Intervenciones basadas en mindfulness para estudiantes con dislexia
una revisión sistemática
DOI:
https://doi.org/10.15448/1980-8623.2023.2.40879Palabras clave:
dislexia, estudiantes, salud mental, educación especialResumen
El objetivo de este estudio fue revisar sistemáticamente las publicaciones sobre intervenciones basadas en mindfulness para estudiantes con dislexia. Para ello, se realizó una revisión bibliográfica sistemática, seleccionando artículos publicados en inglés, entre 2012 y 2020, a través de las bases de datos PsycINFO, Web of Science, PubMed, Europe PMC y Scopus. En total, se encontraron 173 artículos y sólo 9 estudios cumplieron los criterios de inclusión. Se observaron resultados positivos de las intervenciones basadas en mindfulness en la vida emocional y académica de los estudiantes disléxicos. Entre los beneficios están la reducción del estrés, la ansiedad y la depresión, y una mayor satisfacción con la vida, entre otros. Se concluye que este trabajo trae aportes y subsidios para los profesionales de la psicología escolar, dada la inserción de las prácticas de mindfulness como una intervención prometedora para promover el bienestar psicológico y el rendimiento académico en estudiantes disléxicos desde la escuela primaria hasta la universidad.
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