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

Beshai, Shadi; McAlpine, Lindi; Weare, Katherine; Kuyken, Willem

doi:10.1007/s12671-015-0436-1

Cited by 102 publications

(136 citation statements)

References 28 publications

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“…Healthy social emotion means the state in which individuals can maintain concentration with clear memory, rich association in study, life, work, demonstrating high efficiency in learning and correctly facing life and work. Moreover, individuals in such state have stronger self-control and can correctly evaluate oneself (Beshai, Mcalpine, Weare, et al 2016). During study, life and work, they can correctly face setbacks, keep an open mind, regard study, life and work with positive, optimistic, enterprising attitude.…”

Section: Introductionmentioning

confidence: 99%

On the Cultivation of University Students’ Healthy Social Emotion

Jin

Shi

2017

EURASIA J MATH SCI T

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The cultivation of university students' healthy social emotion is a prerequisite for students to adapt to the new environment of social development, which is conducive to the overall improvement in university students' comprehensive quality. However, study on this subject is insufficient in the current relevant theoretical research which stays in shortcomings analysis, lacking theoretical verification of key means. To further improve the relevant theoretical work, this paper conducts linear regression empirical analysis based on analysis of traditional issues. The conditions influencing cultivation of university students' healthy social emotion was analyzed by regression model, and targeted study was conducted on shaping of students' healthy personality and cultivation of students' moral feelings. The three manifestations of university students' social emotions were then put forward. This paper proposes that efforts should be made to establish targeted cultivation path for university students' healthy social emotion by starting from shaping students' healthy personality and strengthening cultivation of students' moral feelings under the constraints in cultivation conditions of university students' healthy social emotions. In the process of cultivating university students' social emotion, we should integrate humanities education, real social environment, and apply interpersonal communication cultivation method, proceed from shaping students' moral feelings and healthy personality based on the current basic characteristics of university students' social emotion, explore the path to cultivate students' healthy social emotion and ensure healthy development of cultivate students' social emotion.

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Section: Introductionmentioning

confidence: 99%

On the Cultivation of University Students’ Healthy Social Emotion

Jin

Shi

2017

EURASIA J MATH SCI T

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“…However, while the research is still in its exploratory stages, qualitative and anecdotal evidence can assist in communicating the subjective experiences of study participants and, thereby, substantiate the need for further quantitative research. Indeed, the qualitative components of the existing research are revealing, with teacher-participants in mindfulness interventions generally reporting positive experiences and immediate benefits overall (Beshai et al, 2016;Napoli, 2004;Poulin, 2009;Roeser et al, 2013;Singh et al, 2013;Soloway, 2011). It is conceded that qualitative studies may also suffer from a number of the limitations discussed above, such as social desirability bias and volunteer samples.…”

Section: The Benefits Of Mindfulness For Teachers -An Overviewmentioning

confidence: 99%

“…Moreover, some interventions combine mindfulness training with a range of other strategies, such as emotional skills and wellness training, making causality difficult to establish (e.g. Bernay, 2014;Beshai et al, 2016;Jennings et al, 2013;Soloway, 2011). Thus, the literature related to both mainstream and alternative school settings raises questions as to the most appropriate format for teacher-based mindfulness interventions.…”

Section: Customising Mindfulness Interventions For Teachersmentioning

confidence: 99%

“…Thus, there is justification for developing new programs suited specifically to the context of teachers (e.g. Beshai et al, 2016). However, the trial of new interventions is accompanied by a lack of empirical validation and, thus, needs to be introduced with a program of empirical assessment (Lomas et al, 2017).…”

Section: Customising Mindfulness Interventions For Teachersmentioning

confidence: 99%

“…One of the most recent studies to assess the use of mindfulness in relation to teacher well-being was a non-randomised feasibility trial conducted across a number of schools in England (Beshai, 2016). While this study was not based in an alternative school, the focus of the study on customising a mindfulness intervention to the needs of teachers is highly relevant to the current study.…”

Section: Customising Mindfulness Interventions For Teachersmentioning

confidence: 99%

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Perceptions of a Mindfulness Intervention to Manage Stress and Support the Emotional Work of Teachers in Alternative Schools

Preston¹

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Occupational health intervention for work–life balance and burnout management among teachers in rural communities

Ogakwu

Ede

Amaeze

et al. 2022

Journal Community Psychology

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This study examined the efficacy of the occupational health model of rational emotive behavioral on work–life balance (WLB) and burnout management (BOM) among public school teachers. The study was a pretest–posttest randomized control group design. The participants were 141 teachers in rural communities in Enugu state Nigeria drawn with emphasis on inclusion criteria. Two instruments were used for the data. Data were analyzed using repeated measure analysis of variance. The result showed that rational emotive occupational health coaching (REOHC) led to a significant increase in the management of WLB and burnout among teachers compared to their counterparts in the control group. At the follow‐up stage, REOHC proved to be effective over a period of 3 months. REOHC is a therapeutic intervention strategy that is valid and reliable over time in the management of WLB and BOM among teachers. The researchers are optimistic that the extension of REOHC to other related social and psychological‐based self‐defeating belief by social workers, psychologists, counselors, and employers of labors can enhance their productivity and emotionality in the home and workplace.

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

Cited by 102 publications

References 28 publications

On the Cultivation of University Students’ Healthy Social Emotion

On the Cultivation of University Students’ Healthy Social Emotion

Perceptions of a Mindfulness Intervention to Manage Stress and Support the Emotional Work of Teachers in Alternative Schools

Occupational health intervention for work–life balance and burnout management among teachers in rural communities

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