Author/Authors :
Broggi, Fiorenza Department of Child and Adolescent Psychiatry - San Gerardo Hospital - University of Milano–Bicocca - Monza, Italy , Bomba, Monica Department of Child and Adolescent Psychiatry - San Gerardo Hospital - University of Milano–Bicocca - Monza, Italy , Mutti, Maura Department of Child and Adolescent Psychiatry - San Gerardo Hospital - University of Milano–Bicocca - Monza, Italy , Pasta, Sara Department of Child and Adolescent Psychiatry - San Gerardo Hospital - University of Milano–Bicocca - Monza, Italy , Ricci, Chiara Department of Child and Adolescent Psychiatry - San Gerardo Hospital - University of Milano–Bicocca - Monza, Italy , Tagliabue, Luca Department of Child and Adolescent Psychiatry - San Gerardo Hospital - University of Milano–Bicocca - Monza, Italy , Valsecchi, Silvia Department of Child and Adolescent Psychiatry - San Gerardo Hospital - University of Milano–Bicocca - Monza, Italy , Monaco, Elide Department of Child and Adolescent Psychiatry - San Gerardo Hospital - University of Milano–Bicocca - Monza, Italy , Neri, Francesca Department of Child and Adolescent Psychiatry - San Gerardo Hospital - University of Milano–Bicocca - Monza, Italy , Nacinovich, Renata Department of Child and Adolescent Psychiatry - San Gerardo Hospital - University of Milano–Bicocca - Monza, Italy , Rimondini, Michela Department of Child - University of Verona, Italy , Oggiano, Silvia Department of Child - University of Verona, Italy
Abstract :
A mindful approach to education and training could improve students’ reflective capacities and have positive effects on clinical practice because it facilitates a helping relationship. The main aims of this study were to investigate whether participation in a mindful-based University training was associated with increases in mindfulness skills as measured by the 5-Facet M Questionnaire, and to present the Italian validation of the questionnaire. Sixty-seven students from the course Neuro and Psychomotor Therapy were enrolled. They filled in the self-administered 5-Facet M Questionnaire before and 1 month after a mindfulness-based training, focused on role-playing and followed by a feedback group discussion. The Italian version of the 5-Facet M Questionnaire had good psychometric properties. The pre- and post-training analysis showed a significant increase in the subscale ‘Observing’. Findings suggest that role-playing and feedback group sessions are valid tools to improve students’ mindfulness skills.
Keywords :
feedback , reflective capacities , communication skills , insight , self-awareness , role play , mindfulness
