La pratica della mindfulness come lavoro metacognitivo: una ricerca nel contesto formativo universitario
DOI:
https://doi.org/10.6092/issn.1825-8670/9584Parole chiave:
Mindfulness, Metacognizione, Studenti di psicologia, Contesto di apprendimento formale, Riflessività, ConsapevolezzaAbstract
Negli ultimi anni numerosi studi si sono occupati di approfondire il potenziale educativo della mindfulness all’interno dei contesti di apprendimento formale per la formazione degli adulti. La finalità della ricerca qui presentata è stata di descrivere, attraverso i dati emersi essenzialmente da un questionario di autovalutazione, il percorso di un gruppo di giovani studenti dell’Università di Napoli Federico II che hanno partecipato ad un laboratorio sulle pratiche di mindfulness. Il programma del laboratorio è stato strutturato ispirandosi al protocollo ACT ed è consistito di 6 incontri di due ore ciascuno nell’ambito del corso di pedagogia dei processi di apprendimento e di pedagogia sociale del Corso di Laurea in Psicologia. La discussione conclusiva sui dati emersi ha messo in luce l’utilità e l’importanza della natura esperienziale e riflessiva delle pratiche presentate.Riferimenti bibliografici
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