| Abstract | Tijekom posljednja dva desetljeća u svijetu je došlo do povećanja broja istraživanja u području prakse usredotočene svjesnosti (eng. mindfulness) te intenzivnijeg kreiranja i provedbe programa namijenjenih adolescentima koji se temelje na metodama i tehnikama mindfulness prakse. Američki Learning to BREATHE program jedan je od često implementiranih mindfulness programa namijenjenih adolescentima. Sudionici spomenutog programa pokazuju niže razine percipiranog stresa i psihosomatskih pritužbi, više razine učinkovitosti u afektivnoj regulaciji te pozitivan učinak na regulaciju emocija, uključujući emocionalnu svijest, jasnoću i pristup strategijama regulacije nakon sudjelovanja u programu (Broderick i Metz, 2011; Metz, 2013). Svrha ovoga diplomskog rada je pružiti prikaz procesa adaptacije i implementacije Learning to BREATHE programa u Republici Hrvatskoj na populaciji studenata Sveučilišta u Zagrebu. Ciljevi rada bili su opisati proces adaptacije 6-tjednog Learning to BREATHE programa, provesti pilot studiju učinka provedenog programa, ispitati percepciju prikladnosti i kvalitete programa od strane polaznika te kreirati smjernice za unapređenje programa u hrvatskom kontekstu. Detaljni opis koraka koji su poduzeti kako bi se program prilagodio kulturnim, jezičnim i kontekstualnim specifičnostima populacije hrvatskih studenata obuhvaćeni su ovim radom. U istraživanju prikladnosti i pilot studiji učinka programa „Valovi uma“ korištena je kvantitativna (N=9) i kvalitativna (N=3) metodologija. Provedeno je pilot online istraživanje prije i nakon provedbe programa kako bi se procijenili učinci programa. Prikazane su razlike u mentalnoj dobrobiti, ruminaciji, samoregulaciji, stresu, depresivnosti, anksioznosti, samosuosjećanju, pozitivnom i negativnom afektu te suočavanju sa stresom kod studenata koji su sudjelovali u programu. Dodatno, nakon sudjelovanja u programu, provedena su i tri intervjua, što je omogućilo dublje razumijevanje programa i pružilo uvid u iskustva sudionika. Doprinos ovog rada ogleda se u potencijalnoj primjeni znanstveno utemeljenih i na dokazima utemeljenih mindfulness intervencija s populacijom hrvatskih studenata. |
| Abstract (english) | Over the past two decades, there has been an increase in research worldwide in the field of mindfulness-based practices and the more intensive creation and implementation of programs aimed at adolescents based on methods and techniques of mindfulness practice. The American Learning to BREATHE program is one of the frequently implemented mindfulness programs for adolescents. Participants in this program demonstrate lower levels of perceived stress and psychosomatic complaints, higher levels of effectiveness in affective regulation, and a positive impact on emotion regulation, including emotional awareness, clarity, and access to regulation strategies after participating in the program (Broderick & Metz, 2011; Metz, 2013). The purpose of this master's thesis is to provide an overview of the adaptation and implementation process of the Learning to BREATHE program in the Republic of Croatia among the student population of the University of Zagreb. The objectives of the study were to describe the process of adapting the 6-week Learning to BREATHE program, conduct a pilot study on the program's effects, examine participants' perceptions of program suitability and quality, and create guidelines for program improvement in the Croatian context. A detailed description of the steps taken to adapt the program to the cultural, linguistic, and contextual specificities of the Croatian student population is covered in this work. Quantitative (N=9) and qualitative (N=3) methodology was used in the suitability assessment and pilot study of program effects. A pilot online survey was conducted before and after program implementation to assess its effects. Differences in mental well-being, rumination, self-regulation, stress, depression, anxiety, self-compassion, positive and negative affect, and stress coping among students who participated in the program were presented. Additionally, three interviews were conducted after participation in the program, allowing for a deeper understanding of the program and insight into participants' experiences. The contribution of this work lies in the potential application of scientifically and evidence-based mindfulness interventions with the population of Croatian students. |
