Launching motivation for mindfulness: introducing mindfulness to early childhood preservice teachers

Dewhirst, Courtney Beers; Goldman, Jacqueline

doi:10.1080/03004430.2018.1531853

Cited by 13 publications

(11 citation statements)

References 39 publications

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“…This is significant since rigorous empirical evaluations of stress and well-being related programs for preservice teachers are currently scarce (Birchinall et al, 2019). Importantly, existing research which examined preservice teacher outcomes following their participation in other skills-based resilience building interventions reported positive psychosocial and well-being-related benefits in qualitative (e.g., Olsen, 2017; Woloshyn & Savage, 2020), quantitative (e.g., Hue & Lau, 2015; Vesely et al, 2014), and mixed-methods studies (e.g., Beers Dewhirst & Goldman, 2020). For example, Vesely et al (2014) evaluated an emotional intelligence program for preservice teachers and reported significant improvements in domains related to emotion regulation, although no changes were reported for stress, anxiety, or well-being following the program (Vesely et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

Two for one: Effectiveness of a mandatory personal and classroom stress management program for preservice teachers.

Böke,

Petrovic,

Zito

et al. 2024

School Psychology

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The present study employed a quasi-experimental design to evaluate the effectiveness and acceptability of a 6-hr mandatory stress management and well-being program for preservice teachers. A program group of 157 preservice teachers (M age = 22.46 years; 88% women) completed the program as well as baseline, postprogram, and follow-up measures. A comparison group of 63 preservice teachers (M age = 23.50 years; 85% women) completed measures at similar time points but did not receive the program. All participants completed measures of stress, coping self-efficacy, anxiety, mindfulness, and well-being. The program group completed additional measures of well-being, affect, and program satisfaction. Findings revealed significant improvements in key indices of mental health and well-being for those in the program group relative to the comparison group and high ratings of program satisfaction. Discussion focuses on implications of present findings for mandatory inclusion of wellness curriculum in teacher preparation programs with instruction on enhancing their own and their students' well-being. Impact and ImplicationsThe present study shows that providing basic stress management strategies for preservice teachers to use for their own and their students' well-being is very well received and effective in decreasing preservice teachers' stress and anxiety as well as increasing coping self-efficacy and mindfulness. These findings suggest that there is potential for school psychologists to provide similar basic professional development to early career educators.

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Section: Discussionmentioning

confidence: 99%

Two for one: Effectiveness of a mandatory personal and classroom stress management program for preservice teachers.

Böke,

Petrovic,

Zito

et al. 2024

School Psychology

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show abstract

“…Research in the "mindfulness in education strand" (Table 2) includes nine studies framed in a post-positivist (Garner et al, 2018;Tarrasch, 2019;Dewhirst and Goldman, 2020), constructivist (Burrows, 2017;Hartigan, 2017), or pragmatic paradigm (Jennings et al, 2011;Newsome et al, 2012;Hue and Lau, 2015), according to Creswell's (2003) classification, with a predominance of quantitative and mixed-methods approaches integrating experimental designs (Jennings et al, 2011;Newsome et al, 2012;Hue and Lau, 2015;Kerr et al, 2017;Garner et al, 2018;Tarrasch, 2019;Dewhirst and Goldman, 2020), a case study (Hartigan, 2017) or a phenomenological In-depth interviews. Adapted from the Mindfulness Based Living Course (MBLC) (Nairn, 2009) study (Burrows, 2017).…”

Section: Mindfulness In Educationmentioning

confidence: 99%

Fostering humanization in education: a scoping review on mindfulness and teacher education

Soares,

Lopes,

Serrão

et al. 2024

Front. Educ.

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The humanization of education is increasingly invoked as a counterpoint to the overly technical and instrumental view of education that has developed in recent decades. In this article, it is intended to contribute to identify ways toward education humanization through teacher education. As the research on humanization of education at the empirical level remains vague, studies on mindfulness in teacher education are taken as a first means of operationalizing research into the conditions of fostering reflection on the humanization of education in teacher education. As a step along this path a scoping review was conducted to map research on mindfulness in teacher education and its relationship with the humanization of education, guided by questions such as how MBAs have been conceptualized and their role in humanizing teacher education. The scoping review allowed the identification of 21 articles which were charted according to analytical frameworks regarding: the mindfulness conceptualization, chosen research paradigms, and the role given to mindfulness in teacher education. Findings suggest that the way mindfulness is conceptualized in research makes an essential difference in acknowledging its instrumental and/or transformative role in education. Transformative approaches may bring an added educational value, addressing the subjective, reflective, and critical dimensions of teacher education. From this point of view, mindfulness-based education practices could be a promising pathway to inform empirical research on the humanization of education through teacher education.

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“… 71 Teachers can form a more complete pro-social classroom and more student teaching outcomes after a series of mindfulness exercises. 72 However, with the reforms within the education system, the administrative work of teachers has been strengthened, and without a higher level of mindfulness, this will inevitably distract teachers from the quality of education. 73 This inevitably leads to the contradiction between labor and human nature, which leads to self-alienation.…”

Section: Literature Review and Theoretical Hypothesesmentioning

confidence: 99%

Negative Bias or Positive Deficiency, or Both? The Relationship Between Individual Authenticity and Depression Among Preschool Teachers: The Sequential Mediation Effects of Mindfulness and Self-Alienation

Pan¹,

Fan²,

Song³

et al. 2023

PRBM

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Objective Depression has become a topic of widespread concern around the world, and teachers’ depression has also had an important impact on the healthy development of education. However, there are differences in the cognitive theory of depression and positive psychology about the mechanism of depression. This study attempts to verify the related viewpoints of the two viewpoints through empirical research. Methods Three hundred and twenty eight preschool teachers were measured with authenticity scale, five facet mindfulness questionnaire, center for epidemiologic studies depression scale, and general alienation scale. Results Individual authenticity negatively predicted depression. Mindfulness can mediate the relationship between individual authenticity and depression. Self-alienation mediates the relationship between individual authenticity and depression. In addition, mindfulness and self-alienation played a sequential mediating role between individual authenticity and depression. Conclusion Mindfulness and self-alienation play a sequential mediating role between individual authenticity and depression. This study not only confirms the relevant theoretical viewpoints of positive psychology on depression, but also believes that individual depression is not only affected by one’s own negative bias but also by one’s own positive factors. At the same time, the individual’s own positive factors will affect the negative factors. This perspective will provide new literature references to existing relevant theories about depression. In addition, this study will also provide literature reference for early childhood education practice.

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Launching motivation for mindfulness: introducing mindfulness to early childhood preservice teachers

Cited by 13 publications

References 39 publications

Two for one: Effectiveness of a mandatory personal and classroom stress management program for preservice teachers.

Two for one: Effectiveness of a mandatory personal and classroom stress management program for preservice teachers.

Fostering humanization in education: a scoping review on mindfulness and teacher education

Negative Bias or Positive Deficiency, or Both? The Relationship Between Individual Authenticity and Depression Among Preschool Teachers: The Sequential Mediation Effects of Mindfulness and Self-Alienation

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