Mindfulness-Based Stress Reduction Intervention for Elementary School Teachers: Too Soft or a Solution?

Status

Recruiting

Phases

Unknown

Study type

Interventional

Source

NL-OMON

Registry ID

NL-OMON21817

Enrollment

155

Registered

2019-11-18

Start date

2019-09-02

Completion date

Unknown

Last updated

2024-02-28

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

Conditions

None listed

Interventions

Mindfulness-based stress reduction (MBSR) intervention

Eligibility

Inclusion criteria

Inclusion criteria: Teacher in primary education (grade K - 6)

Exclusion criteria

Exclusion criteria: Previously received the intervention

Design outcomes

Primary

Measure	Time frame
Perceived Stress -Perceived Stress Scale (PSS, alpha .84-.86; 10 items) (Cohen et al.1983). This questionnaire measures the global stress levels in the past month using questions about the degree in which life is perceived as unpredictable, uncontrollable and overburdened.	—

Secondary

Measure	Time frame
Absenteeism -Teachers are questioned about their absenteeism of the past year (how many days did they call in sick and with which frequency). In addition, teachers are requested to record their absence and its frequency of the current year. To support this data it will also be verified in the absence system of the school. Mental Health -Mental Health Continuum-Short Form (Lamers et al. 2011). This questionnaire measures emotional well-being, social well-being and mental well-being of the teacher. Self-Compassion -Self-Compassion Scale-short Form (Neff & Vonk 2009). This questionnaire measures the degree of self-compassion. Mindfulness Skills - The Five Facet Mindfulness Questionnaire Short Form (Baer, et al. 2008). This questionnaire measures five mindfulness skills that are related to mental health; observing, describing, acting with awareness, non-judgement and non-reactivity. Teaching skills - Teacher Self Efficacy Scale Short Form (Schwarzer & Hallum, 2008): This questionnaire measures four areas that are directly related to successful teaching, namely job accomplishment, development possibilities within the work place, social interaction with pupils, parents and colleagues and coping with work pressure/stress. -BRIEF-A, (Toplak, et al.2009): This questionnaire maps executive functions at behavioural level in the following domains: inhibition, flexibility, regulation of emotions, self-evaluation, working memory, planning and organising, orderliness, initiative taking and task evaluation. Teacher-pupil relationship -De Klimaatschaal, (Donkers, Vermulst, 2011): Subscale quality classclimate. This questionnaire is filled out by teachers of teaching groups 5 – 8.	—

Measure

Time frame

Absenteeism -Teachers are questioned about their absenteeism of the past year (how many days did they call in sick and with which frequency). In addition, teachers are requested to record their absence and its frequency of the current year. To support this data it will also be verified in the absence system of the school. Mental Health -Mental Health Continuum-Short Form (Lamers et al. 2011). This questionnaire measures emotional well-being, social well-being and mental well-being of the teacher. Self-Compassion -Self-Compassion Scale-short Form (Neff & Vonk 2009). This questionnaire measures the degree of self-compassion. Mindfulness Skills - The Five Facet Mindfulness Questionnaire Short Form (Baer, et al. 2008). This questionnaire measures five mindfulness skills that are related to mental health; observing, describing, acting with awareness, non-judgement and non-reactivity. Teaching skills - Teacher Self Efficacy Scale Short Form (Schwarzer & Hallum, 2008): This questionnaire measures four areas that are directly related to successful teaching, namely job accomplishment, development possibilities within the work place, social interaction with pupils, parents and colleagues and coping with work pressure/stress. -BRIEF-A, (Toplak, et al.2009): This questionnaire maps executive functions at behavioural level in the following domains: inhibition, flexibility, regulation of emotions, self-evaluation, working memory, planning and organising, orderliness, initiative taking and task evaluation. Teacher-pupil relationship -De Klimaatschaal, (Donkers, Vermulst, 2011): Subscale quality classclimate. This questionnaire is filled out by teachers of teaching groups 5 – 8.

—

Contacts

Public ContactBernadette Lensen

RVKO/Radboud Universiteit

J.Lensen@psych.ru.nl0032683226219

Outcome results