startklar- evaluation of efficacy of a mindfulness based stress prevention training for student teachers

startklar- evaluation of efficacy of a mindfulness based stress prevention training for student teachers - startklar

Status

Recruiting

Phases

Unknown

Study type

Interventional

Source

DRKS

Registry ID

DRKS00010897

Enrollment

Registered

2016-07-27

Start date

2016-08-29

Completion date

Unknown

Last updated

2025-04-07

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

perceived stress psychiatric morbidity self-efficacy burnout symptoms

Interventions

Group 1: startklar – mindfulness-based stress prevention training for student teachers Overall Conditions: Staffing: One trainer with a degree (diploma or MA) in psychology from an accredited Unive

step 2: accepting

step 3: taking a closer look

step 4: seeing clearly). Module seven is an additional module on time management. Module I: Module I addresses two main issues: first, participants have the chance to familiarize themselves with each

Eligibility

Sex/Gender

All

Inclusion criteria

Inclusion criteria: Student teachers currently completing their teacher training period at a state seminaries for teaching in Rhineland-Palatinate

Exclusion criteria

Exclusion criteria: Target participants are healthy probands, therefore no explicit exclusion criteria are used. Severe phyiscal or mental health disorders can result in exclusion from the study.

Design outcomes

Primary

Measure	Time frame
The primary goal of this research is the evaluation of efficacy of “startklar” by analyzing the primary outcome “perceived stress” (Perceived Stress Questionnaire) . It is expected that the subjects in the group “startklar “ demonstrate an advantage regarding their experienced stress over the course of the assessment time points compared to the control group (significant interaction between the assessment time points and group assignment). The assessment time points of the primary outcome are: baseline (T0), post assessment I (T1) and three month follow-up (T2).	—

Measure

Time frame

The primary goal of this research is the evaluation of efficacy of “startklar” by analyzing the primary outcome “perceived stress” (Perceived Stress Questionnaire) . It is expected that the subjects in the group “startklar “ demonstrate an advantage regarding their experienced stress over the course of the assessment time points compared to the control group (significant interaction between the assessment time points and group assignment). The assessment time points of the primary outcome are: baseline (T0), post assessment I (T1) and three month follow-up (T2).

—

Secondary

Measure	Time frame
In an exploratory approach, the psychiatric morbidity (Brief Symptom Inventory) of the participating student teachers is determined as a function of group assignment (“startklar “ or waitlist control group) analogous to the analysis of primary outcome. It is expected that the influence on the secondary outcome will only come into effect after the follow-up surveys, and that subjects of “startklar “ exhibit significantly lower morbidity scores compared to the waitlist control group. Another exploratory data analysis regarding burnout symptomatology (Maslach-Burnout-Inventory) and self-efficacy (General Self-Efficacy Short Scale) in student teachers is carried out. Additionally, student teachers who do not want to participate in the stress prevention training but are willing to complete the first online questionnaire are included at baseline. This additional data is intended to provide descriptive information about prevalence rates of stress experience, burnout and psychiatric morbidity among student teachers in Germany. The measurement points of the secondary outcomes are: baseline (T0), post assessment I (T1) and 3-month follow-up (T2).	—

Measure

Time frame

In an exploratory approach, the psychiatric morbidity (Brief Symptom Inventory) of the participating student teachers is determined as a function of group assignment (“startklar “ or waitlist control group) analogous to the analysis of primary outcome. It is expected that the influence on the secondary outcome will only come into effect after the follow-up surveys, and that subjects of “startklar “ exhibit significantly lower morbidity scores compared to the waitlist control group. Another exploratory data analysis regarding burnout symptomatology (Maslach-Burnout-Inventory) and self-efficacy (General Self-Efficacy Short Scale) in student teachers is carried out. Additionally, student teachers who do not want to participate in the stress prevention training but are willing to complete the first online questionnaire are included at baseline. This additional data is intended to provide descriptive information about prevalence rates of stress experience, burnout and psychiatric morbidity among student teachers in Germany. The measurement points of the secondary outcomes are: baseline (T0), post assessment I (T1) and 3-month follow-up (T2).

—

Countries

Germany

Contacts

Public ContactSophie Kuhlmann

Universitätsmedizin MainzKlinik und Poliklinik für Kinder- und Jugendpsychiatrie und -psychotherapie

sophie.kuhlmann@unimedizin-mainz.de06131-173283

Outcome results

None listed

Source: DRKS (via WHO ICTRP) · Data processed: Feb 22, 2026