Exploring the use of Mindfulness-Based Cognitive Therapy for Children (MBCT-C) in reducing anxiety and facilitating student participation: children's perspectives.
(2017) Exploring the use of Mindfulness-Based Cognitive Therapy for Children (MBCT-C) in reducing anxiety and facilitating student participation: children's perspectives., no. 123.
Overview Mindfulness-Based Cognitive Therapy for Children (MBCT-C) is an intervention for children between the ages of 9-12, developed for reducing anxiety levels. Anxiety is something everyone will experience at some point in their lives, however, the amount of children experiencing anxiety today is higher than ever before. It is recognised that a cost-effective, accessible and effective intervention is needed to combat the negative effects of childhood anxiety. One of the main factors anxiety can have a negative impact upon is student participation. Student participation refers to the extent a child of school-age, participates within compulsory activities required of them in school e.g. school lessons, exams and homework. Poor student participation can impact upon a child's motivation, self-esteem, academic achievement, concentration and even social aspects of school. Occupational therapists are experts in participation of everyday activities (occupations) and so are able to provide a unique perspective on this topic. Literature review In the form of a literature review, literature surrounding MBCT-C and closely related interventions are explored. The aim of the literature review is to uncover if MBCT-C is an appropriate and effective intervention for school-age children experiencing anxiety (at clinical and/or non-clinical levels) and to investigate to what extent literature explores its impact upon student participation. Themes, one sub-theme and one secondary theme are identified and discussed in relation to this subject. Research proposal A research proposal will be outlined as evidenced by the literature review. The research proposed, aims to explore children's perspectives on MBCT-C and if they perceive it as helping to facilitate their student participation. Additionally, possible limitations to this research are discussed, as well as recommendations for future research.