Burnout, Professional, Psychological Adjustment, Self-regulation, Stress, Psychological, Well-being
Conditions
Keywords
Mindfulness, School Teachers, preservice teachers, teacher education
Brief summary
The purpose of this project is to study whether a mindfulness-based training program supports self-regulation, resiliency, effective classroom behaviors, and persistence in teaching.
Detailed description
Participants in this study will be undergraduate pre-service teachers already enrolled in the Early Elementary Certification Program (EECP) in the School of Education. This competitive admission program is four semesters long and consists of 4 certificate granting areas. Over the course of 2 years (i.e., 4 semesters), the investigators will recruit a total of 8 cohorts; 2 from each certificate granting area. Participants will be recruited during their second semester in the program for enrollment during the third semester (i.e., enrollment first semester of senior year). Cohorts will be match randomized by cohort type, ensuring that 4 cohorts are randomized to treatment and 4 cohorts are randomized to teacher education as usual, and that one of each type of cohort is randomized to treatment and control, respectively. All participants will complete a battery of self-report and behavioral tasks, as well as undergo a standardized classroom observation prior to the start of the intervention, immediately after the intervention, and at follow-up (5-8 months post intervention). Follow-up testing will occur during the final month of the final semester in the EECP program, a time during which participants will be full-time student teaching, training that best approximates in-service teaching. The qualitative component of this study will involve participants partaking in approximately four-hours of interviews (either group or individual based on a hierarchal sampling criterion), before and after the intervention period. In addition, all student EECP records will be qualitatively analyzed (i.e., supervisor notes, state certification portfolios). Each September for three years post-graduation, participants will be contacted and instructed to complete an online survey consisting of self-report inventories and information about whether they are continuing to teach and if so, the name and district of the school they currently work. Participants randomized to treatment will receive 1.5 hours of mindfulness training for 8 to 10 weeks during their third semester. Thirty minutes of this will occur during mandatory cohort seminar time, with the remaining one-hour after the end of cohort seminar time. In addition, during the intervention period they will participate in two 4-hour Days of Mindfulness. In total, intervention participants will receive about 21 hours of instruction in mindfulness over the intervention period. During the following semester (4th semester), intervention participants will receive 15 minutes of mindfulness booster practice each week as part of their mandatory cohort seminar. This novel mindfulness based intervention is incorporates elements of Mindfulness Based Stress Reduction (Kabat-Zinn, 1982), as well as contemplative practices that might be defined as social connectedness practices or constructivist practices (Dahl, Lutz, & Davidson, 2015). The curriculum has been developed by experienced mindfulness teachers (\>10 years teaching experience, on average), all of whom have extensive meditation histories and most of whom have long-term experience as classroom teachers. The training will consist of formal and informal mindfulness meditation practices.
Interventions
BEHAVIORALnovel mindfulness-based well-being training
Sponsors
Mind and Life Institute, Hadley, Massachusetts
The Trust for the Meditation Process
University of Wisconsin, Madison
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
SINGLE (Outcomes Assessor)
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* Undergraduate students in good academic standing entering their third semester of one of the following teacher education certificate programs (Early Education ESL, Middle Education SPED, Middle Education Content, Middle Education ESL). Note that good academic standing is a requirement for continuation in the certification program.
Exclusion criteria
* A history of schizophrenia-spectrum, bipolar disorder, or other psychotic disorders
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change from baseline on CLASS assessment tool (La Paro, Pianta, & Stuhlman, 2004) | 1-2 weeks before intervention (i.e., baseline), 11 - 12 weeks after baseline (1-2 weeks post-intervention), 8 - 11 months after baseline ( 5-8 months post intervention) | A standardized classroom observation tool assessing teacher classroom behaviors. |
| Change from baseline on Symptoms Checklist 90 Revised (Derogatis, 1994) | 1-2 weeks before intervention (i.e., baseline), 11 - 12 weeks after baseline (1-2 weeks post-intervention), 8 - 11 months after baseline ( 5-8 months post intervention) | a 90-item self-report of psychological symptoms comprised of 9 symptom axes (somatization, obsessive-compulsive, interpersonal sensitivity, depression, anxiety, hostility, phobic anxiety, paranoid ideation and psychoticism). An aggregated score across all 9 domains provides a Global Severity Index score of psychological health. |
| Change from baseline on Maslach Burnout Inventory - Education Survey (Maslach, Jackson, & Leiter, 1996) | 1-2 weeks before intervention (i.e., baseline), 11-12 weeks after baseline (1-2 weeks post-intervention), 8-11 months after baseline (5-8 months post-intervention): ~14 months after baseline, ~26 months after baseline, and ~38 months after baseline | a 22-item self-report of teaching related burnout |
| Change from baseline on Emotional go/nogo (Hare et al., 2008) | 1-2 weeks before intervention (i.e., baseline), 11 - 12 weeks after baseline (1-2 weeks post-intervention), 8 - 11 months after baseline ( 5-8 months post intervention) | An emotional inhibition paradigm. |
| Persistence in teaching: Current profession and role (if teaching, name of school) | ~ 14 months after baseline, ~ 26 months after baseline, and ~ 38 months after baseline. | Self-report on employment status following graduation and teacher licensure. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Change from baseline on Open response on difficulties in teaching | 1-2 weeks before intervention (i.e., baseline), 11 - 12 weeks after baseline (1-2 weeks post-intervention), 8 - 11 months after baseline ( 5-8 months post intervention) | A one-item open response on difficulty in teaching. |
| Change from baseline on Perceived Stress Scale (Cohen, Kamarck, & Mermelstein, 1983) | 1-2 weeks before intervention (i.e., baseline), 11 - 12 weeks after baseline (1-2 weeks post-intervention), 8 - 11 months after baseline ( 5-8 months post intervention) | A 10-item self-report on perceived stress in the last month. |
| Change from baseline on Implicit Positive and Negative Affect Test (Quirin, Kazen, & Kuhl, 2009) | 1-2 weeks before intervention (i.e., baseline), 11-12 weeks after baseline (1-2 weeks post-intervention), 8-11 months after baseline (5-8 months post-intervention): ~14 months after baseline, ~26 months after baseline, and ~38 months after baseline | A computer-based behavioral measure of implicit affective bias in which participants are provided with 5 nonsense words and asked to rate the words on a scale of emotional valence. |
| Change from baseline on Five Facet Mindfulness Questionnaire (Baer et al., 2008) | 1-2 weeks before intervention (i.e., baseline), 11 - 12 weeks after baseline (1-2 weeks post-intervention), 8 - 11 months after baseline ( 5-8 months post intervention) | A 39-item self-report of mindfulness |
| Change from baseline on Breath Count Task (Levinson et al., 2014) | 1-2 weeks before intervention (i.e., baseline), 11 - 12 weeks after baseline (1-2 weeks post-intervention), 8 - 11 months after baseline ( 5-8 months post intervention) | 15 minute behavioral measure of mindfulness |
| Change from baseline on Implicit Association Task (Race, child and adult versions; Baron & Banaji, 2006) | 1-2 weeks before intervention (i.e., baseline), 11 - 12 weeks after baseline (1-2 weeks post-intervention), 8 - 11 months after baseline ( 5-8 months post intervention) | A behavioral task designed to assess implicit biases related to race. |
| Change from baseline on General Self-efficacy Scale (Jerusalem & Schwarzer, 1992) | 1-2 weeks before intervention (i.e., baseline), 11 - 12 weeks after baseline (1-2 weeks post-intervention), 8 - 11 months after baseline ( 5-8 months post intervention) | A 10-item self-report of general self-efficacy |
| Change from baseline on Psychological Well-Being Scale (Ryff & Keyes, 1995) | 1-2 weeks before intervention (i.e., baseline), 11-12 weeks after baseline (1-2 weeks post-intervention), 8-11 months after baseline (5-8 months post-intervention): ~14 months after baseline, ~26 months after baseline, and ~38 months after baseline | A 54-item self-report inventory assessing psychological well-being. |
| Change from baseline on Positive and Negative Affect Schedule (Watson, Clark, & Tellegen, 1988) | 1-2 weeks before intervention (i.e., baseline), 11 - 12 weeks after baseline (1-2 weeks post-intervention), 8 - 11 months after baseline ( 5-8 months post intervention) | A self-report survey of general positive and negative affect. |
| Change from baseline on Emotional Styles Questionnaire (under development) | 1-2 weeks before intervention (i.e., baseline), 11-12 weeks after baseline (1-2 weeks post-intervention), 8-11 months after baseline (5-8 months post-intervention): ~14 months after baseline, ~26 months after baseline, and ~38 months after baseline | A self-report designed to assess styles of emotional responding. |
Countries
United States
Outcome results
None listed