{"id":1986,"date":"2025-04-15T08:45:50","date_gmt":"2025-04-15T08:45:50","guid":{"rendered":"https:\/\/psytales.eu\/uncategorized-lt\/demesingo-isisamoninimo-ritualai-mokykloje-ramybes-ir-demesio-akimirkos\/"},"modified":"2025-06-05T14:21:25","modified_gmt":"2025-06-05T14:21:25","slug":"demesingo-isisamoninimo-ritualai-mokykloje-ramybes-ir-demesio-akimirkos","status":"publish","type":"post","link":"https:\/\/psytales.eu\/lt\/uncategorized-lt\/demesingo-isisamoninimo-ritualai-mokykloje-ramybes-ir-demesio-akimirkos\/","title":{"rendered":"D\u0117mesingo \u012fsis\u0105moninimo ritualai mokykloje: ramyb\u0117s ir d\u0117mesio akimirkos"},"content":{"rendered":"\n<p>Nuolatini\u0173 dirgikli\u0173 ir spart\u0117jan\u010dio mokyklinio tempo pasaulyje paaugliai susiduria su vis didesniais i\u0161\u0161\u016bkiais i\u0161laikydami d\u0117mes\u012f ir valdydami stres\u0105. D\u0117mesingo \u012fsis\u0105moninimo praktikos, pritaikytos mokykliniam kontekstui kaip reguliar\u016bs ritualai, si\u016blo vilting\u0105 atsak\u0105 \u012f \u0161iuolaikinius i\u0161\u0161\u016bkius. <\/p>\n\n<h2 class=\"wp-block-heading\">Mokslinis d\u0117mesingo \u012fsis\u0105moninimo pagrindas paauglyst\u0117je<\/h2>\n\n<p>D\u0117mesingas \u012fsis\u0105moninimas apibr\u0117\u017eiamas kaip s\u0105moningas ir nevertinantis d\u0117mesio sutelkimas \u012f dabartin\u012f moment\u0105 (Kabat-Zinn, 2003). Neuromoksliniai tyrimai parod\u0117, kad \u0161i praktika sukelia reik\u0161ming\u0173 poky\u010di\u0173 smegenyse, ypa\u010d nauding\u0173 per svarb\u0173 paauglyst\u0117s raidos etap\u0105. <\/p>\n\n<p>Remiantis Zennerio (2014) atlikta analize, d\u0117mesingo \u012fsis\u0105moninimo programos mokyklose reik\u0161mingai pagerina tris pagrindines sritis:<\/p>\n\n<ul class=\"wp-block-list\">\n<li>Kognityvin\u0117s funkcijos ir akademiniai pasiekimai<\/li>\n\n\n\n<li>Emocij\u0173 reguliavimas ir streso valdymas<\/li>\n\n\n\n<li>Socialiniai \u012fg\u016bd\u017eiai ir bendras gerb\u016bvis<\/li>\n<\/ul>\n\n<p>Schonert-Reichl ir Lawlor (2010) darbas konkre\u010diai parod\u0117, kad d\u0117mesingo \u012fsis\u0105moninimo programose dalyvaujantys paaugliai pasi\u017eymi geresniu emociniu savireguliavimu, didesniu optimizmu ir suma\u017e\u0117jusiais depresijos simptomais.<\/p>\n\n<h2 class=\"wp-block-heading\">Konkreti nauda 9\u201312 met\u0173 vaikams<\/h2>\n\n<ol class=\"wp-block-list\">\n<li><strong>Kognityvinis vystymasis ir mokymasis<\/strong><\/li>\n<\/ol>\n\n<p>Diamond ir Lee (2011) tyrimai parod\u0117, kad d\u0117mesingo \u012fsis\u0105moninimo praktikos stiprina vykdom\u0105sias funkcijas, kurios yra b\u016btinos mokymuisi:<\/p>\n\n<ul class=\"wp-block-list\">\n<li>Ilgalaikis, sutelktas d\u0117mesys<\/li>\n\n\n\n<li>Darbin\u0117 atmintis<\/li>\n\n\n\n<li>Inhibicinis valdymas (geb\u0117jimas ignoruoti bla\u0161kymus)<\/li>\n\n\n\n<li>Kognityvinis lankstumas (geb\u0117jimas prisitaikyti prie poky\u010di\u0173)<\/li>\n<\/ul>\n\n<p>Praktikoje \u0161ie patobulinimai rei\u0161kia:<\/p>\n\n<ul class=\"wp-block-list\">\n<li>Geresn\u012f susikaupim\u0105 pamokose<\/li>\n\n\n\n<li>Didesn\u012f geb\u0117jim\u0105 vykdyti sud\u0117tingas instrukcijas<\/li>\n\n\n\n<li>Ma\u017eesn\u012f impulsyvum\u0105<\/li>\n\n\n\n<li>Didesn\u012f atkaklum\u0105 susid\u016brus su sud\u0117tingomis u\u017eduotimis<\/li>\n<\/ul>\n\n<ol start=\"2\" class=\"wp-block-list\">\n<li><strong>Emocij\u0173 reguliavimas ir streso ma\u017einimas<\/strong><\/li>\n<\/ol>\n\n<p>Paauglyst\u0117je emociniai svyravimai intensyv\u0117ja, o jautrumas stresui did\u0117ja. Keli tyrimai, \u012fskaitant Mendelsono (2010), parod\u0117, kad d\u0117mesingo \u012fsis\u0105moninimo praktikos: <\/p>\n\n<ul class=\"wp-block-list\">\n<li>Suma\u017eina kortizolio (streso hormono) lyg\u012f<\/li>\n\n\n\n<li>Pagerina geb\u0117jim\u0105 atpa\u017einti emocijas<\/li>\n\n\n\n<li>Padeda ugdyti veiksmingas sav\u0119s raminimo strategijas<\/li>\n\n\n\n<li>Suma\u017eina impulsyvias reakcijas \u012f intensyvias emocijas<\/li>\n<\/ul>\n\n<ol start=\"3\" class=\"wp-block-list\">\n<li><strong>Klas\u0117s klimatas ir socialiniai santykiai<\/strong><\/li>\n<\/ol>\n\n<p>D\u0117mesingo \u012fsis\u0105moninimo ritual\u0173 \u012ftraukimas daro teigiam\u0105 \u012ftak\u0105 grup\u0117s dinamikai. Remiantis Flook ir kt. (2015) darbu: <\/p>\n\n<ul class=\"wp-block-list\">\n<li>Padid\u0117ja empatija ir atjauta tarp mokini\u0173<\/li>\n\n\n\n<li>Ma\u017e\u0117ja konflikt\u0173 da\u017enumas ir intensyvumas<\/li>\n\n\n\n<li>Pager\u0117ja socialin\u0117 \u012ftrauktis<\/li>\n\n\n\n<li>Sustipr\u0117ja priklausymo grupei jausmas<\/li>\n<\/ul>\n\n<h2 class=\"wp-block-heading\">Praktinis \u012fgyvendinimas: ritualai pritaikyti mokyklos kontekstui<\/h2>\n\n<p>Kad b\u016bt\u0173 veiksmingos ir tvarios, d\u0117mesingo \u012fsis\u0105moninimo praktikos turi b\u016bti integruotos \u012f reguliarius ritualus, pritaikytus vaik\u0173 am\u017eiui ir mokyklos aplinkai.<\/p>\n\n<ol class=\"wp-block-list\">\n<li><strong>Vienos minut\u0117s d\u0117mesio sutelkimas dienos prad\u017eioje<\/strong><\/li>\n<\/ol>\n\n<p><strong>Apra\u0161ymas:<\/strong> Paprastas rytinis ritualas, kurio metu mokiniai kvie\u010diami patogiai atsis\u0117sti, jei nori \u2013 u\u017esimerkti, ir vien\u0105 minut\u0119 sutelkti d\u0117mes\u012f \u012f kv\u0117pavim\u0105.<\/p>\n\n<p><strong>Konkreti nauda:<\/strong><\/p>\n\n<ul class=\"wp-block-list\">\n<li>Sukuria per\u0117jim\u0105 tarp nam\u0173 ir mokyklos<\/li>\n\n\n\n<li>Padeda \u201enustatyti\u201c prot\u0105 ramyb\u0117s b\u016bsenoje ir pasirengti mokymuisi<\/li>\n\n\n\n<li>Skatina rami\u0105, priiman\u010di\u0105 nuotaik\u0105<\/li>\n<\/ul>\n\n<p><strong>Praktinis pritaikymas:<\/strong> Prad\u0117kite nuo 30 sekund\u017ei\u0173 ir palaipsniui ilginkite iki 2\u20133 minu\u010di\u0173. Naudokite varpel\u012f arba Tibeto duben\u012f pratimui prad\u0117ti ir u\u017ebaigti. <\/p>\n\n<ol start=\"2\" class=\"wp-block-list\">\n<li><strong>S\u0105moningi per\u0117jimai<\/strong><\/li>\n<\/ol>\n\n<p><strong>Apra\u0161ymas:<\/strong> Trumpos 30 sekund\u017ei\u0173 \u2013 1 minut\u0117s pertraukos tarp veikl\u0173, kuri\u0173 metu mokiniai kvie\u010diami pasteb\u0117ti savo vidin\u0119 b\u016bsen\u0105 (energijos lyg\u012f, emocijas, mintis) ir susitelkti prie\u0161 pereinant prie kitos veiklos.<\/p>\n\n<p><strong>Konkreti nauda:<\/strong><\/p>\n\n<ul class=\"wp-block-list\">\n<li>Pagerina d\u0117mesio kokyb\u0119 kei\u010diant veikl\u0105<\/li>\n\n\n\n<li>Suma\u017eina da\u017enai pastebim\u0105 susijaudinim\u0105 per per\u0117jimus<\/li>\n\n\n\n<li>Skatina metakognicij\u0105 (s\u0105moningum\u0105 apie savo protines b\u016bsenas)<\/li>\n<\/ul>\n\n<p><strong>Praktinis pritaikymas: <\/strong>Naudokite paaugli\u0173 vaizduot\u0119 \u017eadinan\u010dias metaforas, pvz.: \u201ePad\u0117kite ra\u0161iklius ir \u012fsivaizduokite, kad esate \u017eaid\u0117jas, paspaud\u017eiantis pauz\u0117s mygtuk\u0105. Giliai \u012fkv\u0117pkite tris kartus, kad pasikrautum\u0117te prie\u0161 pereinant \u012f kit\u0105 lyg\u012f.\u201c<\/p>\n\n<ol start=\"3\" class=\"wp-block-list\">\n<li><strong>Emocij\u0173 barometras<\/strong><\/li>\n<\/ol>\n\n<p><strong>Apra\u0161ymas:<\/strong> Kasdienis ritualas, kurio metu mokiniai skatinami trumpai \u012fvardyti ir \u012fsivardinti savo emocin\u0119 b\u016bsen\u0105 \u2013 individualiai dienora\u0161tyje arba kolektyviai naudojant vizualin\u0119 priemon\u0119 (emocij\u0173 lentel\u0119).<\/p>\n\n<p><strong>Konkreti nauda:<\/strong><\/p>\n\n<ul class=\"wp-block-list\">\n<li>Ple\u010dia emocin\u012f \u017eodyn\u0105<\/li>\n\n\n\n<li>Normalizuoja emocij\u0173 rei\u0161kim\u0105<\/li>\n\n\n\n<li>Padeda mokytojams pritaikyti savo metodus pagal vyraujan\u010dias emocines b\u016bsenas<\/li>\n<\/ul>\n\n<p><strong>Praktinis pritaikymas: <\/strong>Sukurkite bendr\u0105 \u201eemocij\u0173 termometr\u0105\u201c, kuriame kiekvienas mokinys gali pa\u017eym\u0117ti savo b\u016bsen\u0105 anonimi\u0161kai arba ne, priklausomai nuo grup\u0117s pasitik\u0117jimo lygio.<\/p>\n\n<ol start=\"4\" class=\"wp-block-list\">\n<li><strong>D\u0117kingumo praktika<\/strong><\/li>\n<\/ol>\n\n<p><strong>Apra\u0161ymas<\/strong>: Kasdienis arba kassavaitinis ritualas, kurio metu mokiniai kvie\u010diami \u012fvardyti ir pasidalyti tuo, u\u017e k\u0105 jau\u010diasi d\u0117kingi.<\/p>\n\n<p><strong>Konkreti nauda:<\/strong><\/p>\n\n<ul class=\"wp-block-list\">\n<li>Skatina d\u0117mes\u012f \u012f teigiamus patyrimo aspektus<\/li>\n\n\n\n<li>Didina optimizm\u0105 ir atsparum\u0105<\/li>\n\n\n\n<li>Kuria pozityvi\u0105 atmosfer\u0105 klas\u0117je<\/li>\n<\/ul>\n\n<p><strong>Praktinis pritaikymas: <\/strong>Pasi\u016blykite individual\u0173 \u201ed\u0117kingumo dienora\u0161t\u012f\u201c arba dalijimosi rat\u0105, kur kiekvienas mokinys gali i\u0161reik\u0161ti d\u0117kingum\u0105 u\u017e k\u0105 nors paprasto ir konkretaus.<\/p>\n\n<h2 class=\"wp-block-heading\">I\u0161vada<\/h2>\n\n<p>D\u0117mesingo \u012fsis\u0105moninimo ritual\u0173 integravimas \u012f kasdien\u012f mokyklos gyvenim\u0105 yra aktyvus b\u016bdas remti paaugli\u0173 kognityvin\u012f, emocin\u012f ir socialin\u012f vystym\u0105si. Remiantis moksli\u0161kai pagr\u012fstomis ir am\u017eiui tinkamomis praktikomis, \u0161ie ritualai gali tapti vertingais \u012frankiais, padedan\u010diais mokiniams \u012fveikti \u0161io raidos laikotarpio i\u0161\u0161\u016bkius. <\/p>\n\n<h2 class=\"wp-block-heading\">Nuorodos<\/h2>\n\n<p>Britton, W. B., Lepp, N. E., Niles, H. F., Rocha, T., Fisher, N. E., &amp; Gold, J. S. (2014). A randomized controlled pilot trial of classroom-based mindfulness meditation compared to an active control condition in sixth-grade children. Journal of School Psychology, 52(3), 263-278.  <\/p>\n\n<p>Burke, C. A. (2010). Mindfulness-based approaches with children and adolescents: A preliminary review of current research in an emergent field. Journal of Child and Family Studies, 19(2), 133-144.  <\/p>\n\n<p>Diamond, A., &amp; Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333(6045), 959-964.  <\/p>\n\n<p>Flook, L., Goldberg, S. B., Pinger, L., &amp; Davidson, R. J. (2015). Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum. Developmental Psychology, 51(1), 44-51.  <\/p>\n\n<p>Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144-156.  <\/p>\n\n<p>Mendelson, T., Greenberg, M. T., Dariotis, J. K., Gould, L. F., Rhoades, B. L., &amp; Leaf, P. J. (2010). Feasibility and preliminary outcomes of a school-based mindfulness intervention for urban youth. Journal of Abnormal Child Psychology, 38(7), 985-994.  <\/p>\n\n<p>Schonert-Reichl, K. A., &amp; Lawlor, M. S. (2010). The effects of a mindfulness-based education program on pre-and early adolescents&#8217; well-being and social and emotional competence. Mindfulness, 1(3), 137-151.  <\/p>\n\n<p>Zenner, C., Herrnleben-Kurz, S., &amp; Walach, H. (2014). Mindfulness-based interventions in schools-a systematic review and meta-analysis. Frontiers in Psychology, 5, 603.  <\/p>","protected":false},"excerpt":{"rendered":"<p>Nuolatini\u0173 dirgikli\u0173 ir spart\u0117jan\u010dio mokyklinio tempo pasaulyje paaugliai susiduria su vis didesniais i\u0161\u0161\u016bkiais i\u0161laikydami d\u0117mes\u012f ir valdydami stres\u0105. D\u0117mesingo \u012fsis\u0105moninimo praktikos, pritaikytos mokykliniam kontekstui kaip reguliar\u016bs ritualai, si\u016blo vilting\u0105 atsak\u0105 \u012f \u0161iuolaikinius i\u0161\u0161\u016bkius. Mokslinis d\u0117mesingo \u012fsis\u0105moninimo pagrindas paauglyst\u0117je D\u0117mesingas \u012fsis\u0105moninimas apibr\u0117\u017eiamas kaip s\u0105moningas ir nevertinantis d\u0117mesio sutelkimas \u012f dabartin\u012f moment\u0105 (Kabat-Zinn, 2003). Neuromoksliniai tyrimai parod\u0117, [&hellip;]<\/p>","protected":false},"author":2,"featured_media":1980,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_et_pb_use_builder":"off","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[5],"tags":[],"class_list":["post-1986","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized-lt"],"acf":[],"_links":{"self":[{"href":"https:\/\/psytales.eu\/lt\/wp-json\/wp\/v2\/posts\/1986","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/psytales.eu\/lt\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/psytales.eu\/lt\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/psytales.eu\/lt\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/psytales.eu\/lt\/wp-json\/wp\/v2\/comments?post=1986"}],"version-history":[{"count":1,"href":"https:\/\/psytales.eu\/lt\/wp-json\/wp\/v2\/posts\/1986\/revisions"}],"predecessor-version":[{"id":1987,"href":"https:\/\/psytales.eu\/lt\/wp-json\/wp\/v2\/posts\/1986\/revisions\/1987"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/psytales.eu\/lt\/wp-json\/wp\/v2\/media\/1980"}],"wp:attachment":[{"href":"https:\/\/psytales.eu\/lt\/wp-json\/wp\/v2\/media?parent=1986"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/psytales.eu\/lt\/wp-json\/wp\/v2\/categories?post=1986"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/psytales.eu\/lt\/wp-json\/wp\/v2\/tags?post=1986"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}