Propuesta de intervención basada en mindfulness para prevenir el estrés producido por el tránsito en la etapa de primaria a secundaria en el alumnado con síndrome de Asperger.
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2024-07-08
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Jaén: Universidad de Jaén
Resumen
(ES)El tránsito de etapa de educación primaria a E.S.O es considerado uno de los estresores más
frecuentes en el ámbito escolar debido a la gran cantidad de cambios que trae consigo. Si para cualquier niño
es un reto enfrentarse a dicho tránsito, para un niño/a con síndrome de Asperger el desafío se multiplica
debido a su inflexibilidad mental.
Según numerosos estudios, se puede afirmar que mindfulness previene y reduce el estrés. Por tanto,
se propone el presente programa de intervención basado en mindfulness para prevenir el estrés escolar
ocasionado por el tránsito de etapa de educación primaria a educación secundaria obligatoria en el alumnado
con síndrome de Asperger.
La intervención consta de 10 sesiones, donde se trabaja la atención a la respiración, a las sensaciones
corporales, a las emociones y a los sentidos. Se prevé que los participantes aumenten su nivel de mindfulness
y, por ende, que prevengan el estrés ocasionado por el cambio de etapa educativa. De esta forma, pasarán a
la E.S.O con las estrategias suficientes para poder prevenir situaciones estresantes, viviendo su estancia en el
instituto con plenitud y bienestar.
(EN)The change from primary school to secondary is considerated one of the most frequent stressors in the school environment due to the many changes it brings with it. If it is a challenge for any child to face such a transition, for a child with Asperger Syndrome the challenge is multiplied due to his or her mental inflexibility. According to several studies, mindfulness is a practice to prevent and reduce stress. Therefore, this intervention programme based on mindfulness is proposed to prevent school stress caused by the transition from primary school to compulsory secondary education in students with Asperger Syndrome. The intervention consists of 10 sessions, in which we pay attention to breathing, body sensations, emotions and senses. Throughout the programme, participants are expected to increase their level of mindfulness and thus prevent the stress caused by the change of educational stage. In this way, students will develop sufficient skills to be able to prevent stressful situations, living their time at high school to the fullest and happiest.
(EN)The change from primary school to secondary is considerated one of the most frequent stressors in the school environment due to the many changes it brings with it. If it is a challenge for any child to face such a transition, for a child with Asperger Syndrome the challenge is multiplied due to his or her mental inflexibility. According to several studies, mindfulness is a practice to prevent and reduce stress. Therefore, this intervention programme based on mindfulness is proposed to prevent school stress caused by the transition from primary school to compulsory secondary education in students with Asperger Syndrome. The intervention consists of 10 sessions, in which we pay attention to breathing, body sensations, emotions and senses. Throughout the programme, participants are expected to increase their level of mindfulness and thus prevent the stress caused by the change of educational stage. In this way, students will develop sufficient skills to be able to prevent stressful situations, living their time at high school to the fullest and happiest.