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10-06-2024 | ORIGINAL PAPER

Effects of a Virtual Mindful Self-Compassion Training on Mindfulness, Self-compassion, Empathy, Well-being, and Stress in Uruguayan Primary School Teachers During COVID-19 Times

Auteurs: Tamara Liberman, Martín Bidegain, Andrea Berriel, Francisco M. López, Alexander Ibarra, Mikaela Pisani, Sol Polero, Gonzalo Brito, Ana C. Pereira, Silvana López, María E. Castelló

Gepubliceerd in: Mindfulness | Uitgave 6/2024

Abstract

Objectives

This study aimed to assess the effects of a virtual Mindful Self-compassion (MSC) intervention on mindfulness and self-compassion, empathy, stress, and well-being in Uruguayan primary school teachers, during COVID-19 times.

Method

A quasi-experimental, longitudinal study was conducted with an active control intervention that involved practicing Kundalini yoga (KY). Uruguayan volunteer female teachers were randomly assigned to MSC or KY 9-week virtual training. They completed self-reported psychometric tests and an empathy for pain task (EPT) at pre- and post-training, and follow-up (3 months).

Results

At post-MSC training, mindfulness (observing, non-reactivity, and total mindfulness) and self-compassion (self-kindness, common humanity, mindfulness, and self-judgment) increased. The empathy dimensions perspective-taking increased and personal distress decreased. Stress decreased and well-being increased. Concerning EPT, the accuracy in attributing intentionality to the harm inflicted, i.e., the intentionality comprehension accuracy, increased. At follow-up, observing and total mindfulness remained elevated, and non-judging increased. Common humanity remained elevated and personal distress remained decreased. Comparing MSC with KY trainings at post-training, the psychometric tests showed that personal distress was lower in the MSC group. At follow-up, observing and total mindfulness were higher in the MSC group. No differences between groups were found for the EPT at post-training and follow-up.

Conclusions

Virtual MSC training increased mindfulness and self-compassion, associated with higher well-being, reduced stress, and increased empathy in primary school teachers in Uruguay.

Preregistration

This study is not preregistered.

vorige artikel Associations Between Chronic Stress, Attention, Working Memory, and Mindful Acceptance in the Context of Monitor and Acceptance Theory: A Direct Replication and Exploratory Cross-Sectional Study

volgende artikel Daily Interaction Between Meditation and Endometriosis Pain and the Mindfulness Effect on Pain Interference in Activities Throughout a Brief Mindfulness-Based Intervention

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Titel: Effects of a Virtual Mindful Self-Compassion Training on Mindfulness, Self-compassion, Empathy, Well-being, and Stress in Uruguayan Primary School Teachers During COVID-19 Times
Auteurs: Tamara Liberman
Martín Bidegain
Andrea Berriel
Francisco M. López
Alexander Ibarra
Mikaela Pisani
Sol Polero
Gonzalo Brito
Ana C. Pereira
Silvana López
María E. Castelló
Publicatiedatum: 10-06-2024
Uitgeverij: Springer US
Gepubliceerd in: Mindfulness / Uitgave 6/2024
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI: https://doi.org/10.1007/s12671-024-02380-z

Bohn Stafleu van Loghum

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