Effectiveness of Training Child-Based Mindfulness on Neuropsychological Skills in Pre-Elementary Children

The present study was conducted with the purpose of investigating the effectiveness of training child-based mindfulness on neuropsychological skills in pre-elementary children.

The present study was quasi-experimental with pretest, posttest, control group and forty-five-day follow-up period design. The statistical population included all 546 pre-elementary children in the city of Isfahan in academic year 2019-20. 30 pre-elementary children who were selected through purposive sampling method and they were randomly accommodated into experimental and control groups (each group of 15 children). The experimental group received ten seventy-five-minute sessions of child-based mindfulness intervention during two-and-a-half months (Bordick, 2014). The applied questionnaire in the current study included neuropsychological skills questionnaire (NSQ). The data from the study were analyzed through repeated measurement ANOVA via SPSS23.

The results showed that training child-based mindfulness has significant effect on pre-elementary children’s neuropsychological skills (p<0.001) in a way that this intervention has succeeded in increasing pre-elementary children’s neuropsychological skills.

According to the findings of the present study it can be concluded that training child-based mindfulness can be applied as an efficient therapy to improve pre-elementary children’s neuropsychological skills through employing techniques such as thoughts, emotions, mindful behavior and being in the present time.