The Effectiveness of Child-Centered Mindfulness Training on Anxiety, Social Adjustment and Anger Control in Bilingual First Graders

Document Type : Research Paper


1 Md in General Psychology, Payam Noor University, Tehran, Iran

2 Assistant Professor, Department of Psychology, Payam Noor University, Tehran, Iran. (Corresponding author)


Aim: The present study was conducted with the purpose of investigating the effectiveness of child-centered mindfulness training on anxiety, social adjustment and anger control in bilingual first graders. Method: The present study was experimental with pretest, posttest, control group and two-month follow-up period design. The statistical population of the present study included bilingual first graders in the city of Isfahan in academic year 2019-2020. 30 bilingual first graders were selected through purposive sampling method and randomly accommodated into experimental and control groups (each group of 15 children). The experimental group received eight seventy-five-minute sessions of child-centered mindfulness training during one and half months. 1 students from the experimental group and two from the control group withdrew the study. The applied questionnaires in the current study included Children's Anxiety Questionnaire (CAQ), Children's Social Adjustment Questionnaire (CSAQ) and Children's Anger Questionnaire (CAQ). The data taken from the study were analyzed via Mixed ANOVA method through SPSS23 software. Findings: The results showed that child-centered mindfulness training has significant effect on the anxiety, social adjustment and anger control in bilingual first graders (p<0.001). Conclusion: According to the findings of the present study it can be concluded that the child-centered mindfulness training can be applied as an efficient therapy to decrease anxiety and anger control and improve social adjustment in bilingual first graders through employing techniques such as mindful emotions and thoughts and being in the present time.


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