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espanolEl objetivo de este estudio de caso unico fue aplicar Mindfulness combinado con tecnicas deestudio para mejorar la concentracion del alumno, asi como su estado de animo y afrontamiento de su vida academica. El participante tiene 13 anos y acude a consulta porque ha suspendido 6 asignaturas de 2o de ESO y presenta depresion grave y ansiedad leve, asi como un patron de evitacion de todo lo academico. Respecto a la metodologia, se trata de un diseno A-B-A, donde se aplicaron los cuestionarios de ansiedad y depresion de Hamilton validadas en castellano y la Adaptacion Espanola del Cuestionario de Aceptacion y Accion. Asimismo, completo una serie de autorregistros durante el tratamiento: por una parte, tiempo que dedicaba a estudiar y a hacer trabajos, si practicaba o no el ejercicio de Mindfulness recomendado, aprovechamiento de esas horas de estudio, horas de sueno y tiempos de descanso; por otra parte, intensidad de sus preocupaciones, intensidad con que se dirige a sus valores y satisfaccion con ese dia. Se aplico el protocolo de la Meditacion Fluir y, posteriormente, se trabajaron tecnicas de estudio desde la perspectiva de la conciencia plena. El alumno mejoro sus puntuaciones en depresion, ansiedad y AAQ de manera clinicamente significativa y mejoro su rendimiento academico, llegando a aprobar todas las asignaturas suspendidas. Como conclusion general, el Mindfulness, como estrategia metacognitiva, combinada despues con tecnicas de estudio, puede ser una herramienta util, no solo para mejorar la concentracion, sino tambien para sobrellevar las tareas academicas de una manera mas positiva EnglishThe objective of this case study was the application of Mindfulness combined with study skills in order to improve the student concentration, mood and coping mechanism with his academic life. The participant is a 13- years-old secondary student and comes to therapy because he has failed 6 subjects and show serious depression, mild anxiety and experiential avoidance pattern with respect to the academic field. Regarding the methodology, it is an A-B-A design was carried out, in which Hamilton’s questionnaires of anxiety and depression and Acceptation and Action Questionnaire were applied. The participant also fulfilled some self-records along the treatment: on the one hand, time studying and doing homework, practice of Mindfulness task, academic progress, time of sleep and breaks; on the other, intensity of worries, intensity to go towards values and satisfaction with that day. Flow- Meditation and study skills from a Mindfulness perspective were applied. The student improved his depression, anxiety and AAQ scores in a clinically significant way and make progress in his academic performance, passing all the failed subjects. As a general conclusion, Mindfulness, as a metacognitive method, combined with study skills, can be a useful tool, not only to improve concentration, but also, to cope with academic tasks in a more positive way.

Mindfulness y técnicas de estudio en un caso de bajo rendimiento académico