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16-06-2020 | ORIGINAL PAPER

Impacts of a Mindfulness-Based Program on Teachers’ Forgiveness

Auteurs: Summer S. Braun, Sinhae Cho, Blake A. Colaianne, Cynthia Taylor, Margaret Cullen, Robert W. Roeser

Gepubliceerd in: Mindfulness | Uitgave 8/2020

Abstract

Objectives

Developing the skills to positively manage social transgressions is of particular salience to those in the teaching profession. The Mindfulness-Based Emotional Balance (MBEB) program is a professional development program for K-12 teachers to build mindfulness and related prosocial skills such as empathy, compassion, and forgiveness. The present study assessed the acceptability of the MBEB program and tested whether MBEB was associated with changes in teachers’ forgiveness skills.

Methods

Participants included 171 teachers from 3 school districts who were randomized to the MBEB program or waitlist control group. Program attendance was recorded and MBEB teachers reported on the helpfulness of the forgiveness component. Five indices of forgiveness were assessed at pre-program, post-program, and in the fall of the subsequent school year (follow-up). A series of OLS regression models tested whether program condition was associated with the forgiveness outcomes at post-program and follow-up.

Results

MBEB teachers attended 90% of sessions, and 70% of MBEB teachers reported the forgiveness component to be helpful or very helpful. In comparison with control teachers, MBEB teachers reported improvements in their efficacy to forgive colleagues and students, tendency to forgive, and situation-specific forgiveness at post-program. Changes in MBEB teachers’ efficacy to forgive colleagues, tendency to forgive, and situation-specific forgiveness were sustained into the fall of the subsequent school year.

Conclusions

Significant and sustained improvements in MBEB teachers’ forgiveness skills indicate that teachers, who are actively engaged in a high-stress profession, can benefit from a mindfulness-based program aimed at cultivating prosocial qualities such as forgiveness.

vorige artikel Not Only the Forest and Trees but Also the Ground They Are Rooted in: Identifying Profiles of Self-Compassion from the Perspective of Dialecticism

volgende artikel Mindfulness-Related Variables and Sexual/Relationship Satisfaction in People with Physical Disabilities

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Titel: Impacts of a Mindfulness-Based Program on Teachers’ Forgiveness
Auteurs: Summer S. Braun
Sinhae Cho
Blake A. Colaianne
Cynthia Taylor
Margaret Cullen
Robert W. Roeser
Publicatiedatum: 16-06-2020
Uitgeverij: Springer US
Gepubliceerd in: Mindfulness / Uitgave 8/2020
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI: https://doi.org/10.1007/s12671-020-01413-7

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