Top

Gepubliceerd in:

26-12-2015 | ORIGINAL PAPER

Strengthening Teacher Presence Through Mindfulness: What Educators Say About the Cultivating Awareness and Resilience in Education (CARE) Program

Auteurs: Jennifer E. Sharp, Patricia A. Jennings

Gepubliceerd in: Mindfulness | Uitgave 1/2016

Abstract

School personnel encounter numerous occupational stressors unique to their profession, and these stressors place educators at risk of job-related stress and burnout. Given the prevalence of stress and burnout among school personnel, concrete interventions designed to address the unique demands and enhance coping resources of school personnel are necessary. One promising mindfulness-based intervention (MBI) for school personnel, Cultivating Awareness and Resilience in Education (CARE), is introduced and explored. Using semi-structured interviews, the current study investigated how participants applied mindfulness strategies learned through the mindfulness-based intervention CARE. Participants reported shifting their emotional reactivity and approach to students by applying mindfulness through (1) present-centered awareness of emotions, (2) emotional reappraisal of situations, and (3) use of metaphors introduced through the CARE program. Results suggest that the CARE program is a promising approach to support school personnel experiencing stress and burnout.

vorige artikel A Non-Randomised Feasibility Trial Assessing the Efficacy of a Mindfulness-Based Intervention for Teachers to Reduce Stress and Improve Well-Being

volgende artikel Mindfulness Enhances Use of Secondary Control Strategies in High School Students at Risk for Mental Health Challenges

Abenavoli, R. M., Jennings, P. A., Greenberg, M. T., Harris, A. R., & Katz, D. A. (2013). The protective effects of mindfulness against burnout among educators. The Psychology of Education Review, 37(2), 57–69.

Astin, J. A. (1997). Stress reduction through mindfulness meditation. Effects of psychological symptomatology, sense of control, and spiritual experiences. Psychotherapy & Psychosomatics, 66, 97–106.CrossRef

Baer, R. A. (2003). Mindfulness training as a clinical intervention: a conceptual and empirical review. Clinical Psychology: Science and Practice, 10, 125–143. doi:10.1093/clipsy.bpg015.

Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., & Toney, L. (2006). Using self-report assessment methods to explore facets of mindfulness. Assessment, 13(1), 27–45. doi:10.1177/1073191105283504.CrossRefPubMed

Baggerly, J., & Osborn, D. (2006). School counselors’ career satisfaction and commitment: correlates and predictors. Professional School Counseling, 9, 197–205.CrossRef

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

Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., et al. (2004). Mindfulness: a proposed operational definition. Clinical Psychology: Science and Practice, 11(3), 230–241. doi:10.1093/clipsy.bph077.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3, 77–101.CrossRef

Brown, K. W., Ryan, R. M., & Creswell, J. D. (2007). Mindfulness: theoretical foundations and evidence for its salutary effects. Psychological Inquiry, 18, 211–237.CrossRef

Cohen, J. S., & Miller, L. (2009). Interpersonal mindfulness training for well-being: a pilot study with psychology graduate students. Teachers College Record, 111(12), 2760–2774.

Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into Practice, 39(3), 124–130.CrossRef

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

Friedman, I. A. (2000). Burnout in teachers: shattered dreams of impeccable professional performance. Journal of Clinical Psychology, 56, 595–606.CrossRefPubMed

Friedman, I. A. (2002). Burnout in school principals: role related antecedents. Social Psychology of Education, 5, 229–251.CrossRef

Fruedenberger, H. (1974). Staff burnout. Journal of Social Issues, 30, 159–165.CrossRef

Garske, G. G. (2007). Managing occupational stress: a challenge for rehabilitation counselor. Journal of Applied Rehabilitation Counseling, 38(4), 34–39.

Glesne, C. (2006). Becoming qualitative researchers: an introduction. Boston: Allyn & Bacon.

Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse Education Today, 24(2), 105–12. doi:10.1016/j.nedt.2003.10.001.CrossRefPubMed

Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85, 348–362.CrossRefPubMed

Grossman, P., Niemann, L., Schmidt, S., & Walach, H. (2004). Mindfulness-based stress reduction and health benefits: a meta-analysis. Journal of psychosomatic research, 57, 35–43.CrossRefPubMed

Hull, G. (1997). Research with words: qualitative inquiry. Focus on Basics, 1(1), 13–16. Retrieved from http://www.ncsall.net/?id=468 .

Jennings, P. A. (2015). Mindfulness for teachers: simple skills for peace and productivity in the classroom. New York: W. W. Norton.

Jennings, P. A., Frank, J. F., Snowberg, K. E., Coccia, M. A., & 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, 28(4), 374–390. doi:10.1037/spq0000035.CrossRefPubMed

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.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 Interactions, 46(1), 37–48.

Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144–156. doi:10.1093/clipsy.bpg016.

Kvale, S., & Brinkmann, S. (2009). InterViews: learning the craft of qualitative research interviewing (2nd ed.). Thousand Oaks: Sage.

Kyriacou, C. (2001). Teacher stress: directions for future research. Educational Review, 53(1), 27–35.CrossRef

Landy, F. J., Rastegary, H., Thayer, J., & Colvin, C. (1991). Time urgency: the construct and its measurement. Journal of Applied Psychology, 76, 644–657.CrossRefPubMed

Larsen, R. J., & Kasimatis, M. (1991). Day-to-day physical symptoms: individual differences in the occurrence, duration, and emotional concomitants of minor daily illnesses. Journal of Personality, 59, 387–423.CrossRefPubMed

Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. New York: Springer.

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

Maslach, C., Jackson, S. E., & Leiter, M. P. (1996). The Maslach Burnout Inventory (3rd ed.). Palo Alto: Consulting Psychologists.

Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. In S. T. Fiske, D. L. Schacter, & C. Zahn-Waxler (Eds.), Annual review of psychology (Vol. 52, pp. 397–422).

McCollum, E. E., & Gehart, D. R. (2010). Using mindfulness meditation to teach beginning therapists therapeutic presence: a qualitative study. Journal of Marital and Family Therapy, 36, 347–360. doi:10.1111/j.1752-0606.2010.00214.x.PubMed

Merriam, S. B. (2002). Introduction to qualitative research. In S. B. Merriam & Associates (Eds.), Qualitative research in practice: examples for discussion and analysis (pp. 3–17). San Francisco: Jossey-Bass.

Miller-Day, M. A. (2004). Communication among grandmothers, mothers, and adult daughters. New York: Routledge.

Montgomery, C., & Rupp, A. A. (2005). A meta-analysis for exploring the diverse causes and effects of stress in teachers. Canadian Journal of Education, 28, 458–486.CrossRef

Morrow, S. L. (2005). Quality and trustworthiness in qualitative research in counseling psychology. Journal of Counseling Psychology, 52, 250–260. doi:10.1037/0022-0167.52.2.250.CrossRef

Patton, M. Q. (2002). Qualitative evaluation and research methods (3rd ed.). Thousand Oaks: Sage.

Plash, S., & Piotrowski, C. (2006). Retention issues: a study of Alabama special education teachers. Education, 127, 125–128.

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. doi:10.1111/j.1750-8606.2012.00238.x.CrossRef

Roeser, R. W., Schonert-Reichl, K. A., Jha, A., Cullen, M., Wallace, L., Wilensky, R., & Harrison, J. (2013). Mindfulness training and reductions in teacher stress and burnout: results from two randomized, waitlist-control field trials. Journal of Educational Psychology, 105(3), 787–804.CrossRef

Rothraupt, J. W., & Morgan, M. M. (2007). Counselors’ and counselor educators’ practice of mindfulness: a qualitative inquiry. Counseling and Values, 52, 40–54.CrossRef

Schussler, D. L., Jennings, P. A., Sharp, J. E., & Frank, J. L. (2015). Improving teacher awareness and well-being through CARE: a qualitative analysis of the underlying mechanisms. Mindfulness. doi:10.1007/s12671-015-0422-7.

Shapiro, S. L., Brown, K. W., & Biegel, G. M. (2007). Teaching self-care to caregivers: effects of mindfulness-based stress reduction on the mental health of therapists in training. Training and Education in Professional Psychology, 1(2), 105–115. doi:10.1037/1931-3918.1.2.105.CrossRef

Shapiro, S. L., & Carlson, L. E. (2009). The art and science of mindfulness: integrating mindfulness into psychology and the helping professions. Washington, DC: American Psychological Association.CrossRef

Shapiro, S. L., Carlson, L. E., Astin, J. A., & Freedman, B. (2006). Mechanisms of mindfulness. Journal of Clinical Psychology 62(3), 373–386.

Shapiro, S. L., Schwartz, G., & Bonner, G. (1998). Effects of mindfulness-based stress reduction on medical and premedical students. Journal of Behavioral Medicine, 21, 581–599.CrossRefPubMed

van Dick, R., & Wagner, U. (2001). Stress and strain in teaching: a structural equation approach. British Journal of Educational Psychology, 71, 243–259.CrossRefPubMed

Varra, A. A., Drossel, C., & Hayes, S. C. (2009). The use of metaphor to establish acceptance and mindfulness. In F. Didonna (Ed.), Clinical handbook of mindfulness (pp. 111–123). doi:10.1007/978-0-387-09593-6_8.CrossRef

Titel: Strengthening Teacher Presence Through Mindfulness: What Educators Say About the Cultivating Awareness and Resilience in Education (CARE) Program
Auteurs: Jennifer E. Sharp
Patricia A. Jennings
Publicatiedatum: 26-12-2015
Uitgeverij: Springer US
Gepubliceerd in: Mindfulness / Uitgave 1/2016
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI: https://doi.org/10.1007/s12671-015-0474-8

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 1/2016

Can Compassion Meditation Contribute to the Development of Psychotherapists’ Empathy? A Review

A Non-Randomised Feasibility Trial Assessing the Efficacy of a Mindfulness-Based Intervention for Teachers to Reduce Stress and Improve Well-Being

Validation of the Mindfulness in Teaching Scale

Assessing Fidelity of Implementation (FOI) for School-Based Mindfulness and Yoga Interventions: A Systematic Review

A Qualitative Evaluation of Student Learning and Skills Use in a School-Based Mindfulness and Yoga Program

Mindful Parenting and Parents’ Emotion Expression: Effects on Adolescent Risk Behaviors