Top

Gepubliceerd in:

01-04-2015 | ORIGINAL PAPER

The Effectiveness of Mindfulness-Based Stress Reduction on Educator Stress and Well-Being: Results from a Pilot Study

Auteurs: Jennifer L. Frank, Diane Reibel, Patricia Broderick, Todd Cantrell, Stacie Metz

Gepubliceerd in: Mindfulness | Uitgave 2/2015

Abstract

We assessed the effectiveness of an adapted mindfulness-based stress reduction (MBSR) program on educator stress and well-being. The study included 36 high school educators who participated in either an 8-week adapted MBSR program or a waitlist control group. Results suggested that educators who participated in MBSR reported significant gains in self-regulation, self-compassion, and mindfulness-related skills (observation, nonjudgment, and nonreacting). Significant improvements in multiple dimensions of sleep quality were found as well. These findings provide promising evidence of the effectiveness of MBSR as a strategy to promote educator’s personal and professional well-being. Implications and directions for future research are discussed.

vorige artikel Dispositional Mindfulness and Bias in Self-theories

volgende artikel Mindfulness, Self-compassion, Self-efficacy, and Gender as Predictors of Depression, Anxiety, Stress, and Well-being

Allensworth, E., Ponisciak, S., & Mazzeo, C. (2009). The schools teachers leave: Teacher mobility in Chicago Public Schools. Chicago: Consortium on Chicago School Research. Retrieved April 5, 2013, from http://ccsr.uchicago.edu/publications/CCSR_Teacher_Mobility.pdf.

Baer, R. A., Smith, G. T., Lykins, E., Button, D., Krietemeyer, J., Sauer, S., Walsh, E., Duggan, D., & Williams, J. M. G. (2008). Construct validity of the five facet mindfulness questionnaire in meditating and nonmeditating samples. Assessment, 15(3), 329–342.

Bandura, A., Caprara, G. V., Barbaranelli, C., Gerbino, M., & Pastorelli, C. (2003). Role of affective self-regulatory efficacy in diverse spheres of psychosocial functioning. Child Development, 74(3), 769–782. doi:10.1111/1467-8624.00567.CrossRefPubMed

Benjamini, Y., & Hochberg, Y. (1995). Controlling the false discovery rate: a practical and powerful approach to multiple testing. Journal of the Royal Statistical Society, Series B, 57, 289–300.

Benn, R., Akiva, T., Arel, S., & Roeser, R. W. (2012). Mindfulness training effects for parents and educators of children with special needs. Developmental Psychology, 48(5), 1476–1487. doi:10.1037/a0027537.CrossRefPubMed

Bergin, C., & Bergin, D. (2009). Attachment in the classroom. Educational Psychology Review, 21, 141–170.

Boulet, J., & Boss, M. W. (1991). Reliability and validity of the Brief Symptom Inventory. Journal of Consulting and Clinical Psychology, 3, 433–437.CrossRef

Brackett, M. A., Palomera, R., Mojsa-Kaja, J., Reyes, M. R., & Salovey, P. (2010). Emotion-regulation, ability, burnout, and job satisfaction among British secondary school teachers. Psychology in the Schools, 47, 406–417. doi:10.1002/pits.20478.

Buysse, D. J., Reynolds, C. F., Monk, T. H., Berman, S. R., & Kupfer, D. J. (1989). The Pittsburgh Sleep Quality Index: a new instrument for psychiatric practice and research. Psychiatry research, 28(2), 193–213.

Carlson, L. E., Speca, M., Patel, K. D., & Goodey, E. (2003). Mindfulness-based stress reduction in relation to quality of life, mood, symptoms of stress, and immune parameters in breast and prostate cancer outpatients. Psychosomatic Medicine, 65, 571–581.CrossRefPubMed

Carson, R. L., Baumgartner, J. J., Matthews, R. A., & Tsouloupas, C. N. (2010). Emotional exhaustion, absenteeism, and turnover intentions in childcare teachers: examining the impact of physical activity behaviors. Journal of Health Psychology, 15(6), 905–914.

Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2003). Applied multiple regression/correlation analysis for the behavioral sciences (3rd ed.). Mahwah, NJ: Erlbaum.

Cole, P. M., Martin, S. E., & Dennis, T. A. (2004). Emotion regulation as a scientific construct: methodological challenges and direction for child development research. Child Development, 75, 317–333. doi:10.1111/j.1467-8624.2004.00673.x.CrossRefPubMed

Cullen, M., & Wallace, L. (2010). Stress Management and Relaxation Techniques in Education (SMART) training manual. Unpublished manual, Impact Foundation: Aurora, CO, USA.

Darling-Hammond, L. (2001). The challenge of staffing our schools. Educational Leadership, 58(8), 12–17.

Derogatis, L.R. (1975). Brief Symptom Inventory. Clinical Psychometric Research: Baltimore, MD.

Emmer, E. T., Stough, L. M., & Emmer, E. T. (2010). Classroom management : a critical part of educational psychology, with implications for teacher education. Educational Psychologist, 36, 103–112.

Galantino, M., Baime, M., Maguire, M., Szapary, P. O., & Farrar, J. T. (2005). Association of psychological and physiological measures of stress in health-care professionals during an 8-week mindfulness meditation program: mindfulness in practice. Stress and Health, 21, 255–261. doi:10.1002/smi.1062.CrossRef

Gross, C. R., Kreitzer, M. J., Reilly-Spong, M., Wall, M., Winbush, N. Y., Patterson, R., et al. (2011). Mindfulness-based stress reduction versus pharmacotherapy for chronic primary insomnia: a randomized controlled clinical trial. Explore: The Journal of Science and Healing., 7, 76–87.CrossRef

Grossman, P., Niemann, L., Schmidt, S., & Walach, H. (2004). Mindfulness-based stress reduction and health benefits. Journal of Psychosomatic Research, 57, 35–43. doi:10.1016/S0022-3999(03)00573-7.CrossRefPubMed

Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development, 76, 949–967.

Hofmann, S. G., Sawyer, A. T., Witt, A. A., & Oh, D. (2010). The effect of mindfulness-based therapy on anxiety and depression: a meta-analytic review. Journal of Consulting and Clinical Psychology, 78, 169–183. doi:10.1037/a0018555.CrossRefPubMedCentralPubMed

Ingersoll, R. M. (2002). The teacher shortage: a case of wrong diagnosis and wrong prescription. NASSP Bulletin, 86(631), 16–31.

Ingersoll, R., & Smith, T. (2003). The wrong solution to the teacher shortage. Educational Leadership, 60(8), 30–33.

Jennings, P. a., & Greenberg, M. T. (2009). The prosocial classroom: teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525. doi:10.3102/0034654308325693.CrossRef

Jennings, P. A., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2011). Improving classroom learning environments by Cultivating Awareness and Resilience in Education (CARE): results of two pilot studies. Journal of Classroom Interaction, 46(1), 37–48.

Jennings, P.A., Frank, J.L., Snowberg, K., Coccia, M., & Greenberg, M.T. (2013). Improving classroom learning environments by Cultivating Awareness and Resilience in Education (CARE): results of a randomized controlled trial. School Psychology Quarterly. doi:10.1037/spq0000035.

Johnson, L. C., Murphy, S. A., & Dimond, M. (1996). Reliability, construct validity, and scale norms of the Brief Symptom Inventory when administered to bereaved patients. Journal of Nursing Measurement, 4, 117–121.PubMed

Kabat-Zinn, J. (1990). Full catastrophe living: using the wisdom of your body and mind to face stress, pain, and illness. New York: Dell.

Kabat-Zinn, J., Lipworth, L., Burney, R., & Sellers, W. (1986). Four year follow-up of a meditation-based program for the self-regulation of chronic pain: treatment outcomes and compliance. Clinical Journal of Pain, 2, 159–173.CrossRef

Kabat-Zinn, J., Massion, A. O., Kristeller, J., Peterson, L. G., Fletcher, K. E., Pbert, L., et al. (1992). Effectiveness of a meditation-based stress reduction program in the treatment of anxiety disorders. American Journal of Psychiatry, 149, 936–943.CrossRefPubMed

Kabat-Zinn, J., Wheeler, E., Light, T., Skillings, A., Scharf, M. J., Cropley, T. G., et al. (1998). Influence of a mindfulness meditation-based stress reduction intervention on rates of skin clearing in patients with moderate to severe psoriasis undergoing phototherapy (UVB) and photochemotherapy (PUVA). Psychosomatic Medicine, 60, 625–632.CrossRefPubMed

Kafetsios, K., Anagnostopoulos, F., Lempesis, E., & Valindra, A. (2013). Doctors’ emotion regulation and patent satisfaction: a social–functional perspective. Health Communication. doi:10.1080/10410236.2012.738150.PubMed

Kavanagh, D. J., & Bower, G. H. (1985). Mood and self-efficacy: impact of joy and sadness on perceived capabilities. Cognitive Therapy and Research, 9(5), 507–525.

Kristeller, J. L., & Hallett, C. B. (1999). An exploratory study of meditation-based intervention for binge eating disorder. Journal of Health Psychology, 4, 357–363. doi:10.1177/135910539900400305.CrossRefPubMed

Ma, S. H., & Teasdale, J. D. (2004). Mindfulness-based cognitive therapy for depression: replication and exploration of differential relapse prevention effects. Journal of Consulting and Clinical Psychology, 72, 31–40. doi:10.1037/0022-006X.72.1.31.CrossRefPubMed

Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., Burchinal, M., Early, D.M., & Howes, C. (2008). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development, 79(3), 732–749.

Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Occupational Behaviour, 2, 99–113.CrossRef

Meiklejohn, J., Phillips, C., Freedman, M. L., Griffin, M. L., Biegel, G., Roach, A. T., et al. (2012). Integrating mindfulness training into K-12 education: fostering the resilience of teachers and students. Mindfulness, 3, 291–307. doi:10.1007/s12671-012-0094-5.CrossRef

Mikolajczak, M., Tran, V., Brotheridge, C. M., & Gross, J. J. (2009). Using an emotion regulation framework to predict the outcomes of emotional labor. In N. M. Ashkanasy, W. J. Zerbe, & C. E. J. Ha¨rtel (Eds.), Research on emotion in organizations: emotions in groups, organizations and cultures (pp. 245–273). Bingley, UK: Emerald Group.CrossRef

Montgomery, C., & Rupp, A. A. (2005). A meta-analysis for exploring the diverse causes and effects of stress in teachers. Canadian Journal of Education / Revue canadienne de l’éducation, 28(3), 458–486. doi:10.2307/4126479.

Poulin, P. A. (2009). Mindfulness-based wellness education: A longitudinal evaluation with students in initial teacher education. Unpublished doctoral dissertation. University of Toronto, Toronto, Ontario, Canada

Poulin, P. A., Mackenzie, C. S., Soloway, G., & Karayolas, E. (2008). Mindfulness training as an evidence-based approach to reducing stress and promoting well-being among human services professionals. Mindfulness in Human Services, 46, 35–43.

Provasnik, S., & Dorfman, S. (2005). Mobility in the teacher workforce (NCES 2005-114). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office.

Raes, F., Pommier, E., Neff, K. D., & Van Gucht, D. (2011). Construction and factorial validation of a short form of the self-compassion scale. Clinical psychology & psychotherapy, 18(3), 250–2555.

Randolph, P. D., Caldera, Y. M., Tacone, A. M., & Greak, M. L. (1999). The long-term combined effects of medical treatment and a mindfulness-based behavioral program for the multidisciplinary management of chronic pain in west Texas. Pain Digest, 9, 103–112.

Rimm-Kaufman, S.E., Pianta R.C., Cox, J.J., & Bradley, R. (2003). Teacher-rated family involvement and children’s social and academic outcomes in kindergarten. Early Education and Development, 14, 179–198.

Robinson, F. P., Mathews, H. L., & Witek-Janusek, L. (2003). Psycho-endocrine-immune response to mindfulness-based stress reduction in individuals infected with the human immunodeficiency virus: a quasi experimental study. Journal of Alternative and Complimentary Medicine, 9, 683–694.CrossRef

Roeser, R. W., Skinner, E., Beers, J., & Jennings, P. a. (2012). Mindfulness training and teachers’ professional development: an emerging area of research and practice. Child Development Perspectives, 6(2), 167–173.

Shapiro, S. L., Bootzin, R. R., Fiqueredo, A. J., Lopez, A. M., & Schwartz, G. E. (2003). Journal of Psychosomatic Research, 54, 85–91. doi:10.1016/S0022-3999(02)00546-9.CrossRefPubMed

Shapiro, S. L., Astin, J. A., Bishop, S. R., & Cordova, M. (2005). Mindfulness-based stress reduction for health care professionals: results from a randomized trial. International Journal of Stress Management, 12, 164–176. doi:10.1037/1072-5245.12.2.164.CrossRef

Sutton, R. (2004). Emotional regulation goals and strategies of teachers. Social Psychology of Education, 7(4), 379–398.

Sutton, R. E., & Wheatley, K. F. (2003). Teachers' emotions and teaching: a review of the literature and directions for future research. Educational Psychology Review, 15, 327–358.

Tsouloupas, C. N., Carson, R. L., Matthews, R., Grawitch, M. J., & Barber, L. K. (2010). Exploring the association between teachers’ perceived student misbehaviour and emotional exhaustion: the importance of teacher efficacy beliefs and emotion regulation. Educational Psychology, 30(2), 173–189.

Weissbecker, I., Salmon, P. G., Studts, J. L., Floyd, A. R., Dedert, E. A., & Sephton, S. (2002). Mindfulness-based stress reduction and sense of coherence among women with fibromyalgia. Journal of Clinical Psychology in Medical Settings, 9, 297–304.CrossRef

Williams, V. S. L., Jones, L. V., & Tukey, J. W. (1999). Controlling error in multiple comparisons, with examples from state-to-state differences in educational achievement. Journal of Educational and Behavioral Statistics, 24(1 ), 42–69.

Titel: The Effectiveness of Mindfulness-Based Stress Reduction on Educator Stress and Well-Being: Results from a Pilot Study
Auteurs: Jennifer L. Frank
Diane Reibel
Patricia Broderick
Todd Cantrell
Stacie Metz
Publicatiedatum: 01-04-2015
Uitgeverij: Springer US
Gepubliceerd in: Mindfulness / Uitgave 2/2015
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI: https://doi.org/10.1007/s12671-013-0246-2

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 2/2015

Mindfulness Apprenticeship: A new Model of NHS-Based MBCT Teacher Training

The Application of Mindfulness for Interpersonal Dependency: Effects of a Brief Intervention

Staying Present: Incorporating Mindfulness into Therapy for Dissociation

The Relation between Trait Mindfulness and Early Maladaptive Schemas in Men Seeking Substance Use Treatment

Dispositional Mindfulness and Bias in Self-theories

Mindfulness-Based Relapse Prevention: History, Mechanisms of Action, and Effects