Improving Emotion Regulation, Well-being, and Neuro-cognitive Functioning in Teachers: a Matched Controlled Study Comparing the Mindfulness-Based Stress Reduction and Health Enhancement Programs

Carroll, Annemaree; Sanders-O’Connor, Emma; Forrest, Kylee; Fynes-Clinton, Samuel; York, Ashley; Ziaei, Maryam; Flynn, Libby; Bower, Julie; Reutens, David C.

doi:10.1007/s12671-021-01777-4

Cited by 14 publications

(6 citation statements)

References 90 publications

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“…Dahal and Pradhan 2018 [43] Nepal (Asia) Non-RCT This review found 40 articles with sixteen types of interventions for addressing burnout and stress in teachers: (a) 18 studies on mindfulness-based interventions [12,[23][24][25]27,29,[33][34][35][36][37][38][39][40][41] including in combination with yoga [32] or in combination with Cognitive Behavioural Therapy (CBT) [26,42], (b) seven studies reported on CBT only [30,31] or CBT in combination with yoga [22,28], or other derivatives, e.g., Inquiry-Based Stress Reduction (IBSR) [57,60] and Cyclic meditation [43] (c) seven studies used Rational Emotive Behavior Therapy [44][45][46][47][48][49][50], (d) one study on Sports-Based Physical Activity Program [55] (e) Christian prayer and prayer-reflection [52] (f) Group Sandplay [58], (g) stress reduction training (e.g., Stress Management and Resiliency Training Program (SMART) [51], Autogenic Training [59], Progressive Muscle Relaxation with music and aromatherapy [53]), and (h) interventions focusing on building social and emotional competence (e.g., A+ intervention [56], Ability Model of Emotional intelligence…”

Section: Interventions To Reduce Stress and Burnout Among Teachersmentioning

confidence: 99%

“…Mindfulness is the most popularly utilized intervention studied to reduce stress and burnout among teachers, and most studies reported high efficacy [25,27,29,38], with a significant decrease in Teacher Stress Inventory (TSI) scores and emotional exhaustion subscale. However, one study reported no change in the depersonalization subscale of burnout [27].…”

Section: Mindfulness and Mindfulness-based With Cbt Or Yoga Intervent...mentioning

confidence: 99%

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Interventions to Reduce Stress and Burnout among Teachers: A Scoping Review

Agyapong

Brett-MacLean

Burback

et al. 2023

IJERPH

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Background: Teaching is recognized as a highly challenging profession. Experience of chronic stress is a risk factor for poor mental and physical well-being, and burnout. There is limited knowledge regarding optimal interventions to address stress and burnout among teachers. Objective: To undertake a scoping review of the literature in the last five years to determine various psychological interventions to address stress and burnout among teachers. Method: The PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews was followed. Relevant search terms were used to determine different interventions adopted to reduce teachers’ stress and burnout. Articles published between 2018 and 2022 were identified using five bibliographic databases. Relevant articles were extracted, reviewed, collated, and thematically analyzed, and findings s were summarized. Results: Forty studies conducted in Asia, North America, Oceania, Europe, and Africa, met the inclusion criteria. Sixteen kinds of burnout and stress-reduction interventions were identified. The most popularly studied intervention were Mindfulness-Based Interventions alone or in combination with yoga or Cognitive Behavioural Therapy (CBT), followed by Rational Emotive Behavioral Therapy (REBT). Mindfulness-Based Interventions led to decreased overall Teacher Stress Inventory (TSI) and emotional exhaustion subscale scores. REBT, primarily used with special education teachers, especially in Africa, has also shown positive results. Other interventions reporting positive outcomes include Inquiry-Based Stress Reduction (IBSR), the Stress Management and Resiliency Training Program (SMART), Cyclic Meditation, Group Sandplay, Progressive Muscle Relaxation, Autogenic Training, Sport-Based Physical Activity, Emotional Intelligence Ability Models and Christian Prayer and Prayer-Reflection. Conclusions: Stress and burnout can have a negative impact on teachers and, very often, on the students they teach. Implementing suitable school-based interventions is necessary to improve teachers’ stress-coping ability, reduce the likelihood of burnout and improve general well-being. Policymakers, governments, school boards and administrators should prioritize the implementation of school-based awareness and intervention programs.

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Section: Interventions To Reduce Stress and Burnout Among Teachersmentioning

confidence: 99%

Section: Mindfulness and Mindfulness-based With Cbt Or Yoga Intervent...mentioning

confidence: 99%

Interventions to Reduce Stress and Burnout among Teachers: A Scoping Review

Agyapong

Brett-MacLean

Burback

et al. 2023

IJERPH

View full text Add to dashboard Cite

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“…In that study, decreased activation was observed in the bilateral cuneus and right parietal operculum during the more difficult trials despite equivalent task performance ( Seminowicz et al, 2020 ). Processing negative stimuli on the emotional Stroop, MM was associated with decreased activation in regions of the DMN (inferior frontal gyrus, cingulate/PCC, inferior temporal gyrus, hippocampus/parahippocampus) and emotion-generating regions (amygdala, claustrum) among highly stressed teachers with equivalent task performance (though group by time interaction did not reach significance) ( Carroll et al, 2021 ). Similarly, among breast cancer survivors with chronic neuropathic pain, decreased activation in left middle frontal, inferior frontal, precuneus, postcentral gyrus and calcarine gyrus when processing affective relative to neutral stimuli on emotional Stroop (with equivalent performance) compared to baseline (group by time interaction did not reach significance) ( Hatchard et al, 2021 ).…”

Section: Resultsmentioning

confidence: 99%

Three potential neurovascular pathways driving the benefits of mindfulness meditation for older adults

Pommy

Smart

Bryant

et al. 2023

Front. Aging Neurosci.

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Mindfulness meditation has been shown to be beneficial for a range of different health conditions, impacts brain function and structure relatively quickly, and has shown promise with aging samples. Functional magnetic resonance imaging metrics provide insight into neurovascular health which plays a key role in both normal and pathological aging processes. Experimental mindfulness meditation studies that included functional magnetic resonance metrics as an outcome measure may point to potential neurovascular mechanisms of action relevant for aging adults that have not yet been previously examined. We first review the resting-state magnetic resonance studies conducted in exclusively older adult age samples. Findings from older adult-only samples are then used to frame the findings of task magnetic resonance imaging studies conducted in both clinical and healthy adult samples. Based on the resting-state studies in older adults and the task magnetic resonance studies in adult samples, we propose three potential mechanisms by which mindfulness meditation may offer a neurovascular therapeutic benefit for older adults: (1) a direct neurovascular mechanism via increased resting-state cerebral blood flow; (2) an indirect anti-neuroinflammatory mechanism via increased functional connectivity within the default mode network, and (3) a top-down control mechanism that likely reflects both a direct and an indirect neurovascular pathway.

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“…Theoretically, MBSR may reduce symptoms of stress by modifying self-compassion, ER processes, and improving teachers' ability or willingness to allow and accept negative emotions rather than attempt to suppress or avoid them [49]. This theory confirmed in studies on the general population [53], clinical populations [54], and teachers [55] but never been tested during a major crisis.…”

Section: The Teaching Contextmentioning

confidence: 92%

Preschool Teachers’ Psychological Distress and Work Engagement during COVID-19 Outbreak: The Protective Role of Mindfulness and Emotion Regulation

Keleynikov

Benatov

Berger

2022

IJERPH

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COVID-19 has dramatically affected the mental health and work environment of the educational sector. Our primary aim was to investigate preschool teachers’ psychological distress and work engagement during the COVID-19 outbreak, while examining the possible protective role of participating in a mindfulness-based intervention geared to foster compassion (Call2Care-Israel for Teachers; C2C-IT) and emotion regulation. The prevalence of emotional distress, work engagement, and COVID-19 concerns were evaluated in 165 preschool teachers in the early stages of the COVID-19 outbreak in Israel through questionnaires. The findings showed that preschool teachers experienced increased emotional distress. Teachers who had participated in the C2C-IT intervention six months before the pandemic outbreak (N = 41) reported lower emotional distress, higher use of adaptive emotion regulation strategies, and higher work engagement, compared to their counterparts that had not participated in the intervention (N = 124). Emotion regulation strategies mediated the link between participating in CTC-IT intervention and emotional distress and work engagement. Teaching is a highly demanding occupation, especially during a pandemic, thus making it important to invest resources in empowering this population. The findings here suggest that the implementation of a mindfulness-based intervention during the school year can enhance teachers’ well-being, even during stressful events such as the COVID-19 pandemic.

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Improving Emotion Regulation, Well-being, and Neuro-cognitive Functioning in Teachers: a Matched Controlled Study Comparing the Mindfulness-Based Stress Reduction and Health Enhancement Programs

Cited by 14 publications

References 90 publications

Interventions to Reduce Stress and Burnout among Teachers: A Scoping Review

Interventions to Reduce Stress and Burnout among Teachers: A Scoping Review

Three potential neurovascular pathways driving the benefits of mindfulness meditation for older adults

Preschool Teachers’ Psychological Distress and Work Engagement during COVID-19 Outbreak: The Protective Role of Mindfulness and Emotion Regulation

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