Autogenic meditation training in a randomized controlled triala framework for promoting mental health and attention regulation in children

  1. Juan M. Guiote
  2. Vanessa Lozano Gutiérrez
  3. Miguel Ángel Vallejo Pareja
  4. Blanca Mas Hesse
Revista:
Revista de psicodidáctica

ISSN: 1136-1034

Any de publicació: 2022

Volum: 27

Número: 1

Pàgines: 47-55

Tipus: Article

DOI: 10.1016/J.PSICOD.2021.08.001 DIALNET GOOGLE SCHOLAR lock_openAccés obert editor

Altres publicacions en: Revista de psicodidáctica

Resum

This study examined the meditative approach of autogenic training in the context of attention state training. The evidence suggests that attentioncanbe improvedthroughattentionstate training, whichincludes meditation as a technique to focus and maintain attention. Some studies also indicate that attention state training promotes emotional and behavioral regulation. However, this issue needs further scientific evidence. This study aimed to test the efficacy of autogenic meditation training as a strategy to enhance attention, reduce anxiety, and promote a better mental health profile in children. Seventy Spanish students (Mage = 9.77, SD = 1.08 years) were randomly assigned to three conditions: autogenic meditation training, natural reading training (active control), and waiting list (passive control) conducted over a twelve-week period. Pre-post measures were collected for selective and sustained attention employing the d2 test; state and trait anxiety using the State-Trait Anxiety Inventory for Children; and a mental health screening compose of emotional symptoms, behavioral problems, hyperactivity-inattention, peer relationship problems, total difficulties index, and pro-social behavior with the Strengths and Difficulties Questionnaire. The results showed that children randomly assigned to autogenic meditation training experienced improved selective and sustained attention, reduced state and trait anxiety, and better general mental health than children randomized to natural reading training or a waitlist. Findings suggest that autogenic meditation training provides an acceptable approach to improving attention, reducing anxiety, and promoting a better mental health profile in children.

Referències bibliogràfiques

  • Abuín, M. R. (2016). Terapia autógena: técnicas, fundamentos, aplicaciones en la salud y clínica y apoyo empírico. Clínica y Salud, 27(3), 133–145. https://doi.org/10.1016/j.clysa.2016.09.004
  • Baena-Extremera, A., Ortiz-Camacho, M. M., Marfil-Sánchez, A. M., y Granero- Gallegos, A. (2021). Mejora de los niveles de atención y estrés en los estudiantes a través de un programa de intervención Mindfulness. Revista de Psicodidáctica, 26(2), 132–142. https://doi.org/10.1016/j.psicod.2020.12.002
  • Berman, M. G., Jonides, J., y Kaplan, S. (2008). The cognitive benefits of interacting with nature. Psychological Science, 19(12), 1207–1212. https://doi.org/10.1111/j.1467-9280.2008.02225.x
  • Bernheim, H. (1891). Hypnotisme, suggestion, psychothérapie: Études nouvelles. Octave Doin.
  • Brickenkamp, R. (1962). Test d2: Aufmerksamkeits-Belastungs-Test. Hogrefe.
  • Cahn, B. R., y Polich, J. (2006). Meditation states and traits: EEG, ERP, and neuroimaging studies. Psychological Bulletin, 132(2), 180–211. https://doi.org/10.1037/0033-2909.132.2.180
  • Carruthers, M. (1979). Autogenic training. Journal of Psychosomatic Research, 23(6), 437–440. https://doi.org/10.1016/0022-3999(79)90059-X
  • Cohen, J. (1988). Statistical power for the behavioural sciences. Lawrence Erlbaum.
  • Cowings, P. S., Toscano, W. B., Reschke, M. F., y Tsehay, A. (2018). Psychophysiological assessment and correction of spatial disorientation during simulated Orion spacecraft re-entry. International Journal of Psychophysiology, 131, 102–112. https://doi.org/10.1016/j.ijpsycho.2018.03.001
  • Dunning, D. L., Griffiths, K., Kuyken, W., Crane, C., Foulkes, L., Parker, J., y Dalgleish, T. (2019). Research Review: The effects of mindfulness-based interventions on cognition and mental health in children and adolescents - a meta-analysis o randomized controlled trials. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 60(3), 244–258. https://doi.org/10.1111/jcpp.12980
  • Ernst, E., y Kanji, N. (2000). Autogenic training for stress and anxiety: A systematic review. Complementary Therapies in Medicine, 8(2), 106–110. https://doi.org/10.1054/ctim.2000.0354
  • Fan, J., McCandliss, B. D., Sommer, T., Raz, A., y Posner, M. I. (2002). Testing the efficiency and independence of attentional networks. Journal of Cognitive Neuroscience, 14(3), 340–347. https://doi.org/10.1162/089892902317361886
  • Frey, H. (1980). Improving the performance of poor readers through autogenic relaxation training. The Reading Teacher, 33(8), 928–932.
  • Goldbeck, L., y Schmid, K. (2003). Effectiveness of autogenic relaxation training on children and adolescents with behavioral and emotional problems. Journal of the American Academy of Child and Adolescent Psychiatry, 42(9), 1046–1054. https://doi.org/10.1097/01.CHI. 0000070244.24125.F
  • Gómez-Beneyto, M., Nolasco, A., Moncho, J., Pereyra-Zamora, P., Tamayo-Fonseca, N., Munarriz, M., Salazar, J., Tabarés-Seisdedos, R., y Girón, M. (2013). Psychometric behaviour of the strengths and difficulties questionnaire (SDQ) in the Spanish national health survey 2006. BMC Psychiatry, 13, 95. https://doi.org/10.1186/1471-244X-13-95
  • González de Rivera, J. L. (2017). Autogenic 3.0 the new way to mindfulness and meditation. ICAT.
  • Goodman, R. (1997). The Strengths and Difficulties Questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38(5), 581–586. https://doi.org/10.1111/j.1469-7610.1997.tb01545.x
  • Gupta, S. J., Kemper, K. J., y Lynn, J. (2018). Interest in online interprofessional elective mind-body skills (MBS) training. Complementary Therapies in Medicine, 36, 137–141. https://doi.org/10.1016/j.ctim.2017.12.009
  • Holland, B., Gosselin, K., y Mulcahy, A. (2017). The effect of autogenic training on self-efficacy, anxiety, and performance on nursing student simulation. Nursing Education Perspectives, 38(2), 87–89. https://doi.org/10.1097/01.NEP. 0000000000000110
  • Ikemi, A. (2006). April. The psychological significance and extensions of autogenic training. pp. 225–229. International Congress Series. (1287) Elsevier. https://doi.org/10.1016/j.ics.2005.11.062
  • Ikemi, A. (1988). Psychophysiological effects of self-regulation method: EEG frequency analysis and contingent negative variations. Psychotherapy and Psychosomatics, 49(3–4), 230–239. https://doi.org/10.1159/000288088
  • Ikemi, Y., Ishikawa, H., Goyeche, J. R. M., y Sasaki, Y. (1978). Positive” and “negative” aspects of the “Altered States of Consciousness” induced by autogenic training, Zen, and Yoga. Psychotherapy and Psychosomatics, 30(3–4), 170–178. https://doi.org/10.1159/000287296
  • James, W. (1890). . The principles of psychology (1) Henry Holt and Company.
  • Kanji, N. (1997). Autogenic training. Complementary Therapies in Medicine, 5(3), 162–167. https://doi.org/10.1016/S0965-2299(97)80060-X
  • Kaplan, S. (2001). Meditation, restoration, and the management of mental fatigue. Environment and Behavior, 33(4), 480–506. https://doi.org/10.1177/00139160121973106
  • Kemmler, R. (2009). Relajación para niños y adolescentes: El entrenamiento autógeno. TEA.
  • Kiba, T., Abe, T., Kanbara, K., Kato, F., Kawashima, S., Saka, Y., Yamamoto, K., Mizuno, Y., Nishiyama, J., y Fukunaga, M. (2017). The relationship between salivary amylase and the physical and psychological changes elicited by continuation of autogenic training in patients with functional somatic syndrome. BioPsychoSocial Medicine, 11, 17. https://doi.org/10.1186/s13030-017-0103-y
  • Kiken, L. G., Garland, E. L., Bluth, K., Palsson, O. S., y Gaylord, S. A. (2015). From a state to a trait: Trajectories of state mindfulness in meditation during intervention predict changes in trait mindfulness. Personality and Individual Differences, 81, 41–46. https://doi.org/10.1016/j.paid.2014.12.044
  • Kim, D.-K., Lee, K.-M., Kim, J., Whang, M.-C., y Kang, S. W. (2013). Dynamic correlations between heart and brain rhythm during autogenic meditation. Frontiers in Human Neuroscience, 7, 414. https://doi.org/10.3389/fnhum.2013.00414
  • Kim, D.-K., Rhee, J.-H., y Kang, S. W. (2014). Reorganization of the brain and heart rhythm during autogenic meditation. Frontiers in Integrative Neuroscience, 7, 109. https://doi.org/10.3389/fnint.2013.00109
  • Klott, O. (2013). Autogenic training-A self-help technique for children with emotional and behavioural problems. Therapeutic Communities: The International Journal of Therapeutic Communities, 34(4), 152–158. https://doi.org/10.1108/TC-09-2013-0027
  • Krampen, G. (1997). Promotion of creativity (divergent productions) and convergent productions by systematic-relaxation exercises: Empirical evidence from five experimental studies with children, young adults, and elderly. European Journal of Personality, 11(2), 83–99, https://doi.org/10.1002/(SICI)1099-0984(199706)11:2<83::AID-PER280>3.0.CO;2-5.
  • Krampen, G. (2010). Improvement of orthography test performance by relaxation exercises: Results of a controlled field experiment in basic secondary education. Educational Psychology, 30(5), 533–546. https://doi.org/10.1080/01443410.2010.486474
  • Lang, P. J. (1979). A bio-informational theory of emotional imagery. Psychophysiology, 16(6), 495–512. https://doi.org/10.1111/j.1469-8986.1979.tb01511.x
  • Lim, S. J., y Kim, C. (2014). Effects of autogenic training on stress response and heart rate variability in nursing students. Asian Nursing Research, 8(4), 286–292. https://doi.org/10.1016/j.anr.2014.06.003
  • Linden, W. (2007). The autogenic training of J. H. Schultz. En P. M. Lehrer, R. L. Woolfolk, y W. E. Sime (Eds.), Principles and practice of stress management. (pp.151–174). Guilford Press.
  • Lippelt, D. P., Hommel, B., y Colzato, L. S. (2014). Focused attention, open monitoring and loving kindness meditation: Effects on attention, conflict monitoring, and creativity -A review. Frontiers in Psychology, 5, 1083. https://doi.org/10.3389/fpsyg.2014.01083
  • Luthe, W. (1979). About the Methods of Autogenic Therapy. En E. Peper, S. Ancoli, y M. Quinn (Eds.), Mind/Body integration. (pp. 167–186). Plenum Press.
  • Luthe, W., Jus, A., y Geissmann, P. (1963). Autogenic state and autogenic shift: Psychophysiologic and neurophysiologic aspects. Psychotherapy and Psychosomatics, 11(1), 1–13. https://doi.org/10.1159/000285660
  • MacLean, M. H., Arnell, K. M., y Cote, K. A. (2012). Resting EEG in alpha and beta bands predicts individual differences in attentional blink magnitude. Brain and Cognition., 78(3), 218–229. https://doi.org/10.1016/j.bandc.2011.12.010
  • Maraver, M. J., Bajo, M. T., y Gomez-Ariza, C. J. (2016). Training on working memory and inhibitory control in young adults. Frontiers in Human Neuroscience, 10, 588. https://doi.org/10.3389/fnhum.2016.00588
  • Martínez, M. R., Hernández, M. J., y Hernández, M. V. (2006). Psicometría. Alianza Editorial.
  • Mas, B., Mas, J., y Ortego, M. J. (2005). El entrenamiento autógeno. En B. Mas, J. Mas, y M. J. Ortego (Eds.), Hacia una vida más tranquila: Textos de educación permanente. (pp. 55–85). UNED.
  • Mensen, H. (1975). ABC des autogenen trainings. Goldmann.
  • Mitani, S., Fujita, M., Sakamoto, S., y Shirakawa, T. (2006). Effect of autogenic training on cardiac autonomic nervous activity in high-risk fire service workers for posttraumatic stress disorder. Journal of Psychosomatic Research, 60(5), 439–444. https://doi.org/10.1016/j.jpsychores.2005.09.005
  • Miu, A. C., Heilman, R. M., y Miclea, M. (2009). Reduced heart rate variability and vagal tone in anxiety: Trait versus state, and the effects of autogenic training. Autonomic Neuroscience: Basic and Clinical, 145(1–2), 99–103. https://doi.org/10.1016/j.autneu.2008.11.010
  • Naylor, R. T. (2010). Some Intersections between autogenic training, cathartic autogenics, and Buddhist psychology. En M. G. T. Kwee (Ed.), New horizons in buddhist psychology: Relational buddhism for collaborative practitioners (pp. 289–301). Taos Institute Publications.
  • Pinazo, D., García-Prieto, L. T., y García-Castellar, R. (2020). Implementación de un programa basado en mindfulness para la reducción de la agresividad en el aula. Revista de Psicodidáctica, 25(1), 30–35. https://doi.org/10.1016/j.psicod.2019.08.004
  • Posner, M. I., Rothbart, M. K., y Tang, Y.-Y. (2015). Enhancing attention through training. Current Opinion in Behavioral Sciences, 4, 1–5. https://doi.org/10.1016/j.cobeha.2014.12.008
  • Santarpia, A., Blanchet, A., Mininni, G., Kwiatkowski, F., Lindeman, L., y Lambert, J. F. (2009). The “weight” of words on the forearms during relaxation. Applied Psychophysiology and Biofeedback, 34(2), 105–111. https://doi.org/10.1007/s10484-009-9081-6
  • Schultz, J. H. (1932). Das Autogene Training: Konzentrative Selbstentspannung. Georg Thieme Verlag.
  • Schultz, J. H. (1969). El entrenamiento autógeno: Autorrelajación concentrativa. Exposición clínico práctica. Científico Médica.
  • Seisdedos, N. (1990). STAIC, cuestionario de autoevaluación: Adaptación espa ̃nola. TEA.
  • Seisdedos, N. (2012). D2, test de atención: Adaptación espa ̃nola. TEA.
  • Spielberger, C. D., y Edwards, C. D. (1973). Preliminary test manual for the State-Trait Inventory for Children. Consulting Psychologists Press.
  • Stetter, F., y Kupper, S. (2002). Autogenic training: A meta-analysis of clinical outcome studies. Applied Psychophysiology and Biofeedback, 27(1), 45–98. https://doi.org/10.1023/A: 1014576505223
  • Tang, Y.-Y., Ma, Y., Wang, J., Fan, Y., Feng, S., Lu, Q., Yu, Q., Sui, D., Rothbart, M. K., Fan, M., y Posner, M. I. (2007). Short-term meditation training improves attention and self-regulation. Proceedings of the National Academy of Sciences of the United States of America, 104(43), 17152–17156. https://doi.org/10.1073/pnas.0707678104
  • Tang, Y.-Y., y Posner, M. I. (2009). Attention training and attention state training. Trends in Cognitive Sciences, 13(5), 222–227. https://doi.org/10.1016/j.tics.2009.01.009
  • Tang, Y.-Y., y Posner, M. I. (2014). Training brain networks and states. Trends in Cognitive Sciences, 18(7), 345–350. https://doi.org/10.1016/j.tics.2014.04.002
  • Van den Berg, V., Saliasi, E., de Groot, R., Chinapaw, M., y Singh, A. S. (2019). Improving cognitive performance of 9-12 years old children: Just dance? A randomized controlled trial. Frontiers in Psychology, 10, 174. https://doi.org/10.3389/fpsyg.2019.00174
  • Wagener, B. (2013). Autogenic training, metacognition and higher education. Educational Psychology, 33(7), 849–861. https://doi.org/10.1080/01443410.2013.785051
  • Watanabe, Y., Cornélissen, G., Watanabe, M., Watanabe, F., Otsuka, K., Ohkawa, S., Kikuchi, T., y Halberg, F. (2003). Effects of autogenic training and antihypertensive agents on circadian and circaseptan variation of blood pressure. Clinical and Experimental Hypertension, 25(7), 405–412. https://doi.org/10.1081/CEH-120024984
  • Yerkes, R. M., y Dodson, J. D. (1908). The relation of strength of stimulus to rapidity of habit-formation. Journal of Comparative Neurology and Psychology, 18(5), 459–482. https://doi.org/10.1002/cne.92018050
Fuente de los datos: Dialnet