareness, and sense of one’s own responsibility. The results show a large effect of the program on sense of one’s own responsibility and convergent and divergent creative writing tasks, both in conceptual–semantic and engineering-like verbal ideation. They also suggest that convergent conceptual–semantic thinking might moderate the effect of the MBER program on the awareness and sense of one’s own responsibility. This work opens up new research and educational perspectives linked to necessary behavioral changes in the Anthropocene. |
| Date | 2023-08-07 |
| Langue | en |
| Titre abrégé | Ethics and Meditation |
| Catalogue de bibl. | DOI.org (Crossref) |
| URL | https://www.mdpi.com/2079-3200/11/8/155 |
| Consulté le | 31/01/2025 17:58:03 |
| Autorisations | https://creativecommons.org/licenses/by/4.0/ |
| Volume | 11 |
| Pages | 155 |
| Publication | Journal of Intelligence |
| DOI | 10.3390/jintelligence11080155 |
| Numéro | 8 |
| Abrév. de revue | J. Intell. |
| ISSN | 2079-3200 |
| Date d'ajout | 31/01/2025 17:58:03 |
| Modifié le | 31/01/2025 17:58:03 |
| Type de document | Article de revue |
|---|---|
| Auteur | Cloé Brami |
| Auteur | Serge Sultan |
| Auteur | Léonore Robieux |
| Auteur | Marie-Aude Piot |
| Auteur | Honorine Gartili |
| Auteur | Franck Zenasni |
| Résumé | Improving medical students’ wellbeing and empowerment through curricular activities is a topic of interest worldwide. Mindfulness-based interventions (MBIs) are increasingly implemented in medical education often as part of elective courses. To better understand training outcomes and adjust curriculum to students’ needs, we will explore why will medical students participate in meditation-based education? |
| Date | 2023-05-20 |
| Titre abrégé | Understanding students’ motivations for participating in a mindfulness course |
| Catalogue de bibl. | BioMed Central |
| URL | https://doi.org/10.1186/s12906-023-03949-2 |
| Consulté le | 31/01/2025 18:43:22 |
| Volume | 23 |
| Pages | 163 |
| Publication | BMC Complementary Medicine and Therapies |
| DOI | 10.1186/s12906-023-03949-2 |
| Numéro | 1 |
| Abrév. de revue | BMC Complementary Medicine and Therapies |
| ISSN | 2662-7671 |
| Date d'ajout | 31/01/2025 18:43:22 |
| Modifié le | 31/01/2025 18:43:22 |
| Type de document | Article de revue |
|---|---|
| Auteur | Jessica Monsillion |
| Auteur | Rafika Zebdi |
| Auteur | Lucia Romo-Desprez |
| Résumé | Mindfulness-based interventions (MBIs) are growing in popularity, with research concerning their efficacy with youth populations. Following a preliminary analysis of the existing literature, and given the positive effects of such programs, we felt it relevant to assess whether research has considered the implications for MBIs on children and adolescents, with regard to depression, anxiety, and school climate. Objectives: We aim to estimate the effect of MBIs as innovative interventions addressing youths in school settings, with special consideration for anxiety, depression, and school climate outcomes. Method: This review investigates the existing literature in the field of mindfulness, using quasi-experimental and randomized control trial (RCT) models, targeted at youth (5–18 years) in school settings. A search was carried out in four databases—WebofScience, Google Scholar, PubMed, and PsycARTICLES. This resulted in 39 articles, which were sorted based on predetermined inclusion criteria; 12 articles qualified. Results: The results show discrepancies in terms of methodological and implementation variables, types of interventions, instructor trainings, assessment measures, and choice of practices and exercises, which make the effects of existing school MBIs difficult to compare. Consistencies were observed in emotional and behavioral regulation, prosocial behaviors, and reducing stress and anxiety in students. The results of this systematic review also suggest that MBIs could be potential mediators in improving student well-being and environmental factors, such as school and class climates. Specifically, children’s sense of safety and community can be improved by an improved quality of relationships between students, their peers, and teachers. Future research should consider incorporating school climate perspectives, such as implementing whole-school MBI approaches and using replicable and comparable study designs and methods, whilst considering the capacities and limitations of the academic and institutional context. |
| Date | 2023/5 |
| Langue | en |
| Catalogue de bibl. | www.mdpi.com |
| URL | https://www.mdpi.com/2227-9067/10/5/861 |
| Consulté le | 31/01/2025 17:34:23 |
| Autorisations | http://creativecommons.org/licenses/by/3.0/ |
| Extra | Number: 5 Publisher: Multidisciplinary Digital Publishing Institute |
| Volume | 10 |
| Pages | 861 |
| Publication | Children |
| DOI | 10.3390/children10050861 |
| Numéro | 5 |
| ISSN | 2227-9067 |
| Date d'ajout | 31/01/2025 17:34:23 |
| Modifié le | 31/01/2025 17:34:23 |
| Type de document | Article de revue |
|---|---|
| Auteur | Tamás Nagy |
| Auteur | Kata Sik |
| Auteur | Lilla Török |
| Auteur | Beáta Bőthe |
| Auteur | Zsofia K. Takacs |
| Auteur | Gábor Orosz |
| Éditeur | Rima-Maria Rahal |
| Résumé | Negative feedback in academic settings is often unavoidable, although it may directly interfere with the ultimate goal of education, as setbacks can diminish motivation, and may even lead to dropping out of school. Previous research suggests that certain predispositions, inductions, and interventions might mitigate the harmful effects of negative feedback. Among others, growth mindset beliefs and mindfulness meditation were proposed as the most promising candidates that may help students to retain motivation. In a pre-registered, randomized experiment, we gave a disappointing evaluation to 383 university students in a bogus laboratory IQ test situation. Half of the participants previously received a growth mindset induction referring to intelligence as a malleable characteristic, while the other half received a fixed mindset induction referring to intelligence as a stable characteristic that cannot be changed. Then participants had a brief mindfulness meditation session or a control condition. Subsequently, they could choose to complete practice tasks before the final IQ assessment. The number of completed optional tasks was used as a behavioral proxy for task persistence. The results showed no difference in task persistence for the growth mindset or the mindfulness induction groups, compared to the other conditions. However, those who reported having higher pre-induction growth mindset beliefs or dispositional mindfulness completed more optional tasks after the mindset or mindfulness induction, respectively. We concluded that our brief inductions may not be adequate for everyone to rectify the demotivating effects of negative feedback, but can enhance task persistence for people with a stronger disposition towards a growth mindset or mindfulness. |
| Date | 2023-04-21 |
| Catalogue de bibl. | Silverchair |
| URL | https://doi.org/10.1525/collabra.74253 |
| Consulté le | 31/01/2025 17:25:25 |
| Volume | 9 |
| Pages | 74253 |
| Publication | Collabra: Psychology |
| DOI | 10.1525/collabra.74253 |
| Numéro | 1 |
| Abrév. de revue | Collabra: Psychology |
| ISSN | 2474-7394 |
| Date d'ajout | 31/01/2025 17:25:25 |
| Modifié le | 31/01/2025 17:25:25 |
| Type de document | Article de revue |
|---|---|
| Auteur | Gábor Orosz |
| Auteur | Kristopher M. Evans |
| Auteur | Lilla Török |
| Auteur | Beáta Bőthe |
| Auteur | István Tóth-Király |
| Auteur | Kata Sik |
| Auteur | Éva Gál |
| Résumé | Growth mindset beliefs promote adaptive motivations to learn and challenge seeking; however, the learning process promoted by a growth mindset is not always positive. Adverse experiences may be especially true if one faces harsh criticism. However, mindfulness may be a potential adaptive mechanism in a situation that evokes harsh criticism. The present research examined the interplay between growth mindset beliefs and trait mindfulness regarding the motivation to learn from harsh criticism. |
| Date | 2023-04-01 |
| Langue | en |
| Catalogue de bibl. | Springer Link |
| URL | https://doi.org/10.1007/s12671-023-02117-4 |
| Consulté le | 31/01/2025 18:17:49 |
| Volume | 14 |
| Pages | 868-879 |
| Publication | Mindfulness |
| DOI | 10.1007/s12671-023-02117-4 |
| Numéro | 4 |
| Abrév. de revue | Mindfulness |
| ISSN | 1868-8535 |
| Date d'ajout | 31/01/2025 18:17:49 |
| Modifié le | 31/01/2025 18:17:49 |
| Type de document | Article de revue |
|---|---|
| Auteur | Anne Plantade-Gipch |
| Auteur | Julien Bruno |
| Auteur | Lionel Strub |
| Auteur | Martine Bouvard |
| Auteur | Charles Martin-Krumm |
| Résumé | Introduction The emerging adult stage of life is a time of many positive changes, as well as stress and uncertainty. Certain psychological characteristics - such as emotional regulation, attachment style, or assertiveness – could help these adults thrive and maintain positive mental health. This study aimed to explore the influence of these variables on the well-being of emerging adults. Methods The sample included 360 French emerging adults, with a mean age of 21.3 years. Well-being was assessed with the Mental Health Continuum, emotional regulation with the Emotional Regulation Difficulties Scale, assertiveness with the Assertiveness Scale, and attachment styles with the Relationship Scales Questionnaire. Results Results showed that judgment toward one’s own emotional experience and shyness (as part of assertiveness) predicted emerging adults’ well-being. This study also highlighted the role of substance use and experiences of violence on emerging adults’ emotional regulation and well-being. Discussion Results support the importance of in-person and distance education and prevention to support emerging adults’ well-being, especially in higher education institutions and in times of the COVID pandemic. |
| Date | 2023-2-23 |
| Catalogue de bibl. | DOI.org (Crossref) |
| URL | https://www.frontiersin.org/articles/10.3389/feduc.2023.1058519/full |
| Consulté le | 06/03/2025 21:37:19 |
| Volume | 8 |
| Pages | 1058519 |
| Publication | Frontiers in Education |
| DOI | 10.3389/feduc.2023.1058519 |
| Abrév. de revue | Front. Educ. |
| ISSN | 2504-284X |
| Date d'ajout | 06/03/2025 21:37:19 |
| Modifié le | 06/03/2025 21:37:19 |
| Type de document | Article de revue |
|---|---|
| Auteur | O. Courbet |
| Auteur | Q. Daviot |
| Auteur | V. Kalamarides |
| Auteur | M. Habib |
| Auteur | M-C C. Castillo |
| Auteur | T. Villemonteix |
| Résumé | Mental health issues in youths have cascading negative effects on school outcomes, professional life, and physical health. Psychological well-being (P-WB) is an important protective factor against mental illness. Preliminary research suggests that mindfulness- and yoga-based socio-emotional learning (SEL) interventions can each have a positive impact on preschoolers P-WB. The objective of this trial is to rigorously evaluate the effect of a 24-week combined mindfulness- and yoga- based SEL intervention in preschool children from a French socio-economically disadvantaged area. |
| Date | 2022-12-27 |
| Titre abrégé | Promoting psychological well-being in preschool children |
| Catalogue de bibl. | BioMed Central |
| URL | https://doi.org/10.1186/s13063-022-06979-2 |
| Consulté le | 31/01/2025 18:05:01 |
| Volume | 23 |
| Pages | 1050 |
| Publication | Trials |
| DOI | 10.1186/s13063-022-06979-2 |
| Numéro | 1 |
| Abrév. de revue | Trials |
| ISSN | 1745-6215 |
| Date d'ajout | 31/01/2025 18:05:01 |
| Modifié le | 31/01/2025 18:05:01 |
| Type de document | Article de revue |
|---|---|
| Auteur | Vinca Bigo |
| Auteur | Gazi Islam |
| Date | 12/2022 |
| Langue | en |
| Titre abrégé | Embodiment and Management Learning |
| Catalogue de bibl. | DOI.org (Crossref) |
| URL | http://journals.aom.org/doi/full/10.5465/amle.2021.0190 |
| Consulté le | 06/03/2025 21:29:48 |
| Volume | 21 |
| Pages | 648-668 |
| Publication | Academy of Management Learning & Education |
| DOI | 10.5465/amle.2021.0190 |
| Numéro | 4 |
| Abrév. de revue | AMLE |
| ISSN | 1537-260X, 1944-9585 |
| Date d'ajout | 06/03/2025 21:29:48 |
| Modifié le | 06/03/2025 21:29:48 |
| Type de document | Article de revue |
|---|---|
| Auteur | Louise Devillers-Réolon |
| Auteur | Nicolas Mascret |
| Auteur | Rita Sleimen-Malkoun |
| Résumé | The COVID-19 pandemic has led to worldwide restrictive measures, raising concerns about mental health in young adults who were not particularly vulnerable to the virus itself. This study investigated the impact of these restrictions on mental and cognitive health of university students, and tested the efficacy of a brief online mindfulness meditation intervention in countering psychological distress and improving attentional abilities. Ninety-six university students forced into remote learning due to COVID-19 pandemic restrictions and with no experience in meditation were randomly assigned to either a passive control group ( n = 48) or to an experimental group ( n = 48) following daily, for 17 days, an online mindfulness intervention (10–20 min per day). Due to drop-out, 38 participants in each group were finally analyzed. Pre- and post-tests assessed participants’ mental health (psychological well-being, depression, anxiety, stress) and attentional abilities. The analysis of baseline data in comparison with normative scores and pre-pandemic statistics confirmed the expected psychological distress, but it did not reveal any attentional deficits in our participants. Pre-post change scores analyses showed a reduction in stress ( p = 0.006, η p 2 = 0.10), anxiety ( p = 0.002, η p 2 = 0.13), and depression ( p = 0.025, η p 2 = 0.07), and an improvement in well-being ( p = 0.013, η p 2 = 0.12) in the experimental group, but not in the control group. In both groups, no significant effect was found on attentional abilities. Our results confirmed the psychological vulnerability of higher education students in the midst of the remote learning period during the second COVID-19 lockdown in France, while suggesting preservation of attentional functioning. Although the tested mindfulness intervention did not enhance the attentional abilities in already good performing students, it did promote their mental health. This study offers additional evidence on the feasibility and efficacy of mindfulness-based interventions in students during psychologically straining periods, like the COVID-19 pandemic. |
| Date | 2022-7-7 |
| Titre abrégé | Online Mindfulness Intervention, Mental Health and Attentional Abilities |
| Catalogue de bibl. | DOI.org (Crossref) |
| URL | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.889807/full |
| Consulté le | 29/01/2025 19:54:38 |
| Volume | 13 |
| Pages | 889807 |
| Publication | Frontiers in Psychology |
| DOI | 10.3389/fpsyg.2022.889807 |
| Abrév. de revue | Front. Psychol. |
| ISSN | 1664-1078 |
| Date d'ajout | 29/01/2025 19:54:38 |
| Modifié le | 29/01/2025 19:54:38 |
| Type de document | Article de revue |
|---|---|
| Auteur | Kevin Rebecchi |
| Auteur | Hélène Hagège |
| Résumé | <p>Researchers have recently turned their focus to a specific area: the links between altered states of consciousness and creativity. A spectrum of attentional states of consciousness exists, from hypnagogia and mind wandering to mindfulness and flow. These attentional states of consciousness are present during a variety of activities (e.g., sports, music, painting, writing, video games, theater, and meditation) as well as in situations characterized by boredom. They are also present in many professional fields and practices (e.g., education and teaching). Moreover, researchers and educators focus sometimes on only one state of consciousness (such as mind wandering) or only on attention, and do not question relationships with others (such as mindfulness or flow) or the links with intention, the different levels of consciousness involved and the changes in perception of time, self and space. Additionally, as we know that a state of consciousness rarely occurs alone or that it can have two forms (such as spontaneous and deliberate mind wandering), we propose a global approach allowing to grasp the stakes and perspectives of what we call attentional states of consciousness. Thus, to our knowledge, this is the first theoretical review highlighting the historical, empirical, theorical and conceptual relationships between creativity, attention, mind wandering, mindfulness and flow by offering concrete and empirical avenues and bases for reflection about educating for creativity and developing creative potential.</p> |
| Date | 2022-03-17 |
| Langue | English |
| Catalogue de bibl. | Frontiers |
| URL | https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2022.774685/full |
| Consulté le | 29/01/2025 20:00:32 |
| Extra | Publisher: Frontiers |
| Volume | 7 |
| Publication | Frontiers in Education |
| DOI | 10.3389/feduc.2022.774685 |
| Abrév. de revue | Front. Educ. |
| ISSN | 2504-284X |
| Date d'ajout | 29/01/2025 20:00:32 |
| Modifié le | 29/01/2025 20:00:32 |
| Type de document | Article de revue |
|---|---|
| Auteur | A. Frajerman |
| Résumé | La souffrance psychologique des médecins est connue depuis plus d’un siècle ; celle des étudiants en médecine a été reconnue plus récemment. De nombreuses études et méta-analyses ont évalué la prévalence de la dépression, de l’anxiété et du burnout chez les étudiants en médecine et plus généralement de l’absence de bien-être. Depuis quelques décennies, des chercheurs ont testé des interventions pour améliorer le bien-être des étudiants. Notre travail a pour objectif de faire une revue des interventions, utilisant des échelles validées, pour aider les étudiants en médecine. 36 études ont été incluses dans cette revue. La qualité des études est très hétérogène. Nous pouvons distinguer trois types d’intervention : institutionnelle (modification du système de notation, de classement…), en groupe (gestion du stress, thérapie pleine de conscience, relaxation, psychoéducation…) ou individuelle (dépistage et prise en charge personnalisée). Ces interventions englobent l’ensemble des niveaux de prévention (primaire, secondaire et tertiaire). On retrouve une efficacité limitée des interventions en groupe. Cette efficacité a disparu au bout de six mois, à l’exception des interventions institutionnelles. L’ensemble des données incite à ne pas privilégier un seul type d’intervention mais à promouvoir une intervention globale agissant à tous les niveaux. Les chercheurs peuvent notamment s’inspirer des études effectuées sur les médecins et sur les internes. La France est en retard sur la question avec peu d’études publiées sur les interventions pour améliorer le bien-être des étudiants mais une prise de consciente récente semble avoir eu lieu. |
| Date | 2020 |
| Langue | fr |
| Extra | Number: 1 Publisher: Elsevier Masson SAS |
| Volume | 46 |
| Pages | 55-64 |
| Publication | L'Encéphale |
| DOI | 10.1016/j.encep.2019.09.004 |
| Numéro | 1 |
| ISSN | 0013-7006 |
| Date d'ajout | 31/01/2025 23:20:25 |
| Modifié le | 31/01/2025 23:20:25 |
LiSSa (Littérature Scientifique en Santé)
| Type de document | Article de revue |
|---|---|
| Auteur | Guillaume Coudevylle |
| Auteur | Isabelle Joing |
| Auteur | Nicolas Robin |
| Auteur | Aodren Le Page |
| Auteur | Gilles Marrot |
| Auteur | Olivier Vors |
| Date | 2020 |
| URL | https://hal.univ-antilles.fr/hal-03079578 |
| Extra | Number: 16 |
| Pages | 114-132 |
| Publication | Contextes et Didactiques |
| Collection | Gestes professionnels et/ou en contexte |
| DOI | 10.4000/ced.2456 |
| Numéro | 16 |
| Date d'ajout | 31/01/2025 23:24:08 |
| Modifié le | 31/01/2025 23:24:08 |
| Type de document | Article de revue |
|---|---|
| Auteur | Grégory Michel |
| Auteur | Eric Meyer |
| Auteur | Margot Grabé |
| Auteur | Victoria Meriau |
| Auteur | Jérome Cuadrado |
| Auteur | Sandrine Hanne Poujade |
| Auteur | Mathieu Garcia |
| Auteur | Julie Salla |
| Résumé | Résumé L’objectif de cette étude est d’évaluer l’impact en termes de santé et de bien-être d’une des premières Interventions Basées sur la Pleine Conscience (IBPC) en France et en Belgique réalisée sur le temps scolaire auprès d’enfants du CE2 au CM2. L’intervention « L’Attention ça marche, méthode AMT » d’Eline Snel (2012) a ainsi été proposée pendant huit semaines auprès d’un groupe intervention, par comparaison à un groupe contrôle qui n’en a pas bénéficié. Des mesures auto-rapportées par les enfants (STAIC-Spielberger, 1973 ; SHS, Lyubomirsky & Lepper ; KINDL-R- Ravens-Sieberer & Bullinger, 1998 et CAMM-Greco, Baer & Smith, 2011) ont permis de mesurer les effets de cette intervention sur les troubles internalisés, le bien-être et le développement des aptitudes de pleine conscience des enfants. S’il ne semble pas y avoir de différences entre le groupe contrôle et le groupe intervention, les résultats montrent que pour les enfants présentant des scores élevés sur chacune des dimensions, l’intervention a fourni des stratégies de régulation émotionnelle, a permis le développement d’aptitudes à la pleine conscience et une amélioration du bien-être. Même s’ils sont contrastés, ces résultats sont prometteurs pour l’implémentation plus générale en contexte scolaire français et belge. The Aim of this study is to present results from one of the first Mindfulness-Based Interventions (MBI's) implemented in schools in France and in Belgium. It is designed for school-aged children from the French equivalents of 3rd grade class to 5th grade. The intervention “Attention works, AMT method” from Eline Snel (2012) was implemented during 8 weeks for an intervention group, with a comparison to a control group. Self-reported measures were taken from children (STAIC-Spielberger, 1973; SHS, Lyubomirsky & Lepper; KINDL-R- Ravens-Sieberer & Bullinger, 1998 & CAMM- Greco, Baer & Smith, 2011), allowing us to observe the interventions’effects on internalized symptoms, well-being and mindfulness habilities of children. No results were observed between intervention and control group in global population. However, children presenting high symptoms on these dimensions before intervention show significant results. Mindfulness gave them strategies for regulating their emotions, helped them in developing mindfulness abilities, and improved well-being. Even if results are contrasted, they still are promising for the implementation of mindfulness in schools in France and Belgium. |
| Date | December 1, 2019 |
| Langue | fr |
| Catalogue de bibl. | ScienceDirect |
| URL | http://www.sciencedirect.com/science/article/pii/S000344871930294X |
| Consulté le | 09/01/2021 02:07:54 |
| Extra | Number: 10 |
| Volume | 177 |
| Pages | 981-986 |
| Publication | Annales Médico-psychologiques, revue psychiatrique |
| DOI | 10.1016/j.amp.2019.09.009 |
| Numéro | 10 |
| Abrév. de revue | Annales Médico-psychologiques, revue psychiatrique |
| ISSN | 0003-4487 |
| Date d'ajout | 31/01/2025 23:18:25 |
| Modifié le | 31/01/2025 23:18:25 |
| Type de document | Article de revue |
|---|---|
| Auteur | Philippe Lestage |
| Auteur | Laurence Bergugnat |
| Résumé | Résumé Cette étude pilote examine la faisabilité et les bénéfices d’un programme de 18h de pleine conscience (mindfulness) MBSR/MBCT proposé à 79 enseignants français d’écoles primaires, de collèges et de lycées, dont 52 en groupe expérimental, 27 en groupe témoin, organisé sur six ou sept semaines à l’École supérieure du professorat et de l’éducation (ESPE) de l’université de Limoges. Un protocole quasi expérimental, contrôlé mais non randomisé, avec groupe témoin en liste d’attente. Les bénéfices ont été évalués trois fois (pré-/post-traitement, suivi à deux mois) sur huit échelles explorant les difficultés de santé mentale et la santé mentale positive : questionnaire général de santé (GHQ-28), échelle de stress perçu (PSS-14), double échelle HAD anxiété-dépression, échelle d’auto-efficacité, échelle de satisfaction de vie (SWLS), échelle de bien-être (WBQ-12), questionnaire de mindfulness (FMI-14). Les résultats montrent des bénéfices significatifs pré-/post-traitement sur les huit échelles, qui se maintiennent dans le suivi à deux mois. La recherche d’éventuelles corrélations entre le temps de pratique personnelle de pleine conscience effectué à domicile et les bénéfices recueillis n’a donné de résultats que sur l’échelle FMI-14. Enfin, des corrélations sont observées entre l’augmentation pré-/post-intervention des progrès en mindfulness (FMI-14) et les bénéfices acquis sur les sept autres échelles. Summary Introduction This pilot study explores the feasibility and benefits of a mindfulness MBSR/MBCT (Mindfulness-Based Stress Reduction, Mindfulness-Based Cognitive Therapy) program, which was offered to 79 French teachers from the Académie de Limoges who were enrolled in Ministry of National Education's training courses. The teaching profession is highly exposed to stress and related mental health problems, such as anxiety, depression and even burnout. The pressure of classroom organization, the continuous tension of concentration, the management of student behavior, the relationships with parents, the lack of support from the administration can all greatly affect the physical and mental health of teachers. Mindfulness-Based Interventions (MBIs) developed from the MBSR and MBCT programs have shown significant benefits for teachers in reducing stress, reducing associated psychological symptoms and improving well-being. Method Seventy-nine volunteer teachers from primary, middle and high schools participated in all six or seven sessions of an 18hours MBSR/MBCT internship (3h or 2h35 per week), fifty-two in an experimental group, twenty-seven in the control group, from 2012 to 2015 (n=67 women, 85%). A quasi-experimental, controlled but non-randomized protocol was used, with a control group on a waiting list. Benefits were assessed three times (pre-/post-treatment, two-month follow-up) using eight scales, four assessing mental health difficulties (general health questionnaire GHQ-28, perceived stress scale PSS-14, hospital anxiety and depression scale HAD), four scales assessing positive mental health (self-efficacy scale, satisfaction with life scale SWLS, well-being scale WBQ-12, dispositional mindfulness FMI-14). Ninety-seven questions were asked. The eight scales were administered at the same time to all experimental and control groups (early January in pre-test, late February in post-test), then again two months later (late April) by the experimental groups. The internships were conducted by the first author of this article. The seventy-nine teachers selected in the research participated in all the sessions (or remedial sessions offered during the week to absentees) and returned all the questionnaires anonymously. Results and discussion Variance analyses show that the mindfulness and control groups are homogeneous in the pre-test on the eight scales. Comparisons performed with the Student's t-test reveal significant pre-/post-interventional improvements (P<0.01) in the experimental mindfulness group across all scales of mental health difficulties and positive mental health. For mental health difficulties, the effect sizes (Cohen's d) are high (d≥0.80) for general health GHQ-28 and perceived stress PSS-14, medium (d≥0.50) for anxious and depressive HAD symptoms. For positive mental health, effect sizes are quite large (d=0.74) for well-being WBQ-12, medium (d≥0.50) for dispositional mindfulness FMI-14, low (d≥0.20) for self-efficacy and life satisfaction SWLS. All these improvements in mental health difficulties and positive mental health are generally maintained in the two-month follow-up. The control group maintains stable scores (P>0.5) on the different scales except for anxiety HAD and depression HAD, where a slight reduction in anxious symptomatology (d=0.28) and depressive symptomatology (d=0.41) are observed, possibly due to a calendar effect as mood may become lighter as the February holidays were getting closer during the post-test. We note a fairly high observance of the “formal practice” time, which was carried out at home daily by each teacher, five days a week during the internship, for an average of 21.3min. However, the search for possible correlations between the practice time and the benefits collected on the eight scales only yielded significant results (P<0.01) on the FMI-14 scale, with a moderate correlation (r=0.35). The study of such correlations gives very heterogeneous results in MBIs research (Shapiro et al., 2007; Ruths et al., 2013; Crane et al., 2014; Carmody and Baer, 2008; Flook et al., 2013; Vettese et al., 2009; Parsons et al., 2017). Consequently, it has been considered that the effects might only appear from a critical threshold of daily practice time; thus, Carson et al. (2004) observe correlations starting from 32min per day. Perhaps the 21.3minutes recorded during our internship did not reach this critical threshold? It should be noted that the 52 teachers in the experimental group gave an importance score of 7.08/10 to the mindfulness internship. Finally, significant correlations (P<0.0001), medium or high, were observed between the pre-/post-intervention increase in mindfulness progress (FMI-14) and the benefits acquired on the other scales (except on the SWLS scale, where the correlation is low at P<0.016); this is consistent with the results of publications that highlight the central role of increased mindfulness disposition in the benefits provided by MBIs programs (Brown et al., 2003; Brown et al., 2007; Carmody and Baer, 2008; Carmody and Baer, 2009; Flook et al., 2013; Rupprecht et al., 2017). |
| Date | September 1, 2019 |
| Langue | fr |
| Titre abrégé | Effets de la pratique de la pleine conscience sur la santé mentale des enseignants |
| Catalogue de bibl. | ScienceDirect |
| URL | http://www.sciencedirect.com/science/article/pii/S1155170419300047 |
| Consulté le | 08/01/2021 23:22:11 |
| Extra | Number: 3 |
| Volume | 29 |
| Pages | 101-118 |
| Publication | Journal de Thérapie Comportementale et Cognitive |
| DOI | 10.1016/j.jtcc.2019.02.001 |
| Numéro | 3 |
| Abrév. de revue | Journal de Thérapie Comportementale et Cognitive |
| ISSN | 1155-1704 |
| Date d'ajout | 31/01/2025 23:17:31 |
| Modifié le | 31/01/2025 23:17:31 |
| Type de document | Article de revue |
|---|---|
| Auteur | Florent Pasquier |
| Auteur | Raymond Barbry |
| Résumé | Pratiques de pleine attention et effets de la méditation à l'école, au collège et dans le supérieur Florent Pasquier. Maître de conférences, Sorbonne Université. Costech, UTC. Raymond Barbry. Formateur-consultant indépendant. Les discussions à visée démocratique et philosophique, souvent présentées dans les Cahiers, ainsi que les diverses pratiques de débat montrent le double besoin d'un effort particulier pour obtenir une concentration durable de l'attention et les effets indéniables du recul réflexif. L'objet de cet article est de présenter des pratiques à la fois anciennes et contemporaines pouvant venir en complément ou en alternance avec du déjà connu et pratiqué. Elles le prolongent dans des versants tant introspectifs qu'actifs, tout en gardant le lien avec le groupe-classe. Leur mise en place dans les établissements par la formation en montrera les effets observés, tant auprès des adultes que des apprenants. Une lame de fond dans la société civile et à tous les niveaux de l'enseignement Aujourd'hui, des enseignants, des chefs d'établissement et leurs adjoints, des CPE, des infirmières, des assistantes sociales s'engagent, relaient, s'associent comme autant de "tisserands" (Abdenour Bidar, 2016) pour se former et proposer des temps de pleine attention qui participent à créer du mieux être et à favoriser les apprentissages scolaires. A tous les niveaux, des "maîtres clandestins" oeuvrent à travailler et réfléchir avec les apprenants sur des thématiques transversales et non notionnelles dans le but de grandir en connaissance de soi et en humanité. S'agirait-il de donner un sens nouveau et éducatif à la spiritualité ? Et donc de la (re)définir en rapport avec ce qui existe déjà sous des formes pouvant être apparentées comme la médita-tion, la relaxation, l'attention ou encore la réflexivité liée à la pratique philosophique… ? Car certaines de ces pratiques répondent à une axiologie qui inclue et dépasse le cadre des valeurs républicaines (tolérance, liberté de conscience…), lesquelles s'en tiennent comme il se doit à la loi de 1905 (séparation de l'Etat et de l'Eglise). Mais n'oublions pas que la notion de spiri-tualité, liée historiquement à la religion (en Occident), n'existait pas sous la forme affranchie qu'elle connaît à notre époque et elle se retrouve désormais par amalgame située hors de l'exercice éducatif, devenant ainsi un impensé de l'éducation. Certes des approches en péda-gogie humaniste en rendent compte jusqu'à un certain point, mais ce dernier peut se trouver parfois franchi comme avec le ressenti de pratiquants d'un « quelque chose qui les dépasse », notamment dans les pratiques de relaxation ou de méditation (cf Carl Gustav Jung). Ces exer-cices se font généralement un devoir de respecter un cadre laïc décorrélé des dogmes reli-gieux. Ce qui a amené la création de l'oxymore d'une "spiritualité laïque", de référence, dé-sormais connue du grand public par les écrits de Matthieu Ricard, André Comte-Sponville, Luc Ferry, Arnaud Desjardins et d'autres, et étudiée en sciences de l'éducation notamment via les travaux de René Barbier, de Philippe Filliot ou encore de Vincent Peillon. |
| Date | 2018-09-28 |
| Langue | French |
| Cote | hal-02146455 |
| URL | https://hal.archives-ouvertes.fr/hal-02146455 |
| Extra | Number: 547 |
| Publication | Cahiers pédagogiques |
| Numéro | 547 |
| Date d'ajout | 31/01/2025 23:22:09 |
| Modifié le | 31/01/2025 23:22:09 |
Cognitive science/Neuroscience
Cognitive science/Psychology
Humanities and Social Sciences
Humanities and Social Sciences/Education
Humanities and Social Sciences/Philosophy
Humanities and Social Sciences/PsychologyJournal articles
Humanities and Social Sciences/Religions
Humanities and Social Sciences/Sociology
| Type de document | Article de revue |
|---|---|
| Auteur | Cyrille Gaudin |
| Résumé | Alors que les effets de la méditation laïque en contexte scolaire sont majoritairement analysés dans le champ de la psychologie à partir d’études quantitatives, cette étude qualitative menée en Sciences de l’éducation vise à la fois à identifier ces effets à partir du point de vue subjectif d’élèves mais également à décrire leurs activités. Les résultats montrent tout d’abord que les élèves évoquent une diversité de bien-être ressentis par la pratique de la méditation. Ils sont de différentes natures (physique, psychologique ou social) et peuvent avoir des effets scolaires et extra-scolaires. Ils mettent ensuite en évidence que d’autres pratiques de l’atelier méditation sont appréciées par les élèves et participent à leur bien-être : le fait de leur proposer de guider une méditation et les échanges lors des débriefings. Enfin, ils montrent que le caractère collectif de l’expérience vécue dans l’atelier méditation contribue plus ou moins directement au bien-être des élèves. Les enjeux scolaires, éthiques et sociétaux liées à cette pratique sont finalement discutés |
| Date | 2018-09-21 |
| Langue | French |
| Cote | hal-01879137 |
| URL | https://hal.archives-ouvertes.fr/hal-01879137 |
| Extra | ISBN: 2448-244X Publisher: Sciences & bonheur |
| Volume | 3 |
| Pages | 92-112 |
| Publication | Sciences & Bonheur |
| Date d'ajout | 31/01/2025 23:16:49 |
| Modifié le | 31/01/2025 23:16:49 |
Humanities and Social SciencesJournal articles
| Type de document | Article de revue |
|---|---|
| Auteur | Anne Theurel |
| Auteur | Fanny GIMBERT |
| Auteur | Edouard Gentaz |
| Date | June 2018 |
| Titre abrégé | Quels sont les bénéfices académiques, cognitifs, socio-émotionnels et psychologiques des interventions basées sur la pleine conscience en milieu scolaire ? |
| Catalogue de bibl. | HAL Archives Ouvertes |
| URL | http://enfance-et-attention.org/wp-content/uploads/2018/08/1806ArticleAnaePleineConscienceScol |
| Consulté le | 09/01/2021 01:57:16 |
| Extra | Publisher: ANAE/PLEIOMEDIA |
| Publication | ANAE - Approche Neuropsychologique des Apprentissages Chez L'enfant |
| Date d'ajout | 31/01/2025 23:18:21 |
| Modifié le | 31/01/2025 23:18:21 |
| Type de document | Article de revue |
|---|---|
| Auteur | M Alsaleh |
| Auteur | R Lebreuilly |
| Auteur | M Tostain |
| Auteur | J Lebreuilly |
| Date | 2018-05 |
| Loc. dans l'archive | WOS:000435625100003 |
| Extra | Number: 5 |
| Volume | 176 |
| Pages | 438-447 |
| Publication | Annales Medico-Psychologiques |
| DOI | 10.1016/j.amp.2017.01.023 |
| Numéro | 5 |
| ISSN | 0003-4487 |
| Date d'ajout | 31/01/2025 23:08:52 |
| Modifié le | 31/01/2025 23:08:52 |
LiSSa (Littérature Scientifique en Santé)
| Type de document | Article de revue |
|---|---|
| Auteur | Hélène Hagège |
| Auteur | Mohammed El Ourmi |
| Résumé | Nowadays the engagement of people in political or religious violent radicalism threatens public security. To help to solve these transcontinental problems, many countries implemented programs for the primary prevention of violent radicalization (VR), where the justice system played a leading role. However, the not-always-rigorous evaluations still tend to show the inefficiency and even the probable counter-productivity of these actions. The problematic of our theoretical article thus concerns how to implement effective prevention and scientifically evaluate its impact (which indicators to consider ?). In the first part we argue, based on the psychological literature partly dedicated to Islamist terrorism, that dogmatism and need for closure constitute a characteristic of radicalized minds. Then, on this basis and the one of a previous conceptualization, we present a pioneering theoretical model in which VR appears to close the mind, whereas effective prevention would occur on the contrary open the mind. After that, we argue about the links between openness, health, responsibility (ethics) and meditation. From this, we deduce the importance of including health education, with the purpose of responsibility, as an effective way of VR primary prevention. Our model opens up new perspectives for both education and research. It contains measurable and operational psychological indicators that can be used to study the impact of educational devices on prevention empirically, for example involving an educational tool that we have particularly studied : meditation., Hoy día, la incorporación de unas personas en un radicalismo violento, político o religioso, amenaza la seguridad pública. Para contribuir en solucionar estos problemas transcontinentales, varios países han puesto en obra programas de prevención primaria para las radicalizaciones violentas (RV), en las que el sistema judicial desempeña un papel preponderante. Ahora bien, las evaluaciones, no siempre rigurosas, tienden a demostrar la ineficacia e incluso la probable contra productividad de dichas acciones. La problemática de nuestro artículo, teoríco, se enfoca en la manera cómo se pone en obra una prevención eficaz de las RV y se evalúa de modo científico su eficacia (¿qué indicadores considerar ?). En una primera parte, pretendemos, en base a la literatura psicológica, en parte dedicada al terrorismo islámico, que el dogmatismo y la necesidad de clausura constituyen una característica de las mentes radicalizadas. Luego, partiendo de esta base y de la una conceptualización anterior, presentamos un modelo teoríco pionero en el que la RV aparece como algo que encierra la mente, mientras que una prevención eficaz permitiría, al contrario, abrir la mente. Seguidamente, discutimos acerca de los lazos entre apertura de espíritu, salud, responsabilidad (ética) y meditación. Deducimos de ello la importancia de la inclusión de la educación a la salud como medio eficaz de prevención primaria de las RV y como meta la responsabilidad. Nuestro modelo abre nuevas perspectivas, tanto para la educación como para la investigación. En efecto, contiene indicadores psicológicos medibles y operativos que podrán servir para estudiar, de modo empírico, el impacto de dispositivos educativos sobre la prevención, implicando por ejemplo, una herramienta educativa que hemos tratado en especial : la meditación., Aujourd'hui, l'engagement de personnes dans un radicalisme violent, politique ou religieux, menace la sécurité publique. Pour contribuer à solutionner ces problèmes transcontinentaux, plusieurs pays ont mis en oeuvre des programmes de prévention primaire des radicalisations violentes (RV), où le système judiciaire a un rôle prépondérant. Or, les évaluations, pas toujours rigoureuses, ont tout de même tendance à montrer l'inefficacité et même la vraisemblable contre-productivité de ces actions. La problématique de cet article théorique concerne donc la manière de mettre en oeuvre une prévention efficace des RV et d'évaluer scientifiquement son efficacité (quels indicateurs considérer ?). Dans une première partie nous argumentons, sur la base de la littérature psychologique, en partie dédiée au terrorisme islamiste, que le dogmatisme et le besoin de clôture constituent une caractéristique des esprits radicalisés. Ensuite, sur cette base et celle d'une conceptualisation antérieure, nous présentons un modèle théorique pionnier où la RV apparaît comme fermant l'esprit, tandis qu'une prévention efficace conduirait, au contraire, à ouvrir l'esprit. Après cela, nous argumentons sur les liens entre ouverture d'esprit, santé, responsabilité (éthique) et méditation. Nous en déduisons l'importance d'inclure l'éducation à la santé comme un moyen efficace de prévention primaire des RV, avec comme fin la responsabilité. Notre modèle ouvre de nouvelles perspectives, tant pour l'éducation que pour la recherche. Il contient en effet des indicateurs psychologiques mesurables et opérationnels qui pourront servir à étudier empiriquement l'impact de dispositifs éducatifs sur la prévention, impliquant par exemple un outil éducatif que nous avons particulièrement étudié : la méditation., Atualmente, o engajamento de pessoas em radicalismo violento, político ou religioso, ameaça a segurança pública. Para contribuir a resolver esses problemas transcontinentais, vários países implementaram programas para a prevenção primária das radicalizações violentas (RV), onde o sistema de justiça desempenha um papel preponderante. No entanto, as avaliações, nem sempre rigorosas, tendem a mostrar a ineficiência e até mesmo a provável contraprodução dessas ações. A problemática deste artigo teórico diz respeito a como implementar uma prevenção eficaz das RV e avaliar cientificamente sua eficácia (quais indicadores considerar ?). Na primeira parte argumentamos, com base na literatura psicológica, parcialmente dedicada ao terrorismo islâmico, que o dogmatismo e a necessidade de fechamento constituem uma característica das mentes radicalizadas. Então, com base nisso e em uma conceituação prévia, apresentamos um modelo teórico pioneiro no qual a RV aparece como algo que fecha a mente, enquanto a prevenção efetiva, ao contrário, representaria a mente aberta. Depois disso, discutimos sobre as ligações entre abertura, saúde, responsabilidade (ética) e meditação. Deduzimos disso a importância de incluir a educação à saúde como um meio efetivo de prevenção primária das RV, com a finalidade da responsabilidade. Nosso modelo abre novas perspectivas tanto para a educação quanto para a pesquisa. Ele contém indicadores psicológicos mensuráveis e operacionais que podem ser usados para estudar empiricamente o impacto de dispositivos educacionais na prevenção, por exemplo, envolvendo uma ferramenta educacional que estudamos particularmente : a meditação. |
| Date | 2018 |
| Langue | French |
| Cote | hal-02431209 |
| URL | https://hal-unilim.archives-ouvertes.fr/hal-02431209 |
| Extra | Number: 4 Publisher: Université de Limoges Type: 10.25965/trahs.1150 |
| Pages | 71-85 |
| Publication | Trajectoires Humaines Transcontinentales |
| Collection | Éthique et santé |
| Numéro | 4 |
| Date d'ajout | 31/01/2025 23:22:09 |
| Modifié le | 31/01/2025 23:22:09 |
Cognitive science/PsychologyJournal articles
Humanities and Social Sciences/Education
| Type de document | Article de revue |
|---|---|
| Auteur | Rebecca Shankland |
| Auteur | Nicolas Bressoud |
| Auteur | Damien Tessier |
| Auteur | Philippe Gay |
| Résumé | Is kindness useful in classroom contexts? This article proposes an operational definition of kindness in school contexts and presents a synthesis of research studies showing its beneficial effects on well-being at school and on learning. Research studies have shown that negative emotions can have negative effects on memory, attention, creativity, motivation to learn and psychosocial functioning. Conversely, positive emotions can enhance learning in classrooms as well as well-being and relationship quality. Studies have also shown that training teachers to modify their interactional style in order to better respond to students' basic psychological needs leads to higher levels of teacher and student well-being and better school performance. Kindness in school contexts can thus be considered as having positive effects on students' and teachers' work. This encourages further research into this field. |
| Date | 2018 |
| Langue | French |
| Titre abrégé | The benevolence |
| Catalogue de bibl. | Web of Science |
| Extra | Number: 29 Place: Aix-En-Provence Publisher: Univ Provence-Aix-Marseille I WOS:000456218700009 |
| Pages | 3601 |
| Publication | Questions Vives-Recherches En Education |
| DOI | 10.4000/questionsvives.3601 |
| Numéro | 29 |
| Abrév. de revue | Quest. Vives |
| ISSN | 1635-4079 |
| Date d'ajout | 31/01/2025 23:21:55 |
| Modifié le | 31/01/2025 23:21:55 |
| Type de document | Article de revue |
|---|---|
| Auteur | Nadia Chakroun-Baggioni |
| Auteur | Maya Corman |
| Auteur | Marcantonio M. Spada |
| Auteur | Gabriele Caselli |
| Auteur | Fabien Gierski |
| Résumé | Desire thinking and mindfulness have been associated with craving. The aim of the present study was to validate the French version of the Desire Thinking Questionnaire (DTQ) and to investigate the relationship between mindfulness, desire thinking and craving among a sample of university students. Four hundred and ninety six university students completed the DTQ and measures of mindfulness, craving and alcohol use. Results from confirmatory factor analyses showed that the two-factor structure proposed in the original DTQ exhibited suitable goodness-of-fit statistics. The DTQ also demonstrated good internal reliability, temporal stability and predictive validity. A set of linear regressions revealed that desire thinking had a confounding effect in the relationship between mindfulness and craving. The confounding role of desire thinking in the relationship between mindfulness and craving suggests that interrupting desire thinking may be a viable clinical option aimed at reducing craving. |
| Date | 2017-10 |
| Langue | eng |
| Titre abrégé | Desire thinking as a confounder in the relationship between mindfulness and craving |
| Catalogue de bibl. | PubMed |
| URL | https://www-sciencedirect-com.ezproxy.u-paris.fr/science/article/pii/S0165178116318649 |
| Extra | PMID: 28645079 |
| Volume | 256 |
| Pages | 188-193 |
| Publication | Psychiatry Research |
| DOI | 10.1016/j.psychres.2017.06.051 |
| Abrév. de revue | Psychiatry Res |
| ISSN | 1872-7123 |
| Date d'ajout | 31/01/2025 23:16:22 |
| Modifié le | 31/01/2025 23:16:22 |
| Type de document | Article de revue |
|---|---|
| Auteur | R Shankland |
| Auteur | E Rosset |
| Date | 2017-06 |
| Loc. dans l'archive | WOS:000401840700009 |
| Extra | Number: 2 |
| Volume | 29 |
| Pages | 363-392 |
| Publication | Educational Psychology Review |
| DOI | 10.1007/s10648-016-9357-3 |
| Numéro | 2 |
| ISSN | 1040-726X |
| Date d'ajout | 31/01/2025 23:23:13 |
| Modifié le | 31/01/2025 23:23:13 |
Accession Number: 2016-05377-001. Partial author list: First Author & Affiliation: Shankland, Rébecca; Laboratoire Interuniversitaire de Psychologie: Personnalite, Cognition et Changement Social (LIP/PC2S), Universite Grenoble Alpes, Grenoble, France. Release Date: 20160204. Correction Date: 20201123. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: EnglishMajor Descriptor: Gratitude; Positive Psychology; School Based Intervention; Mindfulness. Classification: Curriculum & Programs & Teaching Methods (3530). Population: Human (10). Methodology: Literature Review. References Available: Y. Page Count: 30. Issue Publication Date: Jun, 2017. Publication History: First Posted Date: Jan 29, 2016. Copyright Statement: Springer Science+Business Media New York. 2016.
| Type de document | Article de revue |
|---|---|
| Auteur | Helene Hagege |
| Résumé | This theoretical article argues the innovative idea of using meditation for ethical education addressing the challenges of equity. Despite official values that include equality, French schools are more socially discriminatory than schools in all of the other OECD countries. A similar contradiction between explicit values and implicit and effective values is found in the cognitive functioning of individuals. In particular, implicit attitudes unconsciously express cultural stereotypes by means of discriminatory behaviours through attentional biases. We therefore hypothesize that a source of the discrimination operating in schools is teachers' unconscious identification with students considered "good", and the unconscious labelling of students with academic challenges as foreigners. Here, we propose that cognitive support for equity, the moral counterpart of equality, corresponds to equanimity, functioning without the implicit bias of preference or aversion. An ethical education aimed at equity should therefore allow the subjects to become aware of their functioning bias and to develop equanimity. A tool of choice for this type of training corresponds to the attentional training family, meditation, which we argue in a brief description of various types of meditation and a quick literature review on their effects. In perspective, we outline the foundations that we believe essential to the curriculum of an ethical education on equity. |
| Date | SPR 2017 |
| Langue | French |
| Catalogue de bibl. | Web of Science |
| Extra | Number: 1 Place: Quebec Publisher: Assoc Canadienne Education Langue Francaise-Acelf WOS:000405941300007 |
| Volume | 45 |
| Pages | 107-133 |
| Publication | Education Et Francophonie |
| DOI | 10.7202/1040723ar |
| Numéro | 1 |
| Abrév. de revue | Educ. Francoph. |
| ISSN | 0849-1089 |
| Date d'ajout | 31/01/2025 23:21:33 |
| Modifié le | 31/01/2025 23:21:33 |
| Type de document | Article de revue |
|---|---|
| Auteur | B Gendron |
| Date | 2017 |
| Loc. dans l'archive | WOS:000406886100004 |
| Extra | Number: 29 |
| Pages | 44-61 |
| Publication | Revista Espanola de Educacion Comparada |
| DOI | 10.5944/reec.29.2017.17433 |
| Numéro | 29 |
| ISSN | 1137-8654 |
| Date d'ajout | 31/01/2025 23:23:36 |
| Modifié le | 31/01/2025 23:23:36 |
| Type de document | Article de revue |
|---|---|
| Auteur | Benedicte Gendron |
| Auteur | Eleni-Sofia Kouremenou |
| Auteur | Carmen Rusu |
| Résumé | The start of university life requires a period of adaptation, which can sometimes have an impact on the mental health of students. The latest results from the Observatoire National de la Vie Etudiante (OVE, 2013) show that more that 40% of university students report symptoms of psychological fragility (sleep problems, fatigue, depression, stress or loneliness), which can impact their level of wellbeing and performance. Beyond Savoirs [knowledge], Savoir Faire [knowing what to do], the role of Savoir Etre [knowing how to be] referring to a set of emotional competencies, is crucial in sustaining human capital in a broad sense, personal development and health (Gendron 2004). During the Initiatives d'Excellence en Formations Innovantes (IDEFI) Programme, [Initiatives of Excellence in Innovative Training] 132 first year university students of education underwent an intervention (a minimum of six workshops of four hours) aimed at developing their emotional capital. Using two approaches PIA2 (European Management and Project Management Methodology) and ACT Training derived from Acceptance and Commitment Therapy (ACT) the objective was to develop trainees' social and personal emotional competencies such as self- esteem, self- knowledge, empathy and conflict management. Using an interdisciplinary approach drawing on educational theory, theory of human resources and positive psychology, the results show that emotional capital, developed using positive psychology tools, can improve wellbeing and contribute to a holistic personal development. |
| Date | APR 2016 |
| Langue | English |
| Titre abrégé | Emotional Capital Development, Positive Psychology and Mindful Teaching |
| Catalogue de bibl. | Web of Science |
| URL | https://eric.ed.gov/?id=EJ1098792 |
| Extra | Number: 1 Place: Msida Publisher: Centre Resilience & Socio-Emotional Health WOS:000407310600006 |
| Volume | 8 |
| Pages | 63-74 |
| Publication | International Journal of Emotional Education |
| Numéro | 1 |
| Abrév. de revue | Int. J. Emot. Educ. |
| ISSN | 2073-7629 |
| Date d'ajout | 31/01/2025 23:21:26 |
| Modifié le | 31/01/2025 23:21:26 |
| Type de document | Article de revue |
|---|---|
| Auteur | Philippe Lestage |
| Auteur | Rong Xu |
| Résumé | Résumé De nombreuses recherches établissent les bienfaits de la pratique de la méditation de pleine conscience (mindfulness) et de celle du Tai Chi Chuan, mais très peu les mettent en perspective et portent sur des populations générales d’étudiants. Nous avons entrepris une étude pilote dans ce sens auprès de 33 étudiants de l’université de Limoges inscrits dans trois stages de 18h chacun, mindfulness, Tai Chi Chuan et témoin, organisés sur huit semaines. Les bénéfices ont été évalués trois fois (pré-/post-traitement, suivi à deux mois), aux mêmes moments pour les trois groupes, sur huit échelles explorant les difficultés de santé mentale et la santé mentale positive : questionnaire général de santé (GHQ-28), échelle de stress perçu (PSS-14), double échelle HAD anxiété-dépression, échelle d’auto-efficacité, échelle de satisfaction de vie (SWLS), échelle de bien-être (W-BQ12), questionnaire de mindfulness (FMI-14). En raison de quelques différences des niveaux de base, les échantillons des groupes mindfulness et Tai Chi sont considérés comme non équivalents. L’étude est quasi expérimentale avec groupe témoin en liste d’attente. Les résultats montrent des effets bénéfiques du Tai Chi Chuan, ceux de la pleine conscience n’apparaissent qu’à la mesure du temps de pratique personnelle quotidienne engagé, corrélés avec celui-ci. Une part des bénéfices se maintient deux mois après le stage. Summary Introduction This pilot study explores and provides insight into the effects of a Mindfulness-Based Intervention (MBI) and Tai Chi Chuan practice on students of all disciplines at the University of Limoges (France). The students had the choice of enroling in one of three groups (mindfulness, Tai Chi Chuan or ‘control’) for an 18-hour course held over eight weeks at the Institut Universitaire de Formation des Maîtres (IUFM). Tai Chi Chuan is a Chinese martial art from Tao and combines strength and flexibility, speed and slowness, active relaxation and concentration. It is often regarded as a form of ‘moving meditation’. Its psychological and physiological benefits are widely recognised. Introduced by Jon Kabat-Zinn at the University of Massachusetts through the Mindfulness-Based Stress Reduction (MBSR) programme, mindfulness has its roots in Buddhist meditation but is a secular program. MBIs were developed, as a continuation of MBSR, for clinical populations suffering from psychological and somatic health problems, and for non-clinical populations exposed to stress or simply looking for improved balance and well-being. Little research has been done into the benefits of Tai Chi Chuan or mindfulness for students, and it is rare to find research which compares the benefits of Tai Chi Chuan with those of meditation. However, students make up a vulnerable population exposed to stress and psychopathological disorders. Method Thirty-three volunteer students chose between two course periods: January–February for the two mindfulness or Tai Chi Chuan experimental groups, March–April for the third waiting list control group. The benefits for the three groups were assessed pre- and post-treatment, and at two-month follow-up, by eight scales exploring mental health problems and positive mental health: General Health Questionnaire GHQ-28, Perceived Stress Scale PSS-14, Hospital Anxiety and Depression (HAD) Scale, General Self-Efficacy Scale, Satisfaction With Life Scale (SWLS), Well-Being Scale (W-BQ12) and Freiburg Mindfulness Inventory (FMI-14). With regard to observed base level differences, samples of the Tai Chi and mindfulness groups were considered to be non-equivalent. The study was quasi-experimental controlled with pre-/post- and two-month follow-up testing, and a waiting list control group. Results and discussion University exams appear to have affected the pre-test health and stress scores in January to a certain extent. In fact, the comparisons with the Student test t show a significant improvement in the control group between the pre-test at the beginning of January (during the exam period) and the post-test at the end of February (outside the exam period) on the GHG-28 (P=0.044) et PSS-14 (P=0.022) scales. The Tai Chi group recorded very significant pre- and post-test benefits on these two scales: GHG-28 (P=0.008) et PSS-14 (P=0.003). The Tai Chi group also noted significant benefits on the two other mental health problem scales: the HAD anxiety and HAD depression (P=0.025; P=0.015). Very significant benefits were observed for this group on three scales of positive mental health: General Self-Efficacy Scale (P=0.001), SWLS (P=0.001), W-BQ12 (P=0.003). The control group recorded no significant pre-/post-test benefit on these five scales. Mindfulness practice did not produce any significant pre-/post-intervention benefits for the group as a whole, however, individual benefits were noted in correlation to the time of personal practice at home required during the eight weeks of the course. There was a weak correlation between daily practice time and improvement of general health GHQ (r=0.558; P<0.1), medium correlation with anxiety reduction HAD (r=0.619; P=0.056), strong correlation with stress reduction PSS (r=0.759; P=0.011) and the development of aptitude in mindfulness FMI (r=0.759; P=0.006). No correlation with the daily practice time was observed in the Tai Chi group. As a whole, the mindfulness group gained very significant benefits at the two-month follow-up on the Anxiety (HAD anxiety, P=0.005) and Well-Being (W-BQ12, P=0.004) Scales, but not at post-test at the end of the course. The control group did not obtain benefits post-test. Ruths et al. (2013) similarly observed a decrease in anxiety (trait anxiety, STAI), three months after the course, rather than at the end of the course, in correlation with personal practice time up to the three months. They noted an improvement in well-being (psychological well-being, GHQ-12) from the end of the course, which lasted during the three month follow-up period, in correlation to the respect of daily personal practice. Fairly strong observance of required daily personal practice was noted in the Tai Chi (15min) and mindfulness (23min) groups. Tai Chi was clearly the most popular course, receiving a mark of 8.95/10. Mindfulness received more mixed reviews and was awarded an average mark of just 5.67/10. Tai Chi, as a more dynamic ‘moving meditation’, is possibly more suitable for young people, whereas mindfulness may be more beneficial for mature people. Incidentally, mindfulness students who committed to serious daily personal practice also gained significant benefits. |
| Date | March 1, 2016 |
| Langue | fr |
| Titre abrégé | Effets de la pratique de la pleine conscience et du Tai Chi Chuan sur la santé mentale d’étudiants |
| Catalogue de bibl. | ScienceDirect |
| URL | http://www.sciencedirect.com/science/article/pii/S1155170416000033 |
| Consulté le | 08/01/2021 23:22:36 |
| Extra | Number: 1 |
| Volume | 26 |
| Pages | 32-48 |
| Publication | Journal de Thérapie Comportementale et Cognitive |
| DOI | 10.1016/j.jtcc.2015.12.003 |
| Numéro | 1 |
| Abrév. de revue | Journal de Thérapie Comportementale et Cognitive |
| ISSN | 1155-1704 |
| Date d'ajout | 31/01/2025 23:17:39 |
| Modifié le | 31/01/2025 23:17:39 |
| Type de document | Article de revue |
|---|---|
| Auteur | Holly C. Miller |
| Auteur | Olivier Lefebvre |
| Auteur | Pierre Lyon |
| Auteur | James B. Nelson |
| Auteur | Mikael Molet |
| Résumé | Psychotherapy introduces new learning that can retroactively interfere with the expression of initial learning that contributed to psychological dysfunction. However, expression of the initial learning can spontaneously recover with time, and the prevention of this recurrence remains elusive. In a laboratory study, we explored whether having participants focus their attention on the present moment through guided instruction would reduce the recurrence of initial learning with the passage of time. All participants first learned a particular response to a cue before learning a new response. During testing, participants were presented with the cue and asked to provide a response. When tested immediately, participants provided the most recently learned response, but after a 16 min delay they also provided the initially learned response (i.e., spontaneous recovery). The focused-attention intervention significantly reduced the spontaneous recovery of the initial learning. This finding has theoretical value for research on therapeutic intervention. |
| Date | DEC 2014 |
| Langue | English |
| Catalogue de bibl. | Web of Science |
| Extra | Number: 6 Place: New York Publisher: Springer/Plenum Publishers WOS:000345005100008 |
| Volume | 38 |
| Pages | 652-659 |
| Publication | Cognitive Therapy and Research |
| DOI | 10.1007/s10608-014-9625-9 |
| Numéro | 6 |
| Abrév. de revue | Cogn. Ther. Res. |
| ISSN | 0147-5916 |
| Date d'ajout | 31/01/2025 23:21:43 |
| Modifié le | 31/01/2025 23:21:43 |
| Type de document | Article de revue |
|---|---|
| Auteur | Hélène Hagège |
| Résumé | Eduquer à la responsabilité est un enjeu majeur pour l'avenir de l'humanité et concerne toutes les « éducations à ». Cela implique des changements dans le fonctionnement des sujets. Or certaines attitudes implicites peuvent constituer des obstacles à de tels changements ; le sujet n'a pas une pleine connaissance de ses pensées et agissements. Le présent article propose donc des éléments de réponse aux questions suivantes. Quels changements favoriser, c.-à-d. quels buts viser pour une éducation à la responsabilité ? Comment fonctionne un sujet ? Comment favoriser des changements dans son fonctionnement ? Dans une première partie, j'aborde cette première question et pose comme base d'une définition préliminaire de la responsabilité le contrôle par le sujet de son propre fonctionnement. Dans une deuxième partie, je propose un modèle spontané du sujet, qui permet de comprendre l'expérience consciente ordinaire. Ce modèle est basé essentiellement sur l'étymologie du mot sujet, qui explique à mon avis la pensée commune sur le fonctionnement subjectif. Ensuite, en m'appuyant sur des résultats scientifiques, je construis un modèle élaboré du sujet qui permet d'expliquer d'une manière plus exacte le fonctionnement du sujet. Ceci me conduit à distinguer les notions d'individu et de sujet, ce qui révèle la phénoménologie ordinaire comme étant illusoire. Dans une troisième partie je discute les implications théoriques de cela en ce qui concerne l'éducation à la responsabilité. Ainsi, la notion de contrôle est remplacée par celle de régulation. Alors la méditation apparaît comme un moyen privilégié d'opérer le changement de phénoménologie nécessaire à la connaissance par le sujet de ses propres fonctionnements. Une telle évolution de conscience apparaît comme étant nécessaire au développement de la responsabilité. En conclusion, j'aborde les perspectives éducatives et de recherches ouvertes par ces réflexions. |
| Date | 2014 |
| URL | https://hal.archives-ouvertes.fr/hal-01374517 |
| Extra | Publisher: Presses Universitaires de la Méditerranée |
| Volume | 36 |
| Publication | Education et socialisation - Les cahiers du CERFEE |
| Collection | Dossier spécial sur les ”éducations à” |
| DOI | 10.4000/edso.1068 |
| Date d'ajout | 31/01/2025 23:16:53 |
| Modifié le | 31/01/2025 23:16:53 |
| Type de document | Article de revue |
|---|---|
| Auteur | Bastien Wagener |
| Résumé | In French universities, only one out of two students is successful in his/her first year. The change of the working rhythm and the importance of self-regulated learning (relying on metacognition) can to a large extent explain these dramatic rates. Metacognition, as the process of being aware of one's own cognition and activity implies awareness and consciousness. Nowadays, its improvement has only been achieved through the training of monitoring for a specific task. Regarding awareness, techniques like meditation and relaxation (attentional practices or APs) lead to its general development. Therefore, we investigated the possible improvement of metacognition thanks to AP. We conducted a longitudinal study with two groups of students: one group took a training programme in autogenic training (an AP), and the second one received no training in awareness or metacognition. We found out that metacognition could be improved thanks to an AP. This approach could therefore be used as a global metacognitive remediation for students. |
| Date | DEC 1 2013 |
| Langue | English |
| Catalogue de bibl. | Web of Science |
| Extra | Number: 7 Place: Abingdon Publisher: Routledge Journals, Taylor & Francis Ltd WOS:000327180200006 |
| Volume | 33 |
| Pages | 849-861 |
| Publication | Educational Psychology |
| DOI | 10.1080/01443410.2013.785051 |
| Numéro | 7 |
| Abrév. de revue | Educ. Psychol. |
| ISSN | 0144-3410 |
| Date d'ajout | 31/01/2025 23:22:06 |
| Modifié le | 31/01/2025 23:22:06 |
| Type de document | Article de revue |
|---|---|
| Auteur | C. Berghmans |
| Auteur | C. Tarquinio |
| Auteur | M. Kretsch |
| Résumé | Résumé L’approche thérapeutique de pleine conscience mindfulness-based stress reduction (MBSR) s’inscrivant dans la troisième vague des thérapies comportementales et cognitives donne lieu à un nombre croissant de recherches. Cette étude a pour but de tester l’impact de cette approche thérapeutique sur la santé psychique (stress, anxiété, dépression et santé générale) chez des étudiants de troisième cycle en psychologie. Les résultats montrent un effet positif de MBSR sur certains de ces indicateurs (stress et anxiété) et inscrit cette étude dans le champ de l’efficacité potentielle de cette approche sur la santé psychique. De plus, elle permet, d’une part, de questionner ce domaine de recherche sur l’importance de l’engagement et de l’implication du patient dans cette forme de prise en charge nouvelle et, d’autre part, sur l’importance de l’observance thérapeutique qui se veut primordiale en termes d’efficacité sur la santé. Summary The mindfulness-based therapeutic approach called mindfulness-based stress reduction (MBSR) in line with the third wave of the behavioural and cognitive therapies gives rise to an increasing number of researches. This study is aimed at testing the impact of the mindfulness training (MBSR) on psychical health (stress, anxiety, depression, physical health) by psychology postgraduate students. The results show a positive effect of the MBSR on some of those indicators (stress, anxiety) and make that study fall within the field of the potential effectiveness of that health approach. Moreover, it enables to question that domain of research about the importance of the patient's commitment and involvement in that kind of care and, on the other hand, about the importance of the therapeutic compliance, which is supposed to be essential in terms of effectiveness on physical and psychical health. |
| Date | March 1, 2010 |
| Langue | fr |
| Titre abrégé | Impact de l’approche thérapeutique de pleine conscience mindfulness-based stress reduction (MBSR) sur la santé psychique (stress, anxiété, dépression) chez des étudiants |
| Catalogue de bibl. | ScienceDirect |
| URL | http://www.sciencedirect.com/science/article/pii/S1155170410000042 |
| Consulté le | 08/01/2021 23:07:04 |
| Extra | Number: 1 |
| Volume | 20 |
| Pages | 11-15 |
| Publication | Journal de Thérapie Comportementale et Cognitive |
| DOI | 10.1016/j.jtcc.2010.03.001 |
| Numéro | 1 |
| Abrév. de revue | Journal de Thérapie Comportementale et Cognitive |
| ISSN | 1155-1704 |
| Date d'ajout | 31/01/2025 23:17:14 |
| Modifié le | 31/01/2025 23:17:14 |
| Type de document | Article de revue |
|---|---|
| Auteur | AE Witte |
| Date | 2010 |
| Loc. dans l'archive | WOS:000435321000003 |
| Extra | Number: 2 |
| Volume | 21 |
| Pages | 101-131 |
| Publication | Journal of Teaching in International Business |
| DOI | 10.1080/08975930.2010.483908 |
| Numéro | 2 |
| ISSN | 0897-5930 |
| Date d'ajout | 31/01/2025 23:12:40 |
| Modifié le | 31/01/2025 23:12:40 |
| Type de document | Article de revue |
|---|---|
| Auteur | Remi Radel |
| Auteur | Philippe Sarrazin |
| Auteur | Pascal Legrain |
| Auteur | Lucie Gobance |
| Résumé | Recent literature indicates that a motivational orientation can be unconsciously primed. This study examined whether motivational priming influences students' academic performance within an educational setting and whether this effect is moderated by students' degree of mindfulness. Two randomly assigned groups of students received an identical lesson. However, the teacher's slideshow contained different subliminal words according to the condition (autonomous vs. controlled motivation). Results demonstrated an interaction between students' dispositional mindfulness and priming conditions. The more mindful students were immune to the manipulation whereas the less mindful students were affected by the priming: those primed with autonomous motivation obtained better results than those primed with controlled motivation. These findings contribute to priming research specifying individual differences of priming responsiveness. (C) 2009 Elsevier Inc. All rights reserved. |
| Date | AUG 2009 |
| Langue | English |
| Titre abrégé | Subliminal priming of motivational orientation in educational settings |
| Catalogue de bibl. | Web of Science |
| Extra | Number: 4 Place: San Diego Publisher: Academic Press Inc Elsevier Science WOS:000267798800020 |
| Volume | 43 |
| Pages | 695-698 |
| Publication | Journal of Research in Personality |
| DOI | 10.1016/j.jrp.2009.02.011 |
| Numéro | 4 |
| Abrév. de revue | J. Res. Pers. |
| ISSN | 0092-6566 |
| Date d'ajout | 31/01/2025 23:21:47 |
| Modifié le | 31/01/2025 23:21:47 |
| Type de document | Article de revue |
|---|---|
| Auteur | Geneviève Botti |
| Auteur | Renée Daures |
| Auteur | Christophe Chicha |
| Auteur | Cathy Blanc |
| Auteur | David Marie |
| Auteur | Eric Dudoit |
| Date | 2009 |
| Langue | fr |
| Archive | https://www-em-premium-com.ezproxy.u-paris.fr/showarticlefile/221722/index.pdf |
| URL | http://www.ncbi.nlm.nih.gov/pubmed/19670676 |
| Extra | Number: 736 Publisher: Elsevier Masson SAS |
| Pages | 24-7 |
| Publication | Soins; la revue de référence infirmière |
| Numéro | 736 |
| ISSN | 0038-0814 |
| Date d'ajout | 31/01/2025 23:20:39 |
| Modifié le | 31/01/2025 23:20:39 |
LiSSa (Littérature Scientifique en Santé)