Examining Mindfulness Training for Teachers: Theoretical and Methodological Extensions of Intervention Effectiveness

Abstract

This dissertation seeks to extend the field of mindfulness-based interventions (MBIs) for teachers, both theoretically and methodologically. The first study is a systematic review conducted of randomized controlled trials examining the effectiveness of MBIs for school teachers. The purpose of Study 1 was to determine theoretical and I would like to thank my advisors and committee, Drs. Andrew Mashburn, Joel Steele, Rob Roeser, Ellen Skinner, and Pat Burk for their support and guidance on these varied projects. I also thank my undergraduate advisors, Drs. Lesa Ellis and Russ Costa, for their mentorship and for igniting my passion for scientific inquiry. I also thank my parents Tami and Peter, my sister Liani, and my family, friends, cohort, and lab mates, both near and far, for their support and encouragement throughout this challenging endeavor. Most importantly, I would like to acknowledge my partner, Jim Goodman, for his unwavering support and continued belief in me always.