Managing job stress among teachers of children with autism spectrum disorders

Akanaeme, Immaculata N; Ekwealor, Felicia Ngozi; Ifeluni, Clara N; Onyishi, Charity N.; Obikwelu, Chizoba L.; Ohia, Nkiru Christiana; Obayi, Loveline N; Nwaoga, Chinyere T.; Okafor, Agnes E.; Victor-Aigbodion, Vera; Ejiofor, Toochukwu Eleazar; Afiaenyi, Ifeoma C; Ekomaru, Chinyere I; Dike, Ibiwari Caroline

doi:10.1097/md.0000000000027312

Cited by 7 publications

(8 citation statements)

References 54 publications

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“…In contrast, yoga is a complementary mind-body intervention with a limited focus on cognition and yet has also been found helpful in reducing psychosomatic challenges such as stress and burnout in the clinical sample [76]. Interestingly, the combination of yoga-based CBT interventions among teachers [22,28] has been reported to be effective in reducing stress and burnout, perhaps by combining benefits derived from both cognitive and bodybased foci. Nonetheless, this intervention is also time-consuming, involving two hours weekly program for 12 weeks, which may create excess time demands, contributing to additional stress.…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, future research should therefore focus on teachers teaching different groups of students with different abilities, socioeconomic backgrounds and special needs to address the research gaps arising from differences in the effects of interventions to mitigate stress and burnout. Furthermore, some interventions involving physical activities [22,55] may be inaccessible to individual teachers with mobility or morbidity issues.…”

Section: Discussionmentioning

confidence: 99%

“…Dahal and Pradhan 2018 [43] Nepal (Asia) Non-RCT This review found 40 articles with sixteen types of interventions for addressing burnout and stress in teachers: (a) 18 studies on mindfulness-based interventions [12,[23][24][25]27,29,[33][34][35][36][37][38][39][40][41] including in combination with yoga [32] or in combination with Cognitive Behavioural Therapy (CBT) [26,42], (b) seven studies reported on CBT only [30,31] or CBT in combination with yoga [22,28], or other derivatives, e.g., Inquiry-Based Stress Reduction (IBSR) [57,60] and Cyclic meditation [43] (c) seven studies used Rational Emotive Behavior Therapy [44][45][46][47][48][49][50], (d) one study on Sports-Based Physical Activity Program [55] (e) Christian prayer and prayer-reflection [52] (f) Group Sandplay [58], (g) stress reduction training (e.g., Stress Management and Resiliency Training Program (SMART) [51], Autogenic Training [59], Progressive Muscle Relaxation with music and aromatherapy [53]), and (h) interventions focusing on building social and emotional competence (e.g., A+ intervention [56], Ability Model of Emotional intelligence…”

Section: Interventions To Reduce Stress and Burnout Among Teachersmentioning

confidence: 99%

“…CBT-based interventions resulted in statistically significant improvements in perceived stress [31] and MBI-ES subscales for emotional exhaustion and depersonalization [30,31] and personal accomplishment [30]. Yoga in combination with CBT (Y-CBT) involved sessions of physical/posture exercises and meditation practices associated with reductions in perceived stress and burnout [22,28].…”

Section: Mindfulness and Mindfulness-based With Cbt Or Yoga Intervent...mentioning

confidence: 99%

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Interventions to Reduce Stress and Burnout among Teachers: A Scoping Review

Agyapong

Brett-MacLean

Burback

et al. 2023

IJERPH

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Background: Teaching is recognized as a highly challenging profession. Experience of chronic stress is a risk factor for poor mental and physical well-being, and burnout. There is limited knowledge regarding optimal interventions to address stress and burnout among teachers. Objective: To undertake a scoping review of the literature in the last five years to determine various psychological interventions to address stress and burnout among teachers. Method: The PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews was followed. Relevant search terms were used to determine different interventions adopted to reduce teachers’ stress and burnout. Articles published between 2018 and 2022 were identified using five bibliographic databases. Relevant articles were extracted, reviewed, collated, and thematically analyzed, and findings s were summarized. Results: Forty studies conducted in Asia, North America, Oceania, Europe, and Africa, met the inclusion criteria. Sixteen kinds of burnout and stress-reduction interventions were identified. The most popularly studied intervention were Mindfulness-Based Interventions alone or in combination with yoga or Cognitive Behavioural Therapy (CBT), followed by Rational Emotive Behavioral Therapy (REBT). Mindfulness-Based Interventions led to decreased overall Teacher Stress Inventory (TSI) and emotional exhaustion subscale scores. REBT, primarily used with special education teachers, especially in Africa, has also shown positive results. Other interventions reporting positive outcomes include Inquiry-Based Stress Reduction (IBSR), the Stress Management and Resiliency Training Program (SMART), Cyclic Meditation, Group Sandplay, Progressive Muscle Relaxation, Autogenic Training, Sport-Based Physical Activity, Emotional Intelligence Ability Models and Christian Prayer and Prayer-Reflection. Conclusions: Stress and burnout can have a negative impact on teachers and, very often, on the students they teach. Implementing suitable school-based interventions is necessary to improve teachers’ stress-coping ability, reduce the likelihood of burnout and improve general well-being. Policymakers, governments, school boards and administrators should prioritize the implementation of school-based awareness and intervention programs.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Interventions To Reduce Stress and Burnout Among Teachersmentioning

confidence: 99%

Section: Mindfulness and Mindfulness-based With Cbt Or Yoga Intervent...mentioning

confidence: 99%

See 2 more Smart Citations

Interventions to Reduce Stress and Burnout among Teachers: A Scoping Review

Agyapong

Brett-MacLean

Burback

et al. 2023

IJERPH

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“…The yoga-based mind sound resonance technique (MSRT) has been shown to enhance psychological and cognitive functions in children (Anusuya et al, 2021). Yogabased cognitive behavioral therapy modalities could help to minimize the perception of stress sources and stress manifestation as well as total Teachers' Stress Inventory (TSI) scores among teachers of children with autism spectrum disorders (Akanaeme et al, 2021).…”

Section: Yogic Spirituality and Positive Psychology Vis-à-vis The Men...mentioning

confidence: 99%

Yogic Spirituality and Positive Psychology vis-à-vis the Mental Health of Adolescents During COVID-19

2023

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COVID-19 ushered in a period of uncertainty and insecurity. It has affected the mental well-being of all, but certain groups are more vulnerable, including adolescents. Adolescence is a period of transition from childhood to adulthood in which the mental domain is still developing. The pandemic has had an adverse effect on the mental well-being of adolescents. Their normal routines are severely affected by the pandemic and related restrictions. There is a need for a coping mechanism or resources to empower this group of people. Spirituality has salubrious effect on all dimensions of health. The concept of spirituality is closely related to yoga and positive psychology. The article describes the similarities between yoga and positive psychology. It further posits that spirituality is closely related to yoga and positive psychology. The article also argues that both yoga and positive psychology could be useful in improving the mental dimension of health in adolescents in the COVID-19 era. A thorough study of the literature helped the authors to conclude that yoga and positive psychology definitely enhance mental well-being. The tenets of yoga and positive psychology can be incorporated into the daily regimen of children and adolescents to increase their resilience and mental strength. Further studies with robust study designs could ascertain the benefits of such measures.

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Examining biomarkers of stress over the process of teaching among teachers of English as a foreign language

Nejad,

Mahfoodh

2024

Psychology in the Schools

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This study examines stress biomarkers over the process of teaching and their associations with demographics, emotions, and mental health of 56 English as Foreign Language teachers. Participating teachers were invited to complete a questionnaire packet and provide saliva samples over three‐time points (i.e., before, during, and end of teaching). Afterward, the saliva samples were assayed for cortisol and α‐amylase as stress biomarkers. The results showed a significant change in the concentrations of cortisol and α‐amylase over the teaching process. In addition, being female, younger, more educated, and having more teaching experience were significantly associated with a higher level of α‐amylase, particularly before and during class time, thereby reflecting a greater level of stress. However, emotions and general mental health were not significantly associated with cortisol and α‐amylase over time. The findings highlighted the changes of biomarkers over the process of teaching and their relationships with other variables.

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Managing job stress among teachers of children with autism spectrum disorders

Cited by 7 publications

References 54 publications

Interventions to Reduce Stress and Burnout among Teachers: A Scoping Review

Interventions to Reduce Stress and Burnout among Teachers: A Scoping Review

Yogic Spirituality and Positive Psychology vis-à-vis the Mental Health of Adolescents During COVID-19

Examining biomarkers of stress over the process of teaching among teachers of English as a foreign language

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