Stress Prevention and Mindfulness: A Psychoeducational and Support Group for Teachers

Reiser, Jenson; Murphy, Susan L.; McCarthy, Christopher J.

doi:10.1080/01933922.2016.1151470

Cited by 16 publications

(10 citation statements)

References 44 publications

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“…Interpersonal relationships, in both professional and personal lives, also improved (Gouda et al, 2016). Improved quality of life and reduced stress and anxiety levels have also been discovered in studies of mindfulness (Gouda et al, 2016;Lengacher et al, 2015;Reiser et al, 2016;Singh et al, 2015).…”

Section: Alternative Stress Reduction Methodsmentioning

confidence: 94%

“…Support from a variety of relationships, including those with colleagues of educators in special education, has been associated with improved sense of accomplishment and decreased BO (Bataineh & Alsagheer, 2012). Working individuals spend many waking hours with coworkers and when workplace support is offered, employees report improved stress, BO levels, and satisfaction (Reiser et al, 2016).…”

Section: Alternative Stress Reduction Methodsmentioning

confidence: 99%

“…Less than 5% of Americans use mindfulness (Peregoy, Clarke, Jones, Stussman, & Nahin, 2014), despite it being associated with improvements of health (UMMS, 2014). Reduced BO (Reiser, Murphy, & McCarthy, 2016), improved employment retention (Singh et al, 2015), and increased attentiveness (Bernay, 2014; Flook, Goldberg, Pinger, Bonus, & Davidson, 2013) have been revealed. Study participants also reported enhanced sleep (Flook et al, 2013; Frank, Reible, Broderick, Cantrell, & Metz, 2013), emotional regulation (Gouda, Luong, Schmidt, & Bauer, 2016; Sharp & Jennings, 2016), and self-compassion (Flook et al, 2013; Frank et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

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Addressing Compassion Fatigue and Stress of Special Education Teachers and Professional Staff Using Mindfulness and Prayer

Donahoo

Siegrist

Garrett-Wright

2017

The Journal of School Nursing

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Alternative therapies are promising nursing interventions for improvement of compassion fatigue in educators working in special education. A convenience sample of 27 teachers and professional staff working in special education participated in a quasi-experimental pilot study and completed a pre/posttest of demographic questions, the Perceived Stress Scale (PSS) (10-item) and Professional Quality of Life (ProQOL). All attended a presentation on stress, compassion satisfaction (CS), mindfulness, prayer, and social support. Nearly, one half received weekly electronic text message reminders encouraging use of mindfulness and prayer. All were offered support groups. Use of alternative therapies was self-selected and self-reported. Significant improvement occurred in posttest PSS scores ( p = .0485) of participants with the highest reported levels of use of mindfulness. ProQOL CS scores ( p = .0289) and PSS scores ( p = .0244) significantly improved when evaluating difference in means between groups with the highest levels and lowest levels of prayer and mindfulness. ProQOL burnout scores ( p = <.0001) increased from pretest to posttest. Findings were not significant in regard to reminders and social support.

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Section: Alternative Stress Reduction Methodsmentioning

confidence: 94%

Section: Alternative Stress Reduction Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Addressing Compassion Fatigue and Stress of Special Education Teachers and Professional Staff Using Mindfulness and Prayer

Donahoo

Siegrist

Garrett-Wright

2017

The Journal of School Nursing

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“…"Teacher stress" was first specifically described by Kyriacou [3] as "a response syndrome of negative effects (such as anger or depression) resulting from the general teacher's job". Teachers' experiences of stress at work have received extensive coverage in the literature [4][5][6][7][8], with stress sources recently summarized as the following: (1) teaching unmotivated students, (2) maintaining discipline, (3) time pressures and workload, (4) coping with change, (5) being evaluated by others, (6) dealings with colleagues, (7) self-esteem and status, (8) administration and management, (9) role conflict and ambiguity, and (10) poor working conditions [9]. Some of these sources reflect contextual factors that are intrinsic to the job and shape the method of teaching (eg, classroom setting, timetabling, and instructing), which have also been referred to as the school climate [10,11].…”

Section: Introductionmentioning

confidence: 99%

“…Stress coping strategies have been categorized as physiological (eg, relaxation, meditation, and aerobic activity), situational (eg, changing personal reaction or altering work environment), or cognitive (eg, controlling emotions, problem solving, or time management) [12]. Cognitive strategies have been shown to be used more than situational strategies [13,14], but physiological interventions, including mindfulness, have been growing in popularity [8,15,16].…”

Section: Introductionmentioning

confidence: 99%

How Contextual Constraints Shape Midcareer High School Teachers' Stress Management and Use of Digital Support Tools: Qualitative Study

Manning¹,

Blandford²,

Edbrooke‐Childs³

et al. 2020

JMIR Ment Health

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Background Persistent psychosocial stress is endemic in the modern workplace, including among midcareer high school (secondary comprehensive) teachers in England. Understanding contextual influences on teachers' self-management of stress along with their use of digital health technologies could provide important insights into creating more usable and accessible stress support interventions. Objective The aim of this study was to investigate the constraints on stress management and prevention among teachers in the school environment and how this shapes the use of digitally enabled stress management tools. Methods Semistructured interviews were conducted with 14 teachers from southern England. The interviews were analyzed using thematic analysis. Results Teachers were unanimous in their recognition of workplace stress, describing physical (such as isolation and scheduling) and cultural (such as stigma and individualism) aspects in the workplace context, which influence their ability to manage stress. A total of 12 participants engaged with technology to self-manage their physical or psychological well-being, with more than half of the participants using consumer wearables, but Web-based or smartphone apps were rarely accessed in school. However, digital well-being interventions recommended by school leaders could potentially be trusted and adopted. Conclusions The findings from this study bring together both the important cultural and physical contextual constraints on the ability of midcareer high school teachers to manage workplace stress. This study highlights correlates of stress and offers initial insight into how digital health interventions are currently being used to help with stress, both within and outside high schools. The findings add another step toward designing tailored digital stress support for teachers.

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Effects of a Mindfulness Intervention to Improve Teachers’ Well-being

et al. 2023

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Stress Prevention and Mindfulness: A Psychoeducational and Support Group for Teachers

Cited by 16 publications

References 44 publications

Addressing Compassion Fatigue and Stress of Special Education Teachers and Professional Staff Using Mindfulness and Prayer

Addressing Compassion Fatigue and Stress of Special Education Teachers and Professional Staff Using Mindfulness and Prayer

How Contextual Constraints Shape Midcareer High School Teachers' Stress Management and Use of Digital Support Tools: Qualitative Study

Effects of a Mindfulness Intervention to Improve Teachers’ Well-being

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