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03-11-2021 | ORIGINAL PAPER

Improving Emotion Regulation, Well-being, and Neuro-cognitive Functioning in Teachers: a Matched Controlled Study Comparing the Mindfulness-Based Stress Reduction and Health Enhancement Programs

Auteurs: Annemaree Carroll, Emma Sanders-O’Connor, Kylee Forrest, Samuel Fynes-Clinton, Ashley York, Maryam Ziaei, Libby Flynn, Julie Majella Bower, David Reutens

Gepubliceerd in: Mindfulness | Uitgave 1/2022

Abstract

Objectives

This study assessed the effectiveness of the Mindfulness-Based Stress Reduction program (MBSR) compared to an active control intervention, the Health Enhancement Program (HEP) in reducing stress and burnout, and enhancing emotion regulation, well-being, and cognitive function in a group of Australian teachers experiencing work-related stress. The programs were evaluated across subjective and objective testing modalities including (1) teachers’ self-reported stress, burnout, psychological distress, emotion regulation, well-being, and mindfulness; (2) behavioural performance on cognitive tasks assessing attention, memory, emotion recognition, and cognitive control; and (3) the neural correlates of emotion regulation as identified using an emotion Stroop task administered during fMRI.

Methods

Utilising an independent groups, matched sample longitudinal design, a completer sample of 75 teachers participated in questionnaires and cognitive tasks at pre-intervention, post-intervention, and 5-month follow-up. A subsample of 47 teachers also completed fMRI scans pre- and post-intervention.

Results

Both programs resulted in equivalent significant, and sustained improvements for teachers on self-report measures of well-being, mindfulness, perceived stress, and intention to leave the profession, and in the cognitive domains of cognitive control and memory. Between group differences were found on the sustained attention task, with MBSR showing greater improvements than HEP. The fMRI analysis revealed that neural reactivity to generally negative stimuli on the emotional Stroop task was significantly reduced for MBSR participants after the intervention.

Conclusions

Although important subtle differences were found between the programs, results overwhelmingly suggest that both the MBSR and HEP programs are similarly and highly beneficial to teachers experiencing work-related stress.

vorige artikel Dispositional Mindfulness Reduces Burnout and Promotes Flourishing in Medical Students: a Two-Wave Latent Change Score Model

volgende artikel Building Compassionate Schools: Pilot Study of a Compassionate Mind Training Intervention to Promote Teachers’ Well-being

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Titel: Improving Emotion Regulation, Well-being, and Neuro-cognitive Functioning in Teachers: a Matched Controlled Study Comparing the Mindfulness-Based Stress Reduction and Health Enhancement Programs
Auteurs: Annemaree Carroll
Emma Sanders-O’Connor
Kylee Forrest
Samuel Fynes-Clinton
Ashley York
Maryam Ziaei
Libby Flynn
Julie Majella Bower
David Reutens
Publicatiedatum: 03-11-2021
Uitgeverij: Springer US
Gepubliceerd in: Mindfulness / Uitgave 1/2022
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI: https://doi.org/10.1007/s12671-021-01777-4

Bohn Stafleu van Loghum

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Abstract

Objectives

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