Mindfulness and study skills in a case of low academic performance.

• Main Authors: Laura Del Carmen Sánchez- Sánchez, Teresa Maria Perandones González
• Format: Article
• Language: Spanish
• Published: Asociación Nacional de Psicología Evolutiva y Educativa de la Infancia Adolescencia Mayores y Discapacidad 2019-08-01
• Series: INFAD
• Subjects: rendimiento académico; problemas socioemocionales; mindfulness; técnicas de estudio; metacognición
• Online Access: http://www.infad.eu/RevistaINFAD/OJS/index.php/IJODAEP/article/view/1487
• ISSN: 0214-9877; 2603-5987

The objective of this case study was the application of Mindfulness combined with study skills in order to improve the student concentration, mood and coping mechanism with his academic life. The participant is a 13- years-old secondary student and comes to therapy because he has failed 6 subjects and show serious depression, mild anxiety and experiential avoidance pattern with respect to the academic field. Regarding the methodology, it is an A-B-A design was carried out, in which Hamilton’s questionnaires of anxiety and depression and Acceptation and Action Questionnaire were applied. The participant also fulfilled some self-records along the treatment: on the one hand, time studying and doing homework, practice of Mindfulness task, academic progress, time of sleep and breaks; on the other, intensity of worries, intensity to go towards values and satisfaction with that day. Flow- Meditation and study skills from a Mindfulness perspective were applied. The student improved his depression, anxiety and AAQ scores in a clinically significant way and make progress in his academic performance, passing all the failed subjects. As a general conclusion, Mindfulness, as a metacognitive method, combined with study skills, can be a useful tool, not only to improve concentration, but also, to cope with academic tasks in a more positive way.