Objectives

Mental health difficulties in children are increasing, especially following transition from elementary to high-school education. In attempts to mitigate risk of these difficulties, proactive wellbeing interventions are becoming increasingly explored in school settings. Recently, Compassionate Mind Training (CMT) has been shown to be well-accepted and efficacious in promoting school staff wellbeing and prosocial behaviours. This paper outlines the impact of CMT as a pupil wellbeing intervention.

Method

Sixty-seven pupils aged 11–12 took part in either Personal, Social, Health and Economic (PSHE) lessons as usual (n=30), or CMT-Pupils (n=37) as their PSHE lessons, over a 5-week period. A mixed-methods quantitative and qualitative design was utilised to explore implementation and curricula effectiveness across several wellbeing parameters (e.g., anxiety, self-compassion, perfectionism, moods and feelings, self-esteem).

Results

Pupils reported positively on their experiences of the CMT-Pupils lessons, content and practices. Quantitative analyses revealed a significant time-by-group interaction effect for anxiety, reflecting differences in anxiety post CMT-Pupils vs. PSHE as usual. No further interactions reached significance. Qualitative analyses revealed benefits of CMT-Pupils for pupil and classroom behaviour, including emotion regulation, kindness to others and feelings of inclusion. Benefits were also found to extend to the class teachers.

Conclusions

CMT-pupils could be a promising school-based wellbeing intervention for improving prosocial behaviours, the classroom environment and protecting against deteriorations in child mental health. Larger scale explorations of CMT-Pupils across wider demographics, including investigation of who can deliver the curriculum efficaciously (e.g., teachers vs. external facilitators), are suggested as next steps for investigation.

Preregistration

This study was not preregistered.

中文翻译：

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对学生（CMT-学生）进行同情心训练作为校本健康干预措施的混合方法研究

目标

儿童的心理健康问题正在增加，特别是在从小学到高中教育过渡之后。为了减轻这些困难的风险，学校环境中越来越多地探索主动的健康干预措施。最近，同情心训练（CMT）已被证明在促进学校教职员工的福祉和亲社会行为方面受到广泛接受和有效。本文概述了 CMT 作为学生健康干预措施的影响。

方法

在为期5 周的时间里，67 名 11-12 岁的学生照常参加个人、社会、健康和经济 (PSHE) 课程 ( n =30)，或参加 CMT 学生 ( n =37) 作为他们的 PSHE 课程时期。采用定量和定性混合方法设计来探索多个健康参数（例如焦虑、自我同情、完美主义、情绪和感受、自尊）的实施和课程有效性。

结果

学生们积极报告了他们对 CMT-Pulils 课程、内容和实践的体验。定量分析揭示了焦虑的显着的逐组交互效应，反映了 CMT 后学生与 PSHE 后焦虑的差异。没有进一步的相互作用达到显着性。定性分析揭示了 CMT-Puils 对学生和课堂行为的益处，包括情绪调节、善待他人和包容感。我们还发现班主任也受益匪浅。

结论

CMT 学生可能是一种有前途的基于学校的健康干预措施，可改善亲社会行为、课堂环境并防止儿童心理健康恶化。建议对更广泛的人口统计数据中的 CMT 学生进行更大规模的探索，包括调查谁可以有效地教授课程（例如，教师与外部辅导员），作为下一步的调查。

预登记

这项研究没有预先注册。