Reducing Teachers' Psychological Distress through a Mindfulness Training Program

Franco, Clemente; Mañas, Israel Mañas; Cangas, Adolfo J.; Moreno, Emilio; Gallego, José

doi:10.1017/s1138741600002328

Cited by 82 publications

(64 citation statements)

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“…Second, teachers in the intervention group participated in mindfulness training as part of a one-day teacher training workshop. Recent studies have shown that teachers who practice mindfulness experience reductions in psychological symptoms, occupational stress, and burnout as well as increases in focused attention, working memory, and self-compassion (Franco, Mañas, Cangas, Moreno, and Gallego, 2010; Gold et al, 2010, Jennings, Snowberg, Coccia, & Greenberg, 2011, Roeser et al, 2012). In the current study, although the teacher training workshop was only one day, it is possible that learning mindfulness influenced teachers’ behavior, in general.…”

Section: Discussionmentioning

confidence: 99%

The impact of mindfulness education on elementary school students: evaluation of theMaster Mindprogram

Parker

Kupersmidt

Mathis

et al. 2014

Advances in School Mental Health Promotion

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Children need to be equipped with the skills to respond effectively to stress and prevent poor decision-making surrounding alcohol and tobacco use. Training and practice in mindfulness is one possible avenue for building children's skills. Recent research has revealed that mindfulness education in the classroom may play a role in enhancing children's self-regulatory abilities. Thus, the goal of the current study was to extend existing research in mindfulness education in classrooms and conduct an assessment of the feasibility and effectiveness of a new mindfulness education, substance abuse prevention program for 4th and 5th grade children (Master Mind). Two elementary schools were randomly assigned to be an intervention group (N = 71) or waitlist control group (N = 40). Students in the intervention group were taught the four-week Master Mind program by their regular classroom teachers. At pre- and post-intervention time points, students completed self-reports of their intentions to use substances and an executive functioning performance task. Teachers rated students on their behavior in the classroom. Findings revealed that students who participated in the Master Mind program, as compared to those in the wait-list control condition, showed significant improvements in executive functioning skills (girls and boys), as well as a marginally significant increase in self-control abilities (boys only). In addition, significant reductions were found in aggression and social problems (girls and boys), as well as anxiety (girls only). No significant differences across groups were found for intentions to use alcohol or tobacco. Teachers implemented the program with fidelity; both teachers and students positively rated the structure and content of the Master Mind program, providing evidence of program satisfaction and feasibility. Although generalization may be limited by the small sample size, the findings suggest that mindfulness education may be beneficial in increasing self-regulatory abilities, which is important for substance abuse prevention.

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Section: Discussionmentioning

confidence: 99%

The impact of mindfulness education on elementary school students: evaluation of theMaster Mindprogram

Parker

Kupersmidt

Mathis

et al. 2014

Advances in School Mental Health Promotion

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“…In the Netherlands almost one in five teachers suffers from burnout complaints, compared to one in eight employees in the general working population [4]. Most of the interventions to prevent work-related stress in education aim to increase the resources of the individual to deal with the demands of the job [5–10]. However, these interventions were only partially effective in influencing (dimensions of) burnout [5–7, 9, 10] and well-being [10].…”

Section: Introductionmentioning

confidence: 99%

Evaluating the implementation process of a participatory organizational level occupational health intervention in schools

et al. 2016

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BackgroundThe importance of process evaluations in examining how and why interventions are (un) successful is increasingly recognized. Process evaluations mainly studied the implementation process and the quality of the implementation (fidelity). However, in adopting this approach for participatory organizational level occupational health interventions, important aspects such as context and participants perceptions are missing. Our objective was to systematically describe the implementation process of a participatory organizational level occupational health intervention aimed at reducing work stress and increasing vitality in two schools by applying a framework that covers aspects of the intervention and its implementation as well as the context and participants perceptions.MethodsA program theory was developed, describing the requirements for successful implementation. Each requirement was operationalized by making use of the framework, covering: initiation, communication, participation, fidelity, reach, communication, satisfaction, management support, targeting, delivery, exposure, culture, conditions, readiness for change and perceptions. The requirements were assessed by quantitative and qualitative data, collected at 12 and 24 months after baseline in both schools (questionnaire and interviews) or continuously (logbooks).ResultsThe intervention consisted of a needs assessment phase and a phase of implementing intervention activities. The needs assessment phase was implemented successfully in school A, but not in school B where participation and readiness for change were insufficient. In the second phase, several intervention activities were implemented at school A, whereas this was only partly the case in school B (delivery). In both schools, however, participants felt not involved in the choice of intervention activities (targeting, participation, support), resulting in a negative perception of and only partial exposure to the intervention activities. Conditions, culture and events hindered the implementation of intervention activities in both schools.ConclusionsThe framework helped us to understand why the implementation process was not successful. It is therefore considered of added value for the evaluation of implementation processes in participatory organizational level interventions, foremost because of the context and mental models dimensions. However, less demanding methods for doing detailed process evaluations need to be developed. This can only be done if we know more about the most important process components and this study contributes to that knowledge base.Trial registrationNetherlands Trial Register NTR3284.

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“…Los hallazgos obtenidos en diversos estudios han demostrado que la práctica regular y continua de la meditación produce diferentes efectos beneficiosos sobre el organismo, algunos de ellos relacionados con la ansiedad (Solberg, Ingjer, Holen, Sundgot-Borgen, Nilsson y Holme, 2000), reducción de la tensión arterial (Barnes, Treiber y Davis, 2001), mejora significativa del insomnio (Jacobs, Benson y Friedman, 1993), reducciones de los niveles de nerviosismo, preocupación, malestar emocional y estrés e incrementos de los niveles de relajación muscular, tranquilidad emocional y del grado de bienestar general Franco, Mañas, Cangas, Moreno y Gallego, 2010), entre otros.Por todo ello, se han desarrollado intervenciones basadas en mindfulness para tratar trastornos específicos como depresión, adicciones, trastornos de la conducta alimentaria, trastornos de ansiedad, trastornos relacionados con el dolor corporal y la salud en general (Orsillo, Roemer, Block, Lejeune y Herbert, 2004;Orsillo, Roemer, BlockLerner y Tull, 2004, Franco, Mañas y Justo 2010. Los datos preliminares de investigaciones con estas técnicas han aportado cierta evidencia en apoyo de esos tratamientos (Baer, 2003;.…”

Section: Introductionunclassified

Reducción de los síntomas de ansiedad y sensibilidad a la ansiedad mediante la aplicación de un programa de meditación mindfulness

Yagüe

Sánchez-Rodríguez

Mañas

et al. 2016

PSYE

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RESUMEN:El objetivo del presente estudio es examinar la eficacia de un programa de entrenamiento en mindfulness para reducir los niveles de ansiedad. La muestra estuvo constituida por 20 participantes aquejados de ansiedad con puntuaciones elevadas en ASI-3 y en la subescala de ansiedad del SCL-90. Se realizó un diseño cuasiexperimental de comparación de grupos con medición pretest-postest, con un grupo experimental y un grupo control con 10 participantes cada grupo. Como instrumentos de evaluación se utilizaron los cuestionarios ASI-3, MAAS y SCL-90. Los análisis estadísticos muestran una reducción en todas las dimensiones del factor Sensibilidad a la ansiedad y también en la subescala de ansiedad del Scl-90 una vez finalizada la intervención, así como una mejora en la capacidad de estar presentes o atención plena medida a través de la escala MAAS. Estos resultados son acordes con otras investigaciones donde se ha comprobado la eficacia de las técnicas de mindfulnessen la mejora de los síntomas de ansiedad. Palabras clave: meditación, mindfulness, conciencia plena, ansiedad, sensibilidad a la ansiedad, intervención. Improvement of the symptoms of anxiety and anxiety sensitivity through the application of a mindfulness meditationABSTRACT: The aim of this study is to examine the effectiveness of a training program mindfulness to reduce anxiety levels. The sample consisted of 20 participants suffering from anxiety and high scores on ASI-3 and subscale of anxiety from SCL-90. A quasi-experimental comparison group design with pretest-posttest measurement with an experimental group and a control group with 10 participants each group was performed. As instruments of assessment questionnaires ASI-3, MAAS, and SCL-90 were used. Statistical analyzes show a reduction in all in dimensions of anxiety sensitivity factor and anxiety subscale of the SCL-90 once the interventions as well as improvement in the ability to be present or mindfulness measured by the MAAS scale. The results are consistent with other research which has show the effectiveness of mindfulness techniques in improving the symptoms of anxiety.

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Reducing Teachers' Psychological Distress through a Mindfulness Training Program

Cited by 82 publications

References 40 publications

The impact of mindfulness education on elementary school students: evaluation of theMaster Mindprogram

The impact of mindfulness education on elementary school students: evaluation of theMaster Mindprogram

Evaluating the implementation process of a participatory organizational level occupational health intervention in schools

Reducción de los síntomas de ansiedad y sensibilidad a la ansiedad mediante la aplicación de un programa de meditación mindfulness

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