Effects of a Four-Day Mindfulness Intervention on Teachers' Stress and Affect: A Pilot Study in Eastern China.
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ABSTRACT:
SUBMITTER: Song X
PROVIDER: S-EPMC7338718 | biostudies-literature | 2020
REPOSITORIES: biostudies-literature
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Effects of a Four-Day Mindfulness Intervention on Teachers' Stress and Affect: A Pilot Study in Eastern China.
Song Xiaolan X Zheng Ming M Zhao Huiwen H Yang Tianqi T Ge Xingcheng X Li Hongmei H Lou Ting T
Frontiers in psychology 20200630
Stress is becoming increasingly prevalent among teacher groups, and this is problematic for education. Mindfulness training (MT) is a well-supported way to help various populations cope with and reduce stress. In this study, a 4-day intensive MT program that aimed to increase teachers' emotional health was developed and implemented into the existing post-service education for teachers in eastern China. A total of 161 teachers voluntarily enrolled in the course and were assigned to either the min ...[more]
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Project description:ObjectivesThe goal of the present study was to probe the effects of mindfulness practice in a naturalistic setting as opposed to a lab-based environment in the presence of continuous heart rate variability (HRV) measurements. The specific experimental goals were to examine the effects of a brief 10-day online-based mindfulness intervention on both chronic and acute HRV responses.MethodWe conducted a fully randomized 10-day longitudinal trial of mindfulness practice, explicitly controlling for practice effects with an active-control group (music listening) and a non-intervention control group. To assess chronic cardiovascular effects, we asked participants in the 3 groups to complete 2-day HRV pre- and post-intervention measurement sessions. Using this experimental setup enabled us to address training effects arising from mindfulness practice to assess physiological impact on daytime as well as nighttime (i.e. assessing sleep quality) on the underlying HRV response. To assess acute cardiovascular effects, we measured HRV in the 2 active intervention groups during each of the 10 daily mindfulness or music sessions. This allowed us to track the development of purported training effects arising from mindfulness practice relative to the active-control intervention in terms of changes in the HRV slope over the 10-day time-course.ResultsFirstly, for the acute phase we found increased HRV during the daily practice sessions in both the mindfulness and active-control group indicating that both interventions were effective in decreasing acute physiological stress. Secondly, for the chronic phase we found increased HRV in both the day- and nighttime indicating increased sleep quality, specifically in the mindfulness group.ConclusionThese results suggest causal effects in both chronic and acute phases of mindfulness practice in formerly naïve subjects and provides support for the argument that brief online-based mindfulness interventions exert positive impact on HRV.
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Project description:BackgroundMindfulness-based programs are a novel and promising approach for supporting teachers' occupational health and well-being. Although rationales for mindfulness programs for teachers have been offered, the empirical research base evaluating approaches for educating teachers in mindfulness is still developing. This study reports the findings of a pilot study of a mindfulness-based program. This study is unique in that it is one of the only studies of the Mindfulness-Based Emotional Balance (MBEB) program to focus on early elementary teachers, to be implemented by a new instructor, and to recruit teachers via extrinsic motivators.MethodsA pre-post, uncontrolled pilot study of a 27.5-h mindfulness-based program for teachers was conducted with 21 pre-kindergarten-third-grade teachers from the Pacific Northwest of the USA. Program acceptability was assessed based on attendance and teacher reports of program benefits. Effect sizes for within-person changes (from pre- to post-program) in teachers' skills and mindsets, well-being, occupational health, and teaching practices were calculated. Teachers also suggested improvements to the program.ResultsWith regard to program attendance and acceptability, teachers attended 87% of sessions, with 58% of teachers reporting a personal benefit and 58% of teachers reporting a professional benefit of the program. Effect sizes for changes in teachers' skills and mindsets ranged from small to large, |d| = 0.30 to 0.83, and ranged from small to medium for changes in teachers' well-being |d| = 0.07 to 0.48, occupational health |d| = 0.14 to 0.39, and teaching practices |d| = 0.15 to 0.48. Teachers suggested shortening the program and linking it more closely to their work in the classroom.ConclusionsThis study suggests that the MBEB program may be beneficial to early elementary teachers, even when implemented by someone other than the program developer, and when provided with extrinsic motivation to participate (more closely mapping to a larger-scale trial of the program). Teachers' suggestions regarding program length and structure are considered, along with useful avenues for future research on mindfulness-based programs for teachers.
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