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Mindfulness

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28-03-2019 | ORIGINAL PAPER

Mindfulness-Based Intervention for Educators: Effects of a School-Based Cluster Randomized Controlled Study

Auteurs: Yoon-Suk Hwang, Harvey Goldstein, Oleg N. Medvedev, Nirbhay N. Singh, Jae-Eun Noh, Kirstine Hand

Gepubliceerd in: Mindfulness | Uitgave 7/2019

Abstract

Objectives

The present study investigates the effectiveness of an 8-week mindfulness-based intervention designed to improve educator wellbeing and implemented concurrently in multiple school sites.

Methods

Using a cluster (school) randomized controlled design, 185 educators working in 20 Australian schools were randomized to an intervention group (10 schools, number = 85, mean age = 42.34 years) or a control group (10 schools, number = 100, mean age = 43.7 years). Multiple regression analysis was performed to examine effects of intervention on wellbeing and teaching-related outcomes and students’ sense of connectedness to teachers measured post intervention after controlling for the baseline.

Results

The intervention predicted lower levels of perceived stress (β = − 0.196, p < 0.01, 95% CI [− 4.00, − 0.92]) and sleep difficulty (β = − 0.175, p < 0.05, 95% CI [− 7.54, − 0.46]) and higher levels of mindfulness (β = 0.252, p < 0.001, 95% CI [2.60, 6.12]), self-compassion (β = 0.207, p < 0.001, 95% CI [0.14, 0.43]) and cognitive reappraisal in emotion regulation (β = 0.152, p < 0.05, 95% CI [0.19, 4.03]) at immediate post-intervention, with medium to large effect sizes, after controlling for effects of corresponding variables at baseline. These effects largely remained significant at 6-week post-intervention. Improved educator wellbeing did not accompany improvements in teaching but students’ sense of connectedness to teachers.

Conclusions

The findings suggest that mindfulness-based interventions may contribute to the overall educator wellbeing and this may increase students’ sense of connectedness to teachers without themselves undergoing any intervention.

vorige artikel Support for the Development and Use of the Child Observation of Mindfulness Measure (C-OMM)

volgende artikel Open Monitoring and Mindfulness

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Titel: Mindfulness-Based Intervention for Educators: Effects of a School-Based Cluster Randomized Controlled Study
Auteurs: Yoon-Suk Hwang
Harvey Goldstein
Oleg N. Medvedev
Nirbhay N. Singh
Jae-Eun Noh
Kirstine Hand
Publicatiedatum: 28-03-2019
Uitgeverij: Springer US
Gepubliceerd in: Mindfulness / Uitgave 7/2019
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI: https://doi.org/10.1007/s12671-019-01147-1

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Abstract

Objectives

Methods

Results

Conclusions

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