Mindfulness is a type of meditation that can help decreasing stress and anxiety. mindfulness, in fact, is a practice of being at the moment and focused on your breathing, and using imagery to relax both body and mind. Social anxiety is a fear of being in a social situation and being negatively judged. Indeed, in a social situation, children with SAD might experience physical and emotional symptoms which has a negative effect on their mental and physical wellbeing such as Shaking, sweating, upset stomach, rapid heartbeats, and being stressed and anxious. Mental and emotional training. Therefore, can be useful for children with SAD. Jozsef, (2020) notes that mindfulness is in fact a sense of acceptance and paying attention to feelings without judging them or without considering right or wrong. In other words, we can increase self-esteem by the use of mindfulness practices which play an important role in supporting SAD.

In order to gain a better result in Self-determination through Cognitive Behavoiur Therapy (CBT) and Self-Determined Learning Model of intervention (SDLMI), mindfulness-based stress reduction MBSR is an effective way implemented along with the interventions offered in my study both for parents at home and teachers at school. On the one hand, Through CBT, the child with SAD learns that social situations are not threatening and we should face our fear and train our minds on how to confront the fears. Therefore, as we can see in the study conducted by Goldin, et al. (2017), mindfulness-based stress reduction MBSR and cognitive behaviour therapy CBT are complementary in a way that they both decrease social anxiety and increase reappraisal (changing the way of thinking) and mindfulness (mindful attitude). CBT helps SAD by disputing anxious thoughts/feelings and reappraisal success and, MBSR produces greater acceptance of anxiety and acceptance success. On the other hand, Social exposures must be arranged to provide evidence to violate the assumptions that the social situation is socially or emotionally dangerous. This is achieved by helping children think through, define, and discover what constitutes adequate social performance while having adequate practice in social situations to allow anxiety to dissipate. Elements of exposure also help to realize how their anxiety changes as their attentional focus shifts and as they persist in once avoided social situations. Hejeltness, et al. (2019) stated that MBRS can help children with SAD in a way that it increases awareness and acceptance of sensations, thoughts, and feelings, as well as greater self-acceptance and improved interpersonal relationships (p.35).  Besides, the aim of CBT and SDLMI is to increase self-esteem in children with SAD. Thompson, and Waltz, (2007;2008;) realized a significant relationship between MBRS and increased self-esteem and self-acceptance in their study as mindfulness helps to develop a less ego-centered approach to one’s experience and cultivate higher acceptance of the present moment and consequently increases self-acceptance.

There are three aspects in MBRS:

1.Intension: what is the goal for using mindfulness? Is it to decrease stress, anxiety or for emotional balance.

2. Attention: paying attention to your inner and outer experience and practice mindfulness constantly.

3. Attitude: paying attention to some attitudes such as acceptance.

There are different types of mindfulness practices:

Brain Training:

Train to brain to be focused and stay in present


focus on natural flow of your breath

Body Scan:

pay attention to all your body parts and connect to the body and the feelings without judgment.


pay attention to the features of the nature such as sounds, smells, and colors


appreciate all blessings we have and stay away from misfortunes we face

MBSR is an easy intervention that can be implemented both at home by parents and at school by teachers in order to have a better result. Parents and teachers, also, can benefit from mindfulness practice to cope with their own stress and anxiety. providing a safe and relaxing home environment and a fun and relaxing classroom environment motivate children to have a better function in their studies and lifelong skills such as coping skills and communication. As we can see in parents.com, practicing mindfulness increase attention and reduce stress and helps students to regulate their emotion and feel empathy. There is a science-based mindfulness curriculum that can be used at schools. visit MindUp.

Parents also can use some of the same lessons teachers use in the classroom at home such as breathing practices (blowing bubbles) or going to nature and ask the child to pay attention to nature, sounds, smells, textures, and explore nature.

Leave a Reply

Your email address will not be published. Required fields are marked *