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Olowoyo JO, Okoya AA, Adesiyan IM, Awe YT, Lion GN, Agboola OO, Oladeji OM. Environmental health science research: opportunities and challenges for some developing countries in Africa. INTERNATIONAL JOURNAL OF ENVIRONMENTAL HEALTH RESEARCH 2024:1-25. [PMID: 38909292 DOI: 10.1080/09603123.2024.2370388] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/24/2023] [Accepted: 06/17/2024] [Indexed: 06/24/2024]
Abstract
Due to ongoing developmental projects, there is a need for regular monitoring of the impact of pollutants on the environment. This review documented the challenges and opportunities in the field of environmental health sciences in some African countries. A systematic review was used to investigate opportunities and challenges in the field of environmental health science in Africa by examining published work with a specific focus on Africa. The reports showed that funding and infrastructure as the major problems. The study also highlighted recruiting study participants, retention, and compensation as a bane in the field in Africa. The absence of modern equipment also hinders research. The review, however, noted research collaboration from the region including studies on emerging pollutants such as pharmaceuticals, per and polyfluoroalkyl substances (PFAS), and microplastic (MPs) as great opportunities. The study concluded that collaboration with other continents, exchange programs and improved governmental interventions may help.
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Affiliation(s)
- J O Olowoyo
- Department of Health Sciences and The Water School, Florida Gulf Coast University, Fort Myers, FL, USA
- Department of Biology and Environmental Sciences, Sefako Makgatho Health Sciences, South Africa
| | - A A Okoya
- Institute of Ecology and Environmental Studies, Obafemi Awolowo University, Ile-Ife, Nigeria
| | - I M Adesiyan
- Department of Environmental and Occupational Health, University of Medical Sciences, Ondo, Ondo State, Nigeria
| | - Y T Awe
- Environmental Management Program, Pan African University of Life and Earth Sciences, University of Ibadan, Oyo State, Nigeria
| | - G N Lion
- Department of Biology and Environmental Sciences, Sefako Makgatho Health Sciences, South Africa
| | - O O Agboola
- Department of Botany, University Lokoja, Kogi State, Nigeria
- Department of Biological Sciences, Federal University of Health Sciences Otukpo, Benue State, Nigeria
| | - O M Oladeji
- Department of Biology and Environmental Sciences, Sefako Makgatho Health Sciences, South Africa
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2
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Floman JL, Ponnock A, Jain J, Brackett MA. Emotionally intelligent school leadership predicts educator well-being before and during a crisis. Front Psychol 2024; 14:1159382. [PMID: 38425349 PMCID: PMC10903540 DOI: 10.3389/fpsyg.2023.1159382] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2023] [Accepted: 12/19/2023] [Indexed: 03/02/2024] Open
Abstract
We examined the role of educator perceptions of school leader emotion regulation (ER) and emotional support (ES) in educator well-being during a typical year and during the COVID-19 pandemic. Based on emotion contagion theory, leaders' (in)ability to regulate their own emotions may trigger ripple effects of positive or negative emotions throughout their organizations, impacting staff well-being. Additionally, based on conservation of resources theory, when experiencing psychologically taxing events, skillful emotional support provided by leaders may help to replenish staff's depleted psychological resources, promoting staff well-being. In two national studies, a cross-sectional (NStudy 1 = 4,847) and a two-wave study (NStudy 2 = 2,749), we tested the association between United States preK-12 educator perceptions of school leaders' ER and ES with educator well-being before and during the COVID-19 pandemic, employing structural equation modeling and multilevel modeling. In Studies 1 and 2, educator reports of their leaders' ER and ES skills predicted greater educator well-being, including higher positive affect and job satisfaction and lower emotional exhaustion and turnover intentions. In moderation analyses, perceived leader ER predicted well-being about equally among educators facing severe versus mild health impacts from COVID-19. In contrast, perceived leader ES was more strongly associated with educator well-being for some outcomes in those severely versus mildly impacted by COVID-19 illness and death. Leader ER played a role in the well-being of everyone, whereas leader ES was more predictive of well-being for those severely impacted by a crisis. Regarding implications for policy and practice, efforts to promote well-being among educators may be enhanced when combined with efforts to develop school leaders' ER and ES skills, especially in times of crisis. Accordingly, school districts should consider the value of investing in systematic, evidence-based emotion skills training for their leaders.
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Affiliation(s)
- James L. Floman
- Yale Center for Emotional Intelligence, Yale School of Medicine, Yale University, New Haven, CT, United States
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3
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Brophy-Herb HE, Stacks AM, Frosch C, Brincks AM, Cook JL, Vallotton CD, Perkins HA, Kim LE, Carson R, Muzik M, Rosenblum K, Jennings PA. The Effects of a Relationship-Focused Professional Development Intervention on Infant and Toddler Teachers' Mindfulness-Based Strategies for Coping. EARLY CHILDHOOD EDUCATION JOURNAL 2024; 52:243-257. [PMID: 39092205 PMCID: PMC11290201 DOI: 10.1007/s10643-022-01416-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/25/2022] [Indexed: 08/04/2024]
Abstract
Teaching is a demanding profession with teachers of very young children reporting high rates of stress and exhaustion. We tested the effects of a relationship-focused professional development intervention designed to enhance teachers' use of mindfulness-based strategies to support coping on trajectories of teachers' stress, exhaustion (emotional, physical, and mental), and coping. Infant and toddler teachers (N = 81) from Early Head Start (EHS) or EHS childcare partnerships (CCP) were randomized to the intervention or usual care control condition. Using ecological momentary assessment, teachers completed twice-weekly reports of stress, exhaustion, coping, and coping strategy effectiveness via smartphones for 40 weeks. Multilevel linear regression modeling, accounting for within-person repeated measures, showed no intervention effects on stress and exhaustion trajectories. Teachers in the intervention reported increased use of mindfulness-based strategies for coping over time as compared to the control group, although frequency of use peaked and then declined. While perceptions of stress and exhaustion did not change, teachers' increased use of mindfulness-based strategies suggests improvements in how teachers managed stress and exhaustion; however, the decline in use of coping suggests the need for ongoing support within the workplace.
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Affiliation(s)
- Holly E. Brophy-Herb
- Department of Human Development and Family Studies, Michigan State University, 552 W. Circle Drive, East Lansing, MI 48824, USA
| | - Ann M. Stacks
- Merrill-Palmer Skillman Institute, Wayne State University, Detroit, MI, USA
| | - Cynthia Frosch
- Department of Human Development and Family Studies, Auburn University, Auburn, AL, USA
| | - Ahnalee M. Brincks
- Department of Human Development and Family Studies, Michigan State University, 552 W. Circle Drive, East Lansing, MI 48824, USA
| | - Jody L. Cook
- Department of Human Development and Family Studies, Michigan State University, 552 W. Circle Drive, East Lansing, MI 48824, USA
| | - Claire D. Vallotton
- Department of Human Development and Family Studies, Michigan State University, 552 W. Circle Drive, East Lansing, MI 48824, USA
| | - Haiden A. Perkins
- Department of Human Development and Family Studies, Michigan State University, 552 W. Circle Drive, East Lansing, MI 48824, USA
| | - Loria E. Kim
- Department of Human Development and Family Studies, Michigan State University, 552 W. Circle Drive, East Lansing, MI 48824, USA
| | | | - Maria Muzik
- Department of Psychiatry, University of Michigan, Ann Arbor, MI, USA
- Department of Obstetrics and Gynecology, University of Michigan, Ann Arbor, MI, USA
| | - Katherine Rosenblum
- Department of Psychiatry, University of Michigan, Ann Arbor, MI, USA
- Department of Obstetrics and Gynecology, University of Michigan, Ann Arbor, MI, USA
| | - Patricia A. Jennings
- Curry School of Education and Human Development, University of Virginia, Charlottesville, VA, USA
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Van de Velde J, Levecque K, Weijters B, Laureys S. Doing what matters in times of stress: No-nonsense meditation and occupational well-being in COVID-19. PLoS One 2023; 18:e0292406. [PMID: 37910465 PMCID: PMC10619828 DOI: 10.1371/journal.pone.0292406] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2023] [Accepted: 09/19/2023] [Indexed: 11/03/2023] Open
Abstract
While the COVID-19 pandemic challenged the general public's health and well-being, it exacerbated the pre-existing well-being issues in the educational sector in many countries. Mindfulness-based interventions are often applied to protect and promote occupational well-being. To investigate how the well-being benefits of these interventions arise, we selected one accessible technique that is used in most of them: focused attention meditation. In the middle of the COVID-19 pandemic, 199 teachers voluntarily practiced five to ten minutes of meditation together with their pupils, every morning for six months. We employed a three-wave longitudinal design to follow any changes in the meditating teachers' well-being and compared these changes to a waitlist control condition of 42 teachers. Three dimensions of well-being were measured at baseline, half-time, and post-intervention: emotional, cognitive, and physical well-being. Latent growth curve models revealed that the meditation technique not only improves well-being but also prevents the development of well-being problems. The practice of focused attention meditation resulted in improvements in emotional and physical well-being and prevented the development of cognitive well-being problems that were observed within the control condition. The effects were strongest for emotional and cognitive well-being and followed a linear trend. This paper shows that the well-being effects of mindfulness-based interventions are at least in part due to the focused attention meditation that is practiced in them. Occupational groups that experience emotional, cognitive, or physical well-being issues can benefit from a few minutes of focused attention meditation per day. Trial registration: ISRCTN ISRCTN61170784 (https://doi.org/10.1186/ISRCTN61170784).
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Affiliation(s)
| | - Katia Levecque
- Department of Work, Organization, and Society, Ghent University, Ghent, Belgium
| | - Bert Weijters
- Department of Work, Organization, and Society, Ghent University, Ghent, Belgium
| | - Steven Laureys
- Coma Science Group, GIGA Consciousness Research Unit, University and University Hospital of Liège, Liège, Belgium
- CERVO Brain Research Center, Laval University, Québec, Canada
- Consciousness Science Institute, Hangzhou Normal University, Hangzhou, Zhejiang, China
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5
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Zhang L, Chen J, Li X, Zhan Y. A Scope Review of the Teacher Well-being Research Between 1968 and 2021. THE ASIA-PACIFIC EDUCATION RESEARCHER 2023. [PMCID: PMC10009359 DOI: 10.1007/s40299-023-00717-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/13/2023] [Indexed: 12/10/2023]
Abstract
This review aimed at portraying a nuanced picture of the trajectory of teacher well-being research during 54 years from 1968 to 2021. This review used descriptive quantitative analysis with a dataset of 774 journal articles. The developmental trend demonstrates a considerable change in the volume of publications conducted during the most recent 14 years. Findings of the current review identify that research foci have covered the antecedents, nature, and effects of teacher well-being in a descending manner. Quantitative methods were observed as the most frequently used method in research studies. Moreover, the use of qualitative and mixed research methods increased in recent times. However, due to the considerable absence of mixed methods, longitudinal, and experimental research designs in this review’s corpus, our interpretation has been restricted to the ways in which teacher well-being can affect as well as be affected by associated constructs. Research on teacher well-being positions itself at the intermediate stage focusing on fusion relations combining new and recognized structures and adopting qualitative as well as quantitative practices. This review supports the evolution of the teacher well-being literature and poses recommendations for future research.
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Affiliation(s)
- Lutong Zhang
- Department of Education Policy and Leadership, Education University of Hong Kong, 10 Lo Ping Road, Tai Po, NT, Hong Kong SAR, China
| | - Junjun Chen
- Department of Education Policy and Leadership, Education University of Hong Kong, 10 Lo Ping Road, Tai Po, NT, Hong Kong SAR, China
| | - Xinlin Li
- Department of Education Policy and Leadership, Education University of Hong Kong, 10 Lo Ping Road, Tai Po, NT, Hong Kong SAR, China
| | - Ying Zhan
- Department of Curriculum and Instruction, Education University of Hong Kong, Hong Kong SAR, China
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6
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Iqbal F, Iqbal F, Humayun GK. Factor structure of the Five Facets Mindfulness Questionnaire (FFMQ) (15 items) in a collectivist society—Pakistan. PSYCHOLOGY IN THE SCHOOLS 2023. [DOI: 10.1002/pits.22875] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/10/2023]
Affiliation(s)
- Farhan Iqbal
- Department of Public Administration University of Karachi Karachi Pakistan
| | - Farah Iqbal
- Department of Psychology University of Karachi Karachi Pakistan
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7
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Beames JR, Spanos S, Roberts A, McGillivray L, Li S, Newby JM, O'Dea B, Werner-Seidler A. Intervention Programs Targeting the Mental Health, Professional Burnout, and/or Wellbeing of School Teachers: Systematic Review and Meta-Analyses. EDUCATIONAL PSYCHOLOGY REVIEW 2023; 35:26. [PMID: 36876289 PMCID: PMC9974401 DOI: 10.1007/s10648-023-09720-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/07/2022] [Indexed: 03/04/2023]
Abstract
This paper outlines a systematic review and meta-analyses to identify, describe, and evaluate randomised and non-randomised controlled trials of psychological programs targeting the mental health, professional burnout, and/or wellbeing of school classroom teachers. Eighty-eight unique studies were identified for inclusion in the review, and of those 46 were included in the meta-analyses (23 randomised controlled trials). In randomised controlled trials, the programs examined had large effects on stress (g=0.93), and moderate effects on anxiety (g=0.65), depression (g=0.51), professional burnout (g=0.57), and wellbeing (g=0.56) at post. In non-randomised controlled trials, programs had moderate effects on stress (g=0.50), and small effects on anxiety (g=0.38) and wellbeing (g=0.38) at post. Studies were heterogeneous in design and methodological quality was generally poor, particularly in non-randomised controlled trials. There was an inadequate number of comparisons to perform sub-group analyses, meta-regression, or publication bias analyses. Most of the programs examined required significant time, effort, and resources to deliver and complete. These programs may not translate well outside of research trials to real-world contexts due to teachers being time-poor. Priorities for research include using methodologically rigorous designs, developing programs for teachers with teachers (i.e. co-design), and considering implementation factors to ensure feasibility, acceptability, and uptake. Systematic Review Registration Number: PROPSERO - CRD42020159805. Supplementary Information The online version contains supplementary material available at 10.1007/s10648-023-09720-w.
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Affiliation(s)
- Joanne R Beames
- Black Dog Institute, University of New South Wales, Sydney, NSW Australia
| | - Samantha Spanos
- Black Dog Institute, University of New South Wales, Sydney, NSW Australia
| | - Anna Roberts
- Black Dog Institute, University of New South Wales, Sydney, NSW Australia
| | - Lauren McGillivray
- Black Dog Institute, University of New South Wales, Sydney, NSW Australia
| | - Sophie Li
- Black Dog Institute and School of Psychology, University of New South Wales, Sydney, NSW Australia
| | - Jill M Newby
- Black Dog Institute and School of Psychology, University of New South Wales, Sydney, NSW Australia
| | - Bridianne O'Dea
- Black Dog Institute, University of New South Wales, Sydney, NSW Australia
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8
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Demmin DL, Silverstein SM, Shors TJ. Mental and physical training with meditation and aerobic exercise improved mental health and well-being in teachers during the COVID-19 pandemic. Front Hum Neurosci 2022; 16:847301. [PMID: 36082230 PMCID: PMC9446448 DOI: 10.3389/fnhum.2022.847301] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/01/2022] [Accepted: 06/30/2022] [Indexed: 11/13/2022] Open
Abstract
Teachers face significant stressors in relation to their work, placing them at increased risk for burnout and attrition. The COVID-19 pandemic has brought about additional challenges, resulting in an even greater burden. Thus, strategies for reducing stress that can be delivered virtually are likely to benefit this population. Mental and Physical (MAP) Training combines meditation with aerobic exercise and has resulted in positive mental and physical health outcomes in both clinical and subclinical populations. The aim of this pilot study was to evaluate the feasibility and potential effectiveness of virtual MAP Training on reducing stress and improving mood and well-being in teachers. Participants (n = 104) were from recruited online from kindergarten to grade twelve (K-12) schools in the Northeastern region of the United States and randomly assigned to a 6-week program of virtual MAP Training (n = 58) or no training (n = 13). Primary outcomes included pre-intervention and post-intervention ratings on self-report measures of social and emotional health. Changes in cognitive functioning and physical health were also examined in secondary analyses. By intervention end, participants in the MAP Training group reported less anxiety and work-related stress compared to those who received no training (ds = −0.75 to −0.78). Additionally, MAP Training participants reported improvements in depressive symptoms, rumination, work-related quality of life, perceived stress, and self-compassion (ds = 0.38 to −0.82), whereas no changes were observed in the no training group. Participants also reported increased subjective ratings of executive functioning, working memory, cognitive flexibility, and fewer sleep disturbances (ds = −0.41 to −0.74). Together, these results suggest that the combination of meditation and aerobic exercise is an effective virtual intervention for improving mental health and well-being among K-12 teachers and may enhance resilience to stressful life events such as occurred during the coronavirus pandemic.
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Affiliation(s)
- Docia L. Demmin
- Department of Psychology, Center for Collaborative Neuroscience, Rutgers University, Piscataway, NJ, United States
- *Correspondence: Docia L. Demmin,
| | - Steven M. Silverstein
- Department of Psychiatry, Rutgers University, Piscataway, NJ, United States
- Department of Neuroscience and Ophthalmology, University of Rochester, Rochester, NY, United States
| | - Tracey J. Shors
- Department of Psychology, Center for Collaborative Neuroscience, Rutgers University, Piscataway, NJ, United States
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Montero-Marin J, Allwood M, Ball S, Crane C, De Wilde K, Hinze V, Jones B, Lord L, Nuthall E, Raja A, Taylor L, Tudor K, Blakemore SJ, Byford S, Dalgleish T, Ford T, Greenberg MT, Ukoumunne OC, Williams JMG, Kuyken W. School-based mindfulness training in early adolescence: what works, for whom and how in the MYRIAD trial? EVIDENCE-BASED MENTAL HEALTH 2022; 25:ebmental-2022-300439. [PMID: 35820993 PMCID: PMC9340034 DOI: 10.1136/ebmental-2022-300439] [Citation(s) in RCA: 35] [Impact Index Per Article: 17.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/03/2022] [Accepted: 05/16/2022] [Indexed: 01/04/2023]
Abstract
BACKGROUND Preventing mental health problems in early adolescence is a priority. School-based mindfulness training (SBMT) is an approach with mixed evidence. OBJECTIVES To explore for whom SBMT does/does not work and what influences outcomes. METHODS The My Resilience in Adolescence was a parallel-group, cluster randomised controlled trial (K=84 secondary schools; n=8376 students, age: 11-13) recruiting schools that provided standard social-emotional learning. Schools were randomised 1:1 to continue this provision (control/teaching as usual (TAU)), and/or to offer SBMT ('.b' (intervention)). Risk of depression, social-emotional-behavioural functioning and well-being were measured at baseline, preintervention, post intervention and 1 year follow-up. Hypothesised moderators, implementation factors and mediators were analysed using mixed effects linear regressions, instrumental variable methods and path analysis. FINDINGS SBMT versus TAU resulted in worse scores on risk of depression and well-being in students at risk of mental health problems both at post intervention and 1-year follow-up, but differences were small and not clinically relevant. Higher dose and reach were associated with worse social-emotional-behavioural functioning at postintervention. No implementation factors were associated with outcomes at 1-year follow-up. Pregains-postgains in mindfulness skills and executive function predicted better outcomes at 1-year follow-up, but the SBMT was unsuccessful to teach these skills with clinical relevance.SBMT as delivered in this trial is not indicated as a universal intervention. Moreover, it may be contraindicated for students with existing/emerging mental health symptoms. CLINICAL IMPLICATIONS Universal SBMT is not recommended in this format in early adolescence. Future research should explore social-emotional learning programmes adapted to the unique needs of young people.
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Affiliation(s)
- Jesus Montero-Marin
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
- Teaching, Reseach and Innovation Unit, Parc Sanitari Sant Joan de Déu, Sant Boi de Llobregat, Spain
| | - Matthew Allwood
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Susan Ball
- NIHR Applied Research Collaboration (PenARC) South West Peninsula, University of Exeter, Exeter, UK
| | - Catherine Crane
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Katherine De Wilde
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Verena Hinze
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Benjamin Jones
- NIHR Applied Research Collaboration (PenARC) South West Peninsula, University of Exeter, Exeter, UK
| | - Liz Lord
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Elizabeth Nuthall
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Anam Raja
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Laura Taylor
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Kate Tudor
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Sarah-Jayne Blakemore
- Department of Psychology, University of Cambridge, Cambridge, UK
- UCL Institute of Cognitive Neuroscience, London, UK
| | - Sarah Byford
- King's College London, King's Health Economics, Institute of Psychiatry, Psychology and Neuroscience, De Crespigny Park, London, UK
| | - Tim Dalgleish
- Medical Research Council Cognition and Brain Sciences Unit, University of Cambridge, Cambridge, UK
| | - Tamsin Ford
- Department of Psychiatry, University of Cambridge, Cambridge, UK
| | - Mark T Greenberg
- Department of Human Development and Family Studies, Pennsylvania State University, University Park, Philadelphia, Pennsylvania, USA
| | - Obioha C Ukoumunne
- NIHR Applied Research Collaboration (PenARC) South West Peninsula, University of Exeter, Exeter, UK
| | - J Mark G Williams
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Willem Kuyken
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
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10
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Matos M, Albuquerque I, Galhardo A, Cunha M, Pedroso Lima M, Palmeira L, Petrocchi N, McEwan K, Maratos FA, Gilbert P. Nurturing compassion in schools: A randomized controlled trial of the effectiveness of a Compassionate Mind Training program for teachers. PLoS One 2022; 17:e0263480. [PMID: 35231057 PMCID: PMC8887735 DOI: 10.1371/journal.pone.0263480] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/03/2021] [Accepted: 12/30/2021] [Indexed: 01/07/2023] Open
Abstract
OBJECTIVES Schools are experiencing an unprecedented mental health crisis, with teachers reporting high levels of stress and burnout, which has adverse consequences to their mental and physical health. Addressing mental and physical health problems and promoting wellbeing in educational settings is thus a global priority. This study investigated the feasibility and effectiveness of an 8-week Compassionate Mind Training program for Teachers (CMT-T) on indicators of psychological and physiological wellbeing. METHODS A pragmatic randomized controlled study with a stepped-wedge design was conducted in a sample of 155 public school teachers, who were randomized to CMT-T (n = 80) or a waitlist control group (WLC; n = 75). Participants completed self-report measures of psychological distress, burnout, overall and professional wellbeing, compassion and self-criticism at baseline, post-intervention, and 3-months follow-up. In a sub-sample (CMT-T, n = 51; WLC n = 36) resting heart-rate variability (HRV) was measured at baseline and post-intervention. RESULTS CMT-T was feasible and effective. Compared to the WLC, the CMT-T group showed improvements in self-compassion, compassion to others, positive affect, and HRV as well as reductions in fears of compassion, anxiety and depression. WLC participants who received CMT-T revealed additional improvements in compassion for others and from others, and satisfaction with professional life, along with decreases in burnout and stress. Teachers scoring higher in self-criticism at baseline revealed greater improvements post CMT-T. At 3-month follow-up improvements were retained. CONCLUSIONS CMT-T shows promise as a compassion-focused intervention for enhancing compassion, wellbeing and reducing psychophysiological distress in teachers, contributing to nurturing compassionate, prosocial and resilient educational environments. Given its favourable and sustainable effects on wellbeing and psychophysiological distress, and low cost to deliver, broader implementation and dissemination of CMT-T is encouraged.
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Affiliation(s)
- Marcela Matos
- University of Coimbra, Faculty of Psychology and Educational Sciences, Center for Research in Neuropsychology and Cognitive and Behavioural Intervention (CINEICC), Coimbra, Portugal
| | - Isabel Albuquerque
- University of Coimbra, Faculty of Psychology and Educational Sciences, Center for Research in Neuropsychology and Cognitive and Behavioural Intervention (CINEICC), Coimbra, Portugal
| | - Ana Galhardo
- University of Coimbra, Faculty of Psychology and Educational Sciences, Center for Research in Neuropsychology and Cognitive and Behavioural Intervention (CINEICC), Coimbra, Portugal
- Instituto Superior Miguel Torga, Coimbra, Portugal
| | - Marina Cunha
- University of Coimbra, Faculty of Psychology and Educational Sciences, Center for Research in Neuropsychology and Cognitive and Behavioural Intervention (CINEICC), Coimbra, Portugal
- Instituto Superior Miguel Torga, Coimbra, Portugal
| | - Margarida Pedroso Lima
- University of Coimbra, Faculty of Psychology and Educational Sciences, Center for Research in Neuropsychology and Cognitive and Behavioural Intervention (CINEICC), Coimbra, Portugal
| | - Lara Palmeira
- University of Coimbra, Faculty of Psychology and Educational Sciences, Center for Research in Neuropsychology and Cognitive and Behavioural Intervention (CINEICC), Coimbra, Portugal
- Universidade Portucalense, Infante D. Henrique, Porto, Portugal
| | | | - Kirsten McEwan
- University of Derby, College of Health, Psychology & Social Care, Derby, United Kingdom
| | - Frances A. Maratos
- University of Derby, College of Health, Psychology & Social Care, Derby, United Kingdom
| | - Paul Gilbert
- University of Derby, College of Health, Psychology & Social Care, Derby, United Kingdom
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11
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Kennedy DP, Haley A, Evans R. Design of a mindfulness-based intervention to support teachers’ emotional regulation behaviors. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-02696-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
AbstractAddressing teachers’ ability to better navigate stress and emotional responses has the potential to improve classroom behaviors, student learning as well as teachers’ wellbeing. While there is growing interest in mindfulness-based interventions (MBIs), there is need for greater attention to design aligned with relevant theories and transparent reporting to improve the rigor and translation of research. While utilized widely in health and behavior fields, behavior change theory has not been applied extensively in education or MBI research. This descriptive methodological paper articulates the intervention mapping and design process of an MBI to improve teachers’ stress and emotional regulation. To improve reporting, we use a post hoc application of a well-established behavioral model. Application of the Behavior Change Wheel (BCW) as part of an intervention mapping approach for an MBI to align teacher’s needs with intervention elements most likely to achieve desired behavioral outcomes. The paper illustrates an approach which includes defining the problem in behavioral terms, identification of target behaviors and behavioral change techniques, and selection of strategies and modes of intervention delivery. A systematic intervention mapping approach applying the BCW can yield a holistic MBI for the desired behavior change, enhanced emotion and stress regulation in teachers. This example of applying the BCW to the design of an MBI demonstrates how intervention designers and researchers can make decisions about which techniques and delivery components to include in their interventions, and how to systematically describe them. Such approaches have the potential to improve the reporting and methodological rigor of future MBI research and the successful application of interventions in practice.
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Bonde EH, Fjorback LO, Frydenberg M, Juul L. The effectiveness of mindfulness-based stress reduction for school teachers: a cluster-randomized controlled trial. Eur J Public Health 2022; 32:246-253. [PMID: 35142355 PMCID: PMC8975540 DOI: 10.1093/eurpub/ckab223] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Background Teaching has been found to be one of the most stressful occupations. Hence, current interest in reducing stress and enhancing the well-being of teachers is strong. Mindfulness-based stress reduction (MBSR) is documented to be effective in reducing stress and increasing well-being. This study investigated the effectiveness of delivering MBSR to lower secondary school teachers as a part of a teacher-training programme. Methods This study was a nested trial within the parallel cluster-randomized controlled trial, Stress-free Everyday LiFe for Children and Adolescents REsearch (SELFCARE). Schools were recruited from all five geographical regions in Denmark between May 2018 and May 2019. One to three teachers from each school were allowed to participate. At baseline, 110 schools, representing 191 lower secondary school teachers, were cluster-randomized to intervention or a wait-list control group. The intervention group received MBSR during 2019 and the wait-list control group during 2020. Data were collected at baseline and after 3 and 6 months. The primary outcome was measured by Cohen’s Perceived Stress Scale (PSS). Data were analyzed using a mixed-effect linear regression model and bootstrapped for cluster effects. Results At 3 months, the intervention group statistically significantly reduced their PSS score 1.7 [95% confidence interval (CI) 0.04–3.3] points more than did the wait-list control group. At 6 months, the intervention group had statistically significantly reduced their mean PSS score 2.1 (95% CI: 0.5–3.8) points more than the wait-list control group. Conclusion It is possible to reduce perceived stress among lower secondary school teachers by delivering MBSR as part of a teacher-training programme.
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Affiliation(s)
- Emilie H Bonde
- Department of Clinical Medicine, Danish Center for Mindfulness, Aarhus University, Aarhus, Denmark
| | - Lone O Fjorback
- Department of Clinical Medicine, Danish Center for Mindfulness, Aarhus University, Aarhus, Denmark
| | | | - Lise Juul
- Department of Clinical Medicine, Danish Center for Mindfulness, Aarhus University, Aarhus, Denmark
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Juul L, Brorsen E, Gøtzsche K, Nielsen BL, Fjorback LO. The Effects of a Mindfulness Program on Mental Health in Students at an Undergraduate Program for Teacher Education: A Randomized Controlled Trial in Real-Life. Front Psychol 2021; 12:722771. [PMID: 34938226 PMCID: PMC8687132 DOI: 10.3389/fpsyg.2021.722771] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2021] [Accepted: 10/28/2021] [Indexed: 11/13/2022] Open
Abstract
Background: In this study, we aimed to investigate the effects of a mindfulness program including Mindfulness-Based Stress Reduction (MBSR) on the mental health of student teachers when offered at their educational institution in a real-life context. Methods: A parallel randomized controlled trial (RCT) was conducted among self-selected student teachers at a Danish undergraduate program for teacher education in the autumns of 2019 and 2020. Participation was not recommended in case of (1) clinical depression or a diagnosis of psychosis or schizophrenia, (2) abuse of alcohol, drugs, and/or medicine. Randomization was performed by a Statistician who was blinded to the identity of the students. Data was collected using self-reported questionnaires. The primary outcome was a change in perceived stress 3 months from baseline. Secondary outcome measures were symptoms of anxiety and depression, well-being, resilience, mindfulness, and thoughts and feelings during rest. The effects were analyzed according to the intention-to-treat principle using mixed-effect linear regression models. Mediating effects of mindfulness skills on the mental health outcomes were explored using structural equation modeling. Results: The study group included 67 student teachers with 34 allocated to the intervention group (median age: 25 years; women: n = 24, 71%); and 33 students (median age: 25 years; women: n = 25, 76%) allocated to a waiting list control group. At baseline, mean Perceived Stress Scale (PSS) scores were 18.88 (SD: 5.75) in the intervention group and 17.91 (SD: 6.36) in the waiting list control group. A total of 56 students completed the questionnaire at a 3-month follow-up (28 in both the intervention- and the control group). Statistically significant effects of the intervention were found on perceived stress, symptoms of anxiety and depression, well-being, and on three of seven resting-state dimensions. No effects were found on resilience or mindfulness. Statistically significant mediated effects via resting-state dimensions were found. Conclusion The findings suggested that offering a mindfulness program at an undergraduate program for teacher education could significantly improve the mental health among self-selected students within 3 months. Results of mediation analysis supported the hypothesis that some of the effects might be explained by reduced distracting thoughts. Clinical Trial Registration: [www.ClinicalTrials.gov], identifier [NCT04558099].
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Affiliation(s)
- Lise Juul
- Department of Clinical Medicine, Danish Center for Mindfulness, Aarhus University, Aarhus, Denmark
| | - Eva Brorsen
- Department of Clinical Medicine, Danish Center for Mindfulness, Aarhus University, Aarhus, Denmark
| | - Katinka Gøtzsche
- Department of Clinical Medicine, Danish Center for Mindfulness, Aarhus University, Aarhus, Denmark
| | | | - Lone Overby Fjorback
- Department of Clinical Medicine, Danish Center for Mindfulness, Aarhus University, Aarhus, Denmark
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Teachers’ Psychological Characteristics: Do They Matter for Teacher Effectiveness, Teachers’ Well-being, Retention, and Interpersonal Relations? An Integrative Review. EDUCATIONAL PSYCHOLOGY REVIEW 2021. [DOI: 10.1007/s10648-021-09614-9] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
Abstract
AbstractThis integrative review aims to render a systematic account of the role that teachers’ psychological characteristics, such as their motivation and personality, play for critical outcomes in terms of teacher effectiveness, teachers’ well-being, retention, and positive interpersonal relations with multiple stakeholders (e.g., students, parents, principals, colleagues). We first summarize and evaluate the available evidence on relations between psychological characteristics and these outcomes derived in existing research syntheses (meta-analyses, systematic reviews). We then discuss implications of the findings regarding the eight identified psychological characteristics—self-efficacy, causal attributions, expectations, personality, enthusiasm, emotional intelligence, emotional labor, and mindfulness—for research and educational practice. In terms of practical recommendations, we focus on teacher selection and the design of future professional development activities as areas that particularly profit from a profound understanding of the relative importance of different psychological teacher characteristics in facilitating adaptive outcomes.
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