Mindfulness in school practice of additional professional assistance to the pupils and students with attention deficit and hyperactivity disorder (ADHD)

Čuječnost predstavlja poseben način usmerjanja pozornosti: zavestno, v danem trenutku in brez presojanja. V magistrskem delu raziskujemo trenutno stanje prisotnosti, poznavanja in značilnosti vključevanja čuječnosti v izvajanje dodatne strokovne pomoči v osnovnih in srednjih šolah. V tem kontekstu obravnavamo cilje, način vključevanja, opažene učinke, ovire, dobre prakse, lastno prakso čuječnosti in znanje ter odnos do čuječnosti. Poleg tega podrobneje obravnavamo značilnosti vključevanja čuječnosti pri obravnavi učencev in dijakov z motnjo pozornosti in hiperaktivnosti (ADHD), pri čemer največji poudarek namenjamo opaženim vplivom na znake ADHD. V empirični raziskavi je sodelovalo 114 izvajalcev dodatne strokovne pomoči v osnovnih in srednjih šolah. Rezultati kažejo, da je čuječnost v določeni meri prisotna v praksi izvajanja dodatne strokovne pomoči. Ta je v dodatno strokovno pomoč najpogosteje vključena v obliki krajših aktivnosti v začetnem delu ure (na primer vaje dihanja, vaja čuječega opazovanja) s cilji, ki se nanašajo na sproščanje in umiritev, povečanje zavedanja sebe, izboljšanje samouravnavanja in zavedanja čustev, izboljšanje kognitivnih procesov povezanih s pozornostjo ter samopodobe. Večina (93 %) izvajalcev dodatne strokovne pomoči pozna čuječnost vsaj bežno, dobra desetina (13,2 %) pa dobro. Največ jih je svoje znanje pridobilo iz strokovnih revij, knjig in člankov, ki so jim namenili nekje med 1 in 8 urami časa. V povprečju imajo do čuječnosti in uvajanja le-te v šole pozitiven odnos, pri čemer v splošnem velja, da so temu bolj naklonjeni posamezniki z več teoretičnega in/ali izkustvenega znanja. Rezultati kažejo, da lastna praksa čuječnosti vpliva na odločitev za uvajanje le-te v delo izvajalcev dodatne strokovne pomoči, hkrati pa jo ti zaznavajo tudi kot dejavnik dobre prakse s tega področja. Izvajalci dodatne strokovne pomoči čuječnost vključujejo tudi v obravnavo učencev in dijakov z ADHD. Rezultati kažejo, da je to, kljub nekaterim oviram (pomanjkanje časa, zahtevnost učenja čuječnosti učencev in dijakov z ADHD), mogoče in smiselnoanketiranci so poročali o izboljšanju psihičnega blagostanja (na primer zmanjšanje ravni stresa, večjo sproščenost in mirnost) in o pozitivnem vplivu na izražanje znakov te motnje (manj pogosto in manj intenzivno izražanje znakov) pri učencih in dijakih z ADHD. Podoben vpliv na znake ADHD je bil ugotovljen v več raziskavah iz tujine, ki nakazujejo, da čuječnost predstavlja potencialno učinkovito obliko psihosocialne obravnave oseb z ADHD. Slednje je zanimivo tudi z vidika te raziskave, saj rezultati kažejo, da večina izvajalcev dodatne strokovne pomoči v osnovnih in srednjih šolah zaznava potrebo po dodatnih, novih ali drugačnih strategijah ter načinih obravnave učencev in dijakov z ADHD.Mindfulness is a particular way of paying attention: intentionally, in the given moment and nonjudgmentally. This master\u27s thesis explores the current state of presence, knowledge and features of mindfulness implementations into additional professional assistance in elementary and secondary schools. In this context, we examined the goals, the way of integration, observed effects, obstacles, good practices and features of teacher´s\u27 mindfulness practice, knowledge and attitude toward mindfulness. In addition, we took a closer look at the characteristics of integrating mindfulness in the treatment of pupils and students with attention deficit hyperactivity disorder (ADHD), the greatest emphasis was put on observed effects on symptoms of ADHD. The empirical research included 114 providers of additional professional assistance from elementary and secondary schools. The results show that mindfulness is present in the practice of providing additional professional assistance to some extent. Mindfulness is most often included in additional professional assistance in the form of short activities during the first part of the lesson (for example, in the form of breathing exercises or exercises of mindful observing), most commonly with goals related to relaxation, developing self-awareness and improving of self-esteem, awareness of feelings, self-regulation of feelings and cognitive processes linked to attention. The majority (93 %) of providers of additional professional assistance know mindfulness at least briefly, and approximately one-tenth (13.2 %) know it well. Most of them acquired their knowledge from academic journals, books, and articles. Most of them spend from 1 to 8 hours gaining their knowledge about mindfulness. On average, they have a positive attitude towards mindfulness and its implementation in schools. In general, providers of additional professional assistance with more theoretical and /or experiential knowledge are more inclined to the implementation of mindfulness in schools. The results show that additional professional assistance providers own mindfulness practice influence their decision to introduce mindfulness into their work. At the same time, they also perceive their own mindfulness practice as a factor of a good practice in this field. Some providers of additional professional assistance also implement mindfulness into their work with students with ADHD. The results show that, despite some obstacles (lack of time, higher complexity of teaching mindfulness to pupils and students with ADHD), this approach is possible and also reasonable: respondents noticed improved psychological well-being (for example, reduced stress level, calmer and more relaxed students) and positive impact on symptoms of ADHD (less frequent and intense) of pupils and students with ADHD. A similar effect on symptoms of ADHD has been found in several foreign studies, which suggest that mindfulness could be a potentially effective form of psychosocial treatment for people with ADHD. This is also interesting from the perspective of this research, since the results show that the majority of providers of additional professional assistance from elementary and secondary schools perceive the need for additional, new or different strategies for treatment of pupils and students with ADHD