Mindfulness-Based Stress Reduction (MBSR) for Primary School Teachers
Mindfulness-Based Stress Reduction (MBSR) for Primary School Teachers
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DOI：
10.1007/s10826-009-9344-0
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发表时间：
2010-04-01
影响因子：
2.1
通讯作者：
Hulland, Christine
中科院分区：
文献类型：
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作者：
Gold, Eluned;Smith, Alistair;Hulland, Christine
教师职业内部的压力对个别教师的健康和福祉以及整个教师职业的留用和招聘都有负面影响。越来越多的文献表明，正念是一种解决各种心理问题的有用的干预措施，而基于正念的压力减轻(MBSR)是一种特别有用的压力干预措施。我们调查了向小学教师教授MBSR课程以减轻压力的效果。将MBSR课程教授给一组小学教师，并对其进行评估，以确定其对焦虑、抑郁和压力水平的影响，以及朝着既定目标的移动和意识的变化。结果显示，大多数参与者的焦虑、抑郁和压力都有所改善，其中一些具有统计学意义。在正念技能问卷的四个维度中，有两个维度也有显著的改善。这些结果表明，这种方法可能是一种潜在的成本效益方法，以对抗教师的压力和职业倦怠。
Stress within the teaching profession has a negative impact on the health and well-being of individual teachers and on retention and recruitment for the profession as a whole. There is increasing literature to suggest that Mindfulness is a useful intervention to address a variety of psychological problems, and that Mindfulness-Based Stress Reduction (MBSR) is a particularly helpful intervention for stress. We investigated the effects of teaching a MBSR course to primary school teachers to reduce stress. The MBSR course was taught to a group of primary school teachers and evaluated to establish its effects on levels of anxiety, depression, and stress, as well as movement towards a stated goal and changes in awareness. The results showed improvement for most participants for anxiety, depression, and stress, some of which were statistically significant. There were also significant improvements on two of the four dimensions of a mindfulness skills inventory. These results suggest that this approach could be a potentially cost-effective method to combat teacher stress and burnout.