Mendelson Tamar, Webb Lindsey, Artola Arabiye, Molinaro Maria, Sibinga Erica
Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, USA.
Department of Applied Psychology, Northeastern University Bouvé College of Health Sciences, Boston, USA.
Mindfulness (N Y). 2023 May 25:1-16. doi: 10.1007/s12671-023-02142-3.
Stress has deleterious effects on teachers' well-being and interactions with students. While in-person mindfulness programs have demonstrated benefits for teachers' mental health, in-person classes are often not feasible due to teachers' busy schedules. This study assessed four components of feasibility (implementation, demand, acceptability, and limited-efficacy testing) for an online mindfulness intervention for teachers.
A volunteer sample of 50 primary school teachers was recruited across three urban public schools and was offered a 9-week online mindfulness program (DeStress Monday at School). The program provided weekly mindfulness practices for (1) self-care and (2) classroom use to promote teacher and student stress management. Surveys and focus group discussions assessed program feasibility. Paired -tests were used to evaluate pre-post changes in teacher well-being.
Most participants had no technical problems, providing general support for implementation. Support for program demand was mixed; while 85% of participants used practices at least once, some never used practices, and over half used practices only 1-3 times. Those who used practices generally rated their acceptability favorably. Qualitative analyses showed significant pre-post improvements in work-related and overall stress, depressive and anxiety symptoms, and sleep; those who used practices reported more benefits than those who did not. Qualitative data corroborated these findings, with teachers describing improved stress- and emotion-management following program use.
Our findings suggest mindfulness can be delivered online to teachers and may enhance mental health and wellness. Next steps include conducting more rigorous research with a control condition to better understand potential program impact.
This study is not preregistered.
The online version contains supplementary material available at 10.1007/s12671-023-02142-3.
压力对教师的幸福感以及与学生的互动有有害影响。虽然面对面的正念训练项目已证明对教师心理健康有益，但由于教师日程繁忙，面对面课程往往不可行。本研究评估了一项针对教师的在线正念干预措施在可行性的四个方面（实施、需求、可接受性和有限效果测试）。
从三所城市公立学校招募了50名小学教师组成志愿者样本，为他们提供为期9周的在线正念训练项目（学校减压周一）。该项目每周提供正念练习，内容包括（1）自我关怀和（2）课堂应用，以促进教师和学生的压力管理。通过调查和焦点小组讨论评估项目的可行性。采用配对检验来评估教师幸福感的前后变化。
大多数参与者没有技术问题，这为项目实施提供了总体支持。对项目需求的支持情况不一；虽然85%的参与者至少使用过一次练习，但一些人从未使用过，超过一半的人仅使用过1 - 3次。使用过练习的人总体上对其可接受性评价良好。定性分析表明，与工作相关的压力、总体压力、抑郁和焦虑症状以及睡眠在前后有显著改善；使用过练习的人报告的益处比未使用过的人更多。定性数据证实了这些发现，教师们描述在使用该项目后压力和情绪管理得到了改善。
我们的研究结果表明，正念训练可以在线提供给教师，并可能增强心理健康和幸福感。下一步包括进行更严格的对照研究，以更好地了解该项目的潜在影响。
本研究未进行预先注册。
在线版本包含可在10.1007/s12671 - 023 - 02142 - 3获取的补充材料。
