Individual-Level Interventions: Mindfulness-Based Approaches to Reducing Stress and Improving Performance Among Teachers

Jennings, Patricia A.; DeMauro, Anthony A.

doi:10.1007/978-3-319-53053-6_14

Cited by 17 publications

(28 citation statements)

References 86 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The CARE programme in particular has shown positive effects across measures of emotion regulation, stress, burnout and mindfulness . While initial results are promising, as with the literature for student mindfulness programmes, it is acknowledged that there is heterogeneity in programme characteristics, as well as empirical studies, with higher quality studies needed with longer term evaluations (Jennings and DeMauro 2017;Lomas et al 2017). Similar suggestions were noted in a review of the state of research on mindfulness interventions for in-service teachers (Hwang et al 2017).…”

Section: The Impact Of Mindfulness Training On Students and Teachersmentioning

confidence: 86%

“…In school environments, the experience of educator stress and burnout in teachers is recognised with the potential for mindfulness to support resilience in these contexts (Jennings and DeMauro 2017). Here, mindfulness training may lead to several key areas of integration for teachers including self-care, professional reflexivity and transforming student learning (Shapiro et al 2016).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

BRiTE Mind: Introducing Mindfulness to Cultivate Personal and Professional Resilience in Teachers

Correia

2020

Cultivating Teacher Resilience

View full text Add to dashboard Cite

Mindfulness in education has gained increasing focus over the last decade. Various programmes have been developed for students, teachers and principals, in efforts to improve well-being and resilience in the face of increasing demands and stressors. With teachers often at the forefront of these demands, mindfulness offers the potential to support personal and professional resilience, through enhanced self-awareness, supporting well-being and developing mindful relationships. This chapter describes the development of an online module introducing mindfulness to pre-service teachers, specifically integrating concepts underpinning resilience as outlined in the BRiTE programme. Key elements of mindfulness are explored including mindful attention in the present moment, awareness of emotion and cultivating mindful attitudes, such as compassion. These are applied specifically to teacher experiences to support conscious and mindful action, for personal well-being, and in the classroom.

show abstract

Section: The Impact Of Mindfulness Training On Students and Teachersmentioning

confidence: 86%

Section: Introductionmentioning

confidence: 99%

BRiTE Mind: Introducing Mindfulness to Cultivate Personal and Professional Resilience in Teachers

Correia

2020

Cultivating Teacher Resilience

View full text Add to dashboard Cite

show abstract

“…Additionally, although few participants used this strategy, religion/mindfulness coping connects with specific types of misbehaviours, including when a) students attack them verbally and non-verbally, b) students suddenly get angry at them, and c) students' claims make their work more complicated. Thus, not to ignore but to make teachers recognize using those coping ways is important (Jennings & DeMauro, 2017) by providing places, time, and seminars in school. This does not mean the entire environmental changes.…”

Section: Practical Spirituality Based On Chatting With Mindmentioning

confidence: 99%

Finnish Primary School Teachers' Emotional Coping in Student-related Stressful Situations

Leite

Havu‐Nuutinen

2021

IJEP

View full text Add to dashboard Cite

The current study aimed to explore primary schoolteacher’s emotional stress-coping strategy and to examine its possible relationships with stressful situations caused by pupils’ misbehaviours in Finland context. A total of 12 items in four subscales with second-order model was the most appropriate structure to understand teachers’ emotional coping strategy. In the student-related stressful situations, the most relevant emotional coping strategies were religion/mindfulness,social support from family members, and self-blame. In addition, when teachers use self-blame to acknowledge their stressful emotions, they use another emotional strategy simultaneously, and vice versa. Those results showed significance of future studies on understanding more effective emotional strategies for student-related stress and investigating how teachers use several types of emotional coping strategies coincidently.

show abstract

“…Importantly, these skills also help create a strong foundation for working with implicit bias and enhance providers' ability to engage in cultural responsiveness across social and cultural differences (Aspen Institute, 2018; Becerra & Weissglass, 2004;Berman et al, 2018;Jones & Kahn, 2017). We now know that these capacities can be developed and strengthened in ways that contribute to personal growth and health as well as the health and well-being of others (Greenberg, Domitrovich, Weissberg, & Durlak, 2017;Jennings & DeMauro, 2017).…”

Section: Social and Emotional Capacities Definedmentioning

confidence: 99%

Building Adult Social and Emotional Capacity: A Key Ingredient for Unleashing the Power of Prevention

Kingston

Wilensky²

2018

Journal of the Society for Social Work and Research

View full text Add to dashboard Cite

Our commentary highlights the importance of building the social and emotional capacities of the prevention workforce in order to meet the Grand Challenge to Ensure Healthy Development for All Youth and the goals of the Unleashing the Power of Prevention framework. We define adult social and emotional capacity and provide a description of the interplay between individual, team, and organizational capacity building, including how it may impact collaboration across disciplines and sectors. Examples of integrating adult capacity-building activities and practices into an organizational context are provided from a school safety project that is implementing evidence-based prevention programs in 43 public middle schools. We conclude by discussing the implications of the proposed strategies for advancing the goals of the Grand Challenge to Ensure Healthy Development for All Youth.

show abstract

Individual-Level Interventions: Mindfulness-Based Approaches to Reducing Stress and Improving Performance Among Teachers

Cited by 17 publications

References 86 publications

BRiTE Mind: Introducing Mindfulness to Cultivate Personal and Professional Resilience in Teachers

BRiTE Mind: Introducing Mindfulness to Cultivate Personal and Professional Resilience in Teachers

Finnish Primary School Teachers' Emotional Coping in Student-related Stressful Situations

Building Adult Social and Emotional Capacity: A Key Ingredient for Unleashing the Power of Prevention

Contact Info

Product

Resources

About