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Teaching Mindfulness to Teachers: a Systematic Review and Narrative Synthesis
School teachers report high levels of stress which impact on their engagement with pupils and effectiveness as a teacher. Early intervention or prevention approaches may support teachers to develop positive coping and reduce the experience and impact of stress. This article reviews research on one s...
Autores principales: | , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer US
2017
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5605579/ https://www.ncbi.nlm.nih.gov/pubmed/28989547 http://dx.doi.org/10.1007/s12671-017-0691-4 |
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author | Emerson, Lisa-Marie Leyland, Anna Hudson, Kristian Rowse, Georgina Hanley, Pam Hugh-Jones, Siobhan |
author_facet | Emerson, Lisa-Marie Leyland, Anna Hudson, Kristian Rowse, Georgina Hanley, Pam Hugh-Jones, Siobhan |
author_sort | Emerson, Lisa-Marie |
collection | PubMed |
description | School teachers report high levels of stress which impact on their engagement with pupils and effectiveness as a teacher. Early intervention or prevention approaches may support teachers to develop positive coping and reduce the experience and impact of stress. This article reviews research on one such approach: mindfulness-based interventions (MBIs) for school teachers. A systematic review and narrative synthesis were conducted for quantitative and qualitative studies that report the effects of MBIs for teachers of children aged 5–18 years on symptoms of stress and emotion regulation and self-efficacy. Twelve independent publications were identified meeting the inclusion criteria and these gave a total of 13 samples. Quality appraisal of the identified articles was carried out. The effect sizes and proportion of significant findings are reported for relevant outcomes. The quality of the literature varied, with main strengths in reporting study details, and weaknesses including sample size considerations. A range of MBIs were employed across the literature, ranging in contact hours and aims. MBIs showed strongest promise for intermediary effects on teacher emotion regulation. The results of the review are discussed in the context of a model of teacher stress. Teacher social and emotional competence has implications for pupil wellbeing through teacher–pupil relationships and effective management of the classroom. The implications for practice and research are considered. |
format | Online Article Text |
id | pubmed-5605579 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2017 |
publisher | Springer US |
record_format | MEDLINE/PubMed |
spelling | pubmed-56055792017-10-04 Teaching Mindfulness to Teachers: a Systematic Review and Narrative Synthesis Emerson, Lisa-Marie Leyland, Anna Hudson, Kristian Rowse, Georgina Hanley, Pam Hugh-Jones, Siobhan Mindfulness (N Y) Review School teachers report high levels of stress which impact on their engagement with pupils and effectiveness as a teacher. Early intervention or prevention approaches may support teachers to develop positive coping and reduce the experience and impact of stress. This article reviews research on one such approach: mindfulness-based interventions (MBIs) for school teachers. A systematic review and narrative synthesis were conducted for quantitative and qualitative studies that report the effects of MBIs for teachers of children aged 5–18 years on symptoms of stress and emotion regulation and self-efficacy. Twelve independent publications were identified meeting the inclusion criteria and these gave a total of 13 samples. Quality appraisal of the identified articles was carried out. The effect sizes and proportion of significant findings are reported for relevant outcomes. The quality of the literature varied, with main strengths in reporting study details, and weaknesses including sample size considerations. A range of MBIs were employed across the literature, ranging in contact hours and aims. MBIs showed strongest promise for intermediary effects on teacher emotion regulation. The results of the review are discussed in the context of a model of teacher stress. Teacher social and emotional competence has implications for pupil wellbeing through teacher–pupil relationships and effective management of the classroom. The implications for practice and research are considered. Springer US 2017-02-23 2017 /pmc/articles/PMC5605579/ /pubmed/28989547 http://dx.doi.org/10.1007/s12671-017-0691-4 Text en © The Author(s) 2017 Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. |
spellingShingle | Review Emerson, Lisa-Marie Leyland, Anna Hudson, Kristian Rowse, Georgina Hanley, Pam Hugh-Jones, Siobhan Teaching Mindfulness to Teachers: a Systematic Review and Narrative Synthesis |
title | Teaching Mindfulness to Teachers: a Systematic Review and Narrative Synthesis |
title_full | Teaching Mindfulness to Teachers: a Systematic Review and Narrative Synthesis |
title_fullStr | Teaching Mindfulness to Teachers: a Systematic Review and Narrative Synthesis |
title_full_unstemmed | Teaching Mindfulness to Teachers: a Systematic Review and Narrative Synthesis |
title_short | Teaching Mindfulness to Teachers: a Systematic Review and Narrative Synthesis |
title_sort | teaching mindfulness to teachers: a systematic review and narrative synthesis |
topic | Review |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5605579/ https://www.ncbi.nlm.nih.gov/pubmed/28989547 http://dx.doi.org/10.1007/s12671-017-0691-4 |
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