Diseño y evaluación de un programa Mindfulness para estudiantes de Arte Dramático
- Olga Magaña 1
- Margarita Pino -Juste 1
- 1 Universidade de Vigo, España
ISSN: 2386-7418
Ano de publicación: 2015
Título do exemplar: XIII Congreso Internacional G-P de Psicopedagogía. Área 4: EDUCACIÓN, DESARROLLO Y EXPRESIONES ARTÍSTICAS
Número: 4
Páxinas: 49-54
Tipo: Artigo
Outras publicacións en: Revista de estudios e investigación en psicología y educación
Resumo
The work is centred on the design and evaluation of a program which is based in Mindfulness with pupils of the second course of the speciality of Interpretation of the studies of Dramatic Art. It is a question of a study of a case where one tries to measure the efficiency of the program on the levels of self-conciusness, empathy and creativity. The sychoeducational intervention has got a duration of eight weeks of training. There are thence described some basic activities of the program, composed by oral and corporal expression techniques, and examples of sensory memory reports, as well as the aims or objectives that we have tried to get reached. It is both used a pre-test, post-test design inorder to measure the efficiency of the very same one.
Referencias bibliográficas
- De la Fuente Arias, M., Franco Justo, C. & Salvador Granados, M. S. (2010). Efectos de un programa de meditación (mindfulness) en la medida de la alexitimia y las habilidades sociales. Psicothema, 22(3),369-375. http://www.redalyc.org/articulo.oa?id=72714400003
- Asuero, M. (2009). Con rumbo propio. Barcelona: Plataforma Editorial.
- Baas, M., Nevicka, B., & Ten Velden, F. S. (2014). Specific mindfulness skills differentially predict creative performance. Personality and Social Psychology Bulletin, 40(9), 1092-1106. http://dx.doi.org/10.1177/0146167214535813
- Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., & Toney, L. (2006). Using self-report assessment methods to explore facets of mindfulness. Assessment, 13(1), 27-45. http://dx.doi.org/10.1177/1073191105283504
- Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822. http://dx.doi.org/10.1037/00223514.84.4.822
- Carboni, J. A. (2012). The impact of mindfulness training on hyperactive behaviors demonstrated by elementary age children with a diagnosis of attention deficit hyperactivity disorder. http://scholarworks.gsu.edu/cps_diss/72
- Carnicke, S. M. (2009). Stanislavski in focus an acting master for the twenty-first century. Londres: Galaxia.
- Chambers, R., Gullone, E., & Allen, N. B. (2009). Mindful emotion regulation: An integrative review. Clinical Psychology Review, 29(6), 560-572. http://dx.doi.org/10.1016/j.cpr.2009.06.005
- Chéjov, M. (1999). Sobre la técnica de la actuación. Barcelona: Alba Editorial.
- Corbalan, J., Martínez, F., & Donolo, D. (2003). Manual test CREA inteligencia creativa una medida cognitiva de la creatividad. Madrid: Tea Ediciones.
- C. K., Nijstad, B. A., Baas, M., Wolsink, I., & Roskes, M. (2012). Working memory benefits creative insight, musical improvisation, and original ideation through maintained task-focused attention. Personality & Social Psychology Bulletin, 38(5), 656-669. http://dx.doi.org/10.1177/0146167211435795 http://psp.sagepub.com/content/38/5/656.short
- Davis, M. H. (1994). Empathy: A social Pschological approach. New York: Westview Press.
- Duval, S., & Wicklund, R. A. (1972). A theory of objective self awareness. Oxford, England: Academic Press.
- Gardner, H., & Nogués, M. T. M. (1998). Inteligencias múltiples. Barcelona: Paidós.
- Kabat-Zinn, J. (2005). Coming to our senses: Healing ourselves and the world through mindfulness Hachette. United States: Hyperion Books.
- Layton, W., & Esteve, J. A. L. (1995). ¿ Por qué? trampolín del actor. Madrid: Editorial Fundamentos.
- León, B. (2009). Atención plena y rendimiento académico en estudiantes de enseñanza secundaria. European Journal of Education and Psychology, 1(3), 17-26. http://www.ejep.es/index.php/journal/article/viewArti cle/13#
- Meyerhold, V. E. (1975). Teoría teatral. Madrid: Editorial Fundamentos.
- Motos Teruel, T., & Tejedo, F. (1987). Prácticas de dramatización. Barcelona: Editorial Ñaque.
- Repetto, E. (2009). Formación en competencias socioemocionales (libro del formador CD). Madrid: Editorial La Muralla.
- Rovira, D. P., & Perosanz, J. J. I. (1998). Validez y fiabilidad de una escala de empatía e identificación con los personajes. Psicothema, 10(2), 423-436. http://dialnet.unirioja.es/servlet/articulo?codigo=2013 636
- Scheier, M. F., & Carver, C. S. (1985). Optimism, coping, and health: Assessment and implications of generalized outcome expectancies. Health Psychology,4(3),219. http://psycnet.apa.org/doi/10.1037/h0076760
- Serrano, R. (2004). Nuevas tesis sobre Stanislavski: Fundamentos para una teoría pedagógica. Buenos Aires: Atuel.
- Sibinga, E. M., Perry-Parrish, C., Chung, S., Johnson, S. B., Smith, M., & Ellen, J. M. (2013). School-based mindfulness instruction for urban male youth: A small randomized controlled trial. Preventive Medicine, 57(6), 799-801. http://dx.doi.org/10.1016/j.ypmed.2013.08.027
- Siegel, D. J. (2015). The developing mind: How relationships and the brain interact to shape who we are. New York: Guilford Publications.
- Stanislavski, K. (2013). Mi vida en el arte. Barcelona: Alba Editorial.