Effectiveness of Mindfulness-Based Social-Emotional Learning Program CARE for Teachers Within Croatian Context

Abstract

Objectives The initial results of mindfulness-based interventions (MBIs) designed for teachers have shown promise for promoting teachers' social and emotional competencies, their health, and well-being. The present study examined the effectiveness of CARE for Teachers program outside the USA in the country of Croatia, Europe, through self-report assessment and collection of physiological data. Methods The sample included 54 teachers and other school personnel from public schools of which 25 were involved in the CARE for Teachers training. Participants completed a battery of self-report measures to assess mindfulness, burnout, selfcompassion, and compassion. Non-ambulatory blood pressure and heart rate monitoring was also conducted. Results At the post-test, intervention had significant positive effects on self-compassion (d = .35, p = .043), and two of its subscales, common humanity (d = .49, p = .043) and mindfulness (d = .66, p = .043). There were no significant effects at posttest on other self-report measures. At the follow-up, participants reported significantly higher levels of observing, selfcompassion (self-kindness, common humanity, and mindfulness), and compassion, and significantly lower levels of overidentification and disengagement than those in the control group, with medium-to-large effect sizes ranging from 0.50 to 0.73. There were no effects of the intervention at follow-up on burnout measures. Regarding cardiovascular measures, at post-test, CARE participants showed significantly lower average heart rates (d = − .60, p = .020) than those in the control group. However, we found no significant intervention impacts on the blood pressure measures at post. The intervention impact showed no effect on the cardiovascular measures at follow-up. Conclusions The introduction of the mindfulness-based intervention to a group of educators in Croatia had positive impacts on several indicators of their well-being and cardiovascular health.

Effectiveness and Mechanisms of Mindfulness Training for School Teachers in Difficult Times: A Randomized Controlled Trial

“…Specifically, we found that Chinese teachers in Hong Kong who attended the 8-week mindfulness training based on .b Foundations showed significantly higher life satisfaction, more positive affect, and better general health, along with lower levels of insomnia, stress, and negative affect than the control group both at immediate post-test and two-month follow-up, with medium to large effect sizes. Our findings aligned with those of prior studies conducted in Western populations (e.g., Beshai et al, 2016 ; Crain et al, 2017 ; Harris et al, 2016 ; Hwang et al, 2019 ; Jennings et al, 2013 , 2017 , 2019 ; Mihic et al, 2020 ; Roeser et al, 2013 ) and indicated that MBI is effective in enhancing teachers’ psychological well-being, reducing their psychological distress, and improving their physical health in WEIRD and non-WEIRD cultures alike (Klingbeil & Renshaw, 2018 ).…”

“…Prior studies have examined the moderating effects of teachers’ baseline well-being on the intervention effectiveness of MBI (Jennings et al, 2019 ; Mihic et al, 2020 ). Despite investigating the effects of the same MBI program (i.e., CARE), Jennings et al ( 2019 ) found a significant moderating effect of teachers’ baseline psychological distress on their improvement in emotion regulation in a sample of elementary school teachers in New York, USA, whereas Mihic et al ( 2020 ) did not observe such moderation effect of participants’ well-being among elementary school teachers in Zagreb, Croatia. Our findings among Chinese teachers in Hong Kong corroborate the results obtained by Jennings et al ( 2019 ).…”

“…Although both studies examined the same MBI program, they were conducted in different contexts (i.e., North America vs. Europe). Despite the cultural differences, the small sample size ( n = 54) in Mihic et al’s ( 2020 ) study might also account for these equivocal results.…”

“…Furthermore, Jennings et al’s ( 2019 ) study on the long-term efficacy of the CARE program found that high-risk teachers with initially elevated levels of psychological distress might benefit more in emotion management than those with low-risk. However, Mihic et al’s ( 2020 ) study on the effect of the CARE program in Croatia failed to replicate this result. Although both studies examined the same MBI program, they were conducted in different contexts (i.e., North America vs. Europe).…”

“…In addition, it is also important to note that existing studies were predominantly conducted in North America (e.g., Crain et al, 2017 ; Harris et al, 2016 ; Jennings et al, 2013 , 2017 , 2019 ; Roeser et al, 2013 ), Europe (e.g., Beshai et al, 2016 ; Mihic et al, 2020 ), and Australia (e.g., Hwang et al, 2019 ). In recent years, there are voices advocating for more scientific research beyond Western countries.…”