A Web-Based Mindfulness Stress Management Program in a Corporate Call Center

Abstract

Objective:The objective of this study is to determine the effectiveness of an 8-week web-based, mindfulness stress management program (WSM) in a corporate call center and added benefit of group support.Methods:One hundred sixty-one participants were randomized to WSM, WSM with group support, WSM with group and expert clinical support, or wait-list control. Perceived stress, burnout, emotional and psychological well-being, mindfulness, and productivity were measured at baseline, weeks 8 and 16, and 1 year.Results:Online usage was low with participants favoring CD use and group practice. All active groups demonstrated significant reductions in perceived stress and increases in emotional and psychological well-being compared with control. Group support improved participation, engagement, and outcomes.Conclusion:A self-directed mindfulness program with group practice and support can provide an affordable, effective, and scalable workplace stress management solution. Engagement may also benefit from combining web-based and traditional CD delivery.

Effects of preventive online mindfulness interventions on stress and mindfulness: A meta-analysis of randomized controlled trials

“…Parallel control group of Wahbeh et al (2016) received online health and wellness education; the control group of Morledge et al (2013) was inactive. Number of intervention groups varied with three in Allexandre et al (2016) and Wolever et al (2012) and two in Mak et al (2015) all other studies had one intervention group. Five RCTs had a post-intervention follow-up period, varying from four weeks (Morledge et al, 2013) to one year (the Allexandre et al (2016) second follow-up time-point); only three studies included both intervention and control group follow-up (Allexandre et al, 2016, Mak et al, 2015, Morledge et al, 2013).…”

“…While use of face-to-face interventions in institutional and community settings increased during the past decade as a strategy of complementary treatment, worksite performance enhancement, or stress management (Bohlmeijer et al, 2010, Grossman et al, 2004, Tsai and Crockett, 1993), preventive online mindfulness interventions (POMI) remain relatively uncommon. Mindfulness interventions conducted exclusively for prevention have varied widely by targeted health outcome and participant type, with only a few conducted online (Aikens et al, 2014, Allexandre et al, 2016, Cavanagh et al, 2013, Glueck and Maercker, 2011, Mak et al, 2015, Morledge et al, 2013, Wahbeh et al, 2016, Wolever et al, 2012). Therefore, a critical need exists to systematically assess the effectiveness of mindfulness interventions delivered online for the purpose of reducing perceived stress and increasing mindfulness since such an assessment has not yet been undertaken.…”

“…Scanning reference lists of the remaining six studies identified one additional eligible study (Wolever et al, 2012), with yet another identified by hand-searching contents pages from two journals (Mak et al, 2015). No duplicate reports of the included eight eligible studies were found (Aikens et al, 2014, Allexandre et al, 2016, Cavanagh et al, 2013, Glueck and Maercker, 2011, Mak et al, 2015, Morledge et al, 2013, Wahbeh et al, 2016, Wolever et al, 2012); therefore, the number of eligible studies is equal to the number included in the review (Appendix-2). …”

“…Of these, 505 were in control conditions, while 530 received online mindfulness interventions (Appendix-2). The remaining 281 participants were excluded from this meta-analysis for three reasons: received another intervention combined with online mindfulness (Allexandre et al, 2016, Mak et al, 2015) received in-person mindfulness training (Wolever et al, 2012) assigned to yoga-based stress reduction (Wolever et al, 2012). Mean age ranged between 22.8 (Mak et al, 2015) and 76.2 (Wahbeh et al, 2016) years.…”

“…Cavanagh et al's was delivered in a university's virtual learning classroom (Cavanagh et al, 2013), while Aikens et al utilized both website and virtual learning classroom (Aikens et al, 2014); all others were delivered exclusively via website. Intervention strategies varied: regular reminder calls and emails (Allexandre et al, 2016, Cavanagh et al, 2013, Glueck and Maercker, 2011, Mak et al, 2015, Morledge et al, 2013); weekly progress tracking surveys and log sheets Aikens et al, 2014, Mak et al, 2015; pre-programmed e-mail coaching and tailored feedback (Aikens et al, 2014, Mak et al, 2015); customized text messaging (Aikens et al, 2014); audio-based meditation exercises (Glueck and Maercker, 2011, Mak et al, 2015), increasing in length and complexity throughout the course; 10-min audio track with guided mindfulness (female or male voice recorded by certified mindfulness therapists) (Cavanagh et al, 2013); 3-minute meditation offered as quick coping strategy (Wahbeh et al, 2016); meditation exercises provided in workbooks or portable mp3 format (Allexandre et al, 2016); use of university's virtual learning facility (Cavanagh et al, 2013); obtaining participants' suggestions for integrating mindfulness into everyday life (Wahbeh et al, 2016); flash animated computer-based exercises (Glueck and Maercker, 2011); and message boards with pre-specified discussion threads (Morledge et al, 2013). …”