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本文引用的文献

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Positive Impact of Mindfulness Meditation on Mental Health of Female Teachers during the COVID-19 Outbreak in Italy.正念冥想对意大利 COVID-19 疫情期间女教师心理健康的积极影响。
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Mindfulness-based interventions for teachers: A meta-analysis of the emerging evidence base.针对教师的正念干预措施：对新出现的证据基础的荟萃分析。
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Research Review: The effects of mindfulness-based interventions on cognition and mental health in children and adolescents - a meta-analysis of randomized controlled trials.研究综述：基于正念的干预对儿童和青少年认知和心理健康的影响 - 随机对照试验的荟萃分析。
J Child Psychol Psychiatry. 2019 Mar;60(3):244-258. doi: 10.1111/jcpp.12980. Epub 2018 Oct 22.
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Teaching Mindfulness to Teachers: a Systematic Review and Narrative Synthesis.向教师传授正念：系统评价与叙述性综合分析
Mindfulness (N Y). 2017;8(5):1136-1149. doi: 10.1007/s12671-017-0691-4. Epub 2017 Feb 23.
6
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Mindfulness-based interventions in schools-a systematic review and meta-analysis.基于正念的学校干预措施——一项系统评价与荟萃分析
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8
Improving classroom learning environments by Cultivating Awareness and Resilience in Education (CARE): results of a randomized controlled trial.通过培养教育中的意识与适应力（CARE）改善课堂学习环境：一项随机对照试验的结果
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[学校中的正念——针对教师的特殊减压项目AISCHU评估]

[Mindfulness in school-evaluation of the special stress reduction program AISCHU for teachers].

作者信息

Kraft Jana, Kaltwasser Vera, Kohls Niko

机构信息

Nürnberg, Deutschland.

Frankfurt, Deutschland.

出版信息

Pravent Gesundh. 2022;17(3):299-305. doi: 10.1007/s11553-021-00870-9. Epub 2021 Jul 5.

DOI:10.1007/s11553-021-00870-9
PMID:40478153
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC8256641/
Abstract

BACKGROUND

The positive effects of mindfulness-based interventions in the school context have already been empirically demonstrated. The "Mindfulness in Schools" concept (AISCHU) evaluated in this study was designed for both teachers and students to improve their stress perception and self-regulation skills. This exploratory study is the first to focus on the preventive benefits of professional development (AISCHU) for teachers and their mental health.

METHODS

Established measurement instruments regarding stress experience (PSQ), burnout risk (TM), well-being (WHO-5), and mindfulness (FFA, MAAS) were used in the pre-post comparison. In all, 36 teachers working at different types of schools participated in the program.

RESULTS

There were significant improvements with large effect sizes with regard to all parameters examined.

CONCLUSIONS

In this explorative pilot study of AISCHU for teachers, promising indications of effectiveness in terms of stress reduction, burnout risk minimization, and improvement of quality of life among stressed teachers could be observed for the first time.

摘要

背景

基于正念的干预措施在学校环境中的积极效果已得到实证证明。本研究中评估的“学校中的正念”概念（AISCHU）旨在帮助教师和学生提高压力感知和自我调节技能。这项探索性研究首次聚焦于教师专业发展（AISCHU）对其心理健康的预防益处。

方法

在前后比较中使用了关于压力体验（PSQ）、倦怠风险（TM）、幸福感（WHO-5）和正念（FFA、MAAS）的既定测量工具。共有36名在不同类型学校工作的教师参与了该项目。

结果

在所检查的所有参数方面都有显著改善，且效果显著。

结论

在这项针对教师的AISCHU探索性试点研究中，首次观察到在减轻压力、将倦怠风险降至最低以及改善压力大的教师的生活质量方面有显著的有效性迹象。