School teachers report high levels of stress which impact on their engagement with pupils and effectiveness as a teacher. Early intervention or prevention approaches may support teachers to develop positive coping and reduce the experience and impact of stress. This article reviews research on one such approach: mindfulness-based interventions (MBIs) for school teachers. A systematic review and narrative synthesis were conducted for quantitative and qualitative studies that report the effects of MBIs for teachers of children aged 5–18 years on symptoms of stress and emotion regulation and self-efficacy. Twelve independent publications were identified meeting the inclusion criteria and these gave a total of 13 samples. Quality appraisal of the identified articles was carried out. The effect sizes and proportion of significant findings are reported for relevant outcomes. The quality of the literature varied, with main strengths in reporting study details, and weaknesses including sample size considerations. A range of MBIs were employed across the literature, ranging in contact hours and aims. MBIs showed strongest promise for intermediary effects on teacher emotion regulation. The results of the review are discussed in the context of a model of teacher stress. Teacher social and emotional competence has implications for pupil wellbeing through teacher–pupil relationships and effective management of the classroom. The implications for practice and research are considered.

(2015) A qualitative study of perfectionism among self-identified perfectionists in sport, dance, and music. Sport, exercise and performance psychology, 44 (4). pp. 237-253. When adopting any measure of perfectionism to examine the characteristic in sport or the 2 performing arts, researchers make assumptions regarding its core features and, sometimes, its 3 effects. So to avoid doing so, in the current study we employed qualitative methods to examine 4 the accounts of self-identified perfectionists. Specifically, the purpose of this study was to 5 explore the opinions and perceptions of high-level, self-identified perfectionists from sport, 6 dance, and music. In particular, we sought to obtain detailed information regarding (i) 7 participants' perceptions of the main features of being a perfectionist and (ii) how they perceived 8 being a perfectionist to influence their lives. Semi-structured interviews were conducted with 15 9 international/professional athletes, dancers, and musicians. Thematic analysis was used to 10 identify patterns and themes within the transcripts. Three overarching themes were identified: 11 drive, accomplishment, and strain. Being a perfectionist was characterised by the participants as 12 having ever increasing standards, obsessiveness, rigid and dichotomous thinking, and 13 dissatisfaction. The participants also described how being a perfectionist influenced their lives 14 by, on the one hand, providing greater capacity for success in their respective domains but, on 15 the other hand, contributing to varying degrees of personal and interpersonal difficulties. The 16 accounts suggest that, in the main, the content of current models and measures adequately 17 capture the features of being a perfectionist in sport and performing arts. However, a greater 18 focus on obsessiveness, dissatisfaction, and intra-versus inter-personal dimensions of 19 perfectionism would provide further insight into the lives of perfectionists in these domains. 20 21 22

Self-regulation is the control of aspects of the self to allow pursuit of long-term goals, and it is proposed as a central pathway through which mindfulness may exert benefits on well-being. However, the effects of a single mindfulness induction on self-regulation are not clear, as there has been no comprehensive review of this evidence. The current review synthesized existing findings relating to the effect of a mindfulness induction delivered in a laboratory setting on measures of self-regulation. Twenty-seven studies were included and grouped according to 3 outcomes: regulation of experimentally induced negative affect (k = 15; meta-analysis), emotion-regulation strategies (k = 7) and executive functions (k = 9; narrative synthesis). A mindfulness induction was superior to comparison groups in enhancing the regulation of negative affect (d = -.28). Executive-function performance was enhanced only when the experimental design included an affect induction or when the outcome was sustained attention. The effect on emotion-regulation strategies was inconclusive, but with emerging evidence for an effect on rumination. Overall, the findings indicate that, in the form of an induction, mindfulness may have the most immediate effect on attention mechanisms rather than exerting cognitive changes in other domains, as are often reported outcomes of longer mindfulness training. Through effecting change in attention, emotion regulation of negative affect can be enhanced, and subsequently, executive-function performance more quickly restored. The interpretations of the findings are caveated with consideration of the low quality of many of the included study designs determined by the quality appraisal tool. (PsycINFO Database Record

Objectives Growing academic interest in mindful parenting (MP) requires a reliable and valid measure for use in research and clinical setting. Because MP concerns the way parents relate to, and nurture, their children, it is important to evaluate the associations between self-reported MP and observed parenting and parent-child interaction measures. Methods Seventy-three mothers who experience difficulties with their young children aged 0–48 months admitted for a Mindful with your baby/toddler training (63% in a mental health care and 27% in a preventative context) were included. Mothers completed the Interpersonal Mindfulness in Parenting scale (IM-P) and video-observations of parent-child interactions were coded for maternal sensitivity, acceptance, mind-mindedness, and emotional communication (EC). Results The IM-P total score was positively associated only with mothers’ gaze to the child (EC). IM-P subscale Listening with Full Attention negatively predicted non-attuned mind-mindedness, Compassion with the Child positively predicted maternal sensitivity and positive facial expression (EC), and Emotional Awareness of Self positively predicted mothers’ gaze to the child (EC) and dyadic synchrony of positive affect (EC). Conclusions The current study provides support for the hypothesis that the IM-P total score is predictive of maternal actual attention for the child during a face-to-face interaction. When the IM-P is administered with the aim to gain understanding of different aspects of parenting behavior and the parent-child interaction, it is important not only to employ the IM-P total score but also to incorporate the individual IM-P subscales, as meaningful associations between IM-P subscales and observed parenting and parent-child interactions were found.

Few studies explore the application of literature on care home closures in practice or how it can influence residents' experiences. The aim of this study was to investigate from multiple perspectives how a protocol, designed by a local council for the involuntary relocation and safe transfer of older adult residents, was adhered to and the influence that the protocol had on the experiences of residents who relocated from two care homes. Interviews were conducted with 34 stakeholders, including relocated residents (N=11), relatives (N=2), care home staff (N=13), managers (N=6) and advocates (N=2), and analysed using framework analysis. The protocol covered key aspects of guidelines extracted from research evidence grouped into four themes: involvement; staff approaches; preparation; and consistency and familiarity, with the majority of the guidelines being followed in practice. Two further themes that centred on the processes of transitional adjustment and impact of relocation were influenced by the protocol but were also mediated by factors relating to the environment and the resident. Involvement of residents, relatives and advocates, extensive planning and a person-centred approach were of particular importance in improving residents' experiences of relocation. A model that places residents' experiences at the centre of relocations is proposed, which draws on and applies the themes identified in this study and applies them within the context of opportunities and risks.