Intervention Study On Mindfulness-based Cognitive Therapy For Rumination Of Primary School Students

Rumination is a way of thinking in which individuals repeatedly think about the causes,effects and results of their negative emotions or stress events after experiencing stress events.In recent years,rumination has attracted increasing attention from researchers,and has gradually become one of the research hotspots in the field of cognitive research.Primary school stage is an important developmental period where children learn and master various basic skills,the most basic knowledge.During this time,they also lay the foundation for further learning and develop their individual personalities.Grades 4-6 are the transition and turning point of children’s physical and mental development,when the development of senior primary school students usually shows the characteristics of rapid development and great plasticity.Meanwhile,their psychological development is in a transition period from childish to mature,which makes them feel emotionally and psychological conflicted.At the same time,they may be under enormous pressure from their families and schools to excel.The perplexity of self-development and the pressure of the outside world can lead to many psychological and behavioural problems.Research shows that rumination is a cognitive susceptibility factor of anxiety,depression and other negative emotions,and it is also one of the important predictors of children’s mental health problems.Therefore,it is of great value to reduce the rumination level of primary school students and promote their mental health development.In this study,928 students in grades 4-6 from three primary schools in Nanchong City of Sichuan Province were selected to conduct a questionnaire survey to understand the status quo of ruminating thinking of primary school students.On this basis,using the data from the survey results,a cohort of 60 students from the highest scoring group of ruminant thinkers were selected.These students would be studied as the intervention subjects,therefore they were equally divided into an experimental group that received mindfulness-based cognitive training for 8 weeks consisting of theme training once per week and auxiliary training twice per week,and a control group who were not treated.After mindfulness cognitive training,the students in the experimental group and the control group were post tested.Fifteen members of the experimental group were interviewed to explore the effectiveness of mindfulness cognitive therapy in improving primary school students’ ruminating thinking;the students in both the experimental group and the control group were followed up one month after the end of the whole intervention to verify the continuity of the mindfulness intervention program.Finally,the collected data and materials were sorted out and statistically analyzed.The main research results are summarised as follows:(1)The scores of rumination,compulsive thinking and introspective thinking were higher than the theoretical median of 2.It indicates that the rumination thinking of primary school students is in the middle level.(2)There is no significant difference in the total score of ruminant thinking in the five aspects of gender,grade,single child,left-behind child and school type,but there is a significant difference in the three dimensions of ruminant thinking.(3)Mindfulness-Based Cognitive Therapy had a good intervention effect on the overall level and three dimensions of primary school students’ rumination thinking,and could significantly reduce the level of primary school students’ rumination thinking.(4)There was no significant difference between the rumination level of the experimental group and that at the end of the intervention,and the rumination level of the experimental group was significantly lower than shown before the intervention.The results show that mindfulness intervention for primary school students’ rumination has a sustained effect.