Teachers "Finding Peace in a Frantic World": An Experimental Study of Self-Taught and Instructor-Led Mindfulness Program Formats on Acceptability, Effectiveness, and Mechanisms.

mediation mindfulness self-compassion teachers well-being

Journal

Journal of educational psychology
ISSN: 0022-0663
Titre abrégé: J Educ Psychol
Pays: United States
ID NLM: 0135751

Informations de publication

Date de publication:
Nov 2021
Historique:
received: 28 04 2020
revised: 08 04 2021
accepted: 19 04 2021
entrez: 16 12 2021
pubmed: 17 12 2021
medline: 17 12 2021
Statut: ppublish

Résumé

Mindfulness training (MT) is considered appropriate for school teachers and enhances well-being. Most research has investigated the efficacy of instructor-led MT. However, little is known about the benefits of using self-taught formats, nor what the key mechanisms of change are that contribute to enhanced teacher well-being. This study compared instructor-led and self-taught MT based on a book (Williams & Penman, 2011) in a sample of secondary school teachers. We assessed expectancy, the degree to which participants believed the intervention was effective, their program engagement, well-being and psychological distress, and evaluated whether mindfulness and self-compassion skills acted as mediators of outcomes. In total, 206 teachers from 43 schools were randomized by school to an instructor-led or self-taught course-77% female, mean age 39 years (

Identifiants

pubmed: 34912129
doi: 10.1037/edu0000542
pii: edu_113_8_1689
pmc: PMC8647626
doi:

Types de publication

Journal Article

Langues

eng

Pagination

1689-1708

Subventions

Organisme : Medical Research Council
ID : MC_UU_00005/4
Pays : United Kingdom

Informations de copyright

© 2021 The Author(s).

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Auteurs

Jesus Montero-Marin (J)

Department of Psychiatry, University of Oxford.

Laura Taylor (L)

Department of Psychiatry, University of Oxford.

Catherine Crane (C)

Department of Psychiatry, University of Oxford.

Mark T Greenberg (MT)

Prevention Research Center, Pennsylvania State University.

Tamsin J Ford (TJ)

Department of Psychiatry, University of Cambridge.

J Mark G Williams (JMG)

Department of Psychiatry, University of Oxford.

Javier García-Campayo (J)

Department of Psychiatry, University of Zaragoza.

Anna Sonley (A)

Department of Psychiatry, University of Oxford.

Liz Lord (L)

Department of Psychiatry, University of Oxford.

Tim Dalgleish (T)

Medical Research Council Cognition and Brain Sciences Unit, University of Cambridge.
Cambridgeshire and Peterborough NHS Foundation Trust, Cambridge, United Kingdom.

Sarah-Jayne Blakemore (SJ)

Department of Psychology, University of Cambridge.
UCL Institute of Cognitive Neuroscience, London, United Kingdom.

Willem Kuyken (W)

Department of Psychiatry, University of Oxford.

Classifications MeSH