Teachers' stress and training in a school-based mindfulness program: Implementation results from a cluster randomized controlled trial.
Por:
Braun SS, Greenberg MT, Roeser RW, Taylor LJ, Montero J, Crane C, Williams JMG, Sonley A, Lord L, Ford T and Kuyken W
Publicada:
1 jun 2024
Ahead of Print:
28 feb 2024
Resumen:
School-based mindfulness trainings (SBMT) are a contemporary approach for intervening to promote students' social and emotional skills and well-being. Despite evidence from the larger field of evidence-based social and emotional learning programs demonstrating the importance of high-quality implementation, few studies have investigated factors impacting the implementation of SBMTs, particularly teacher-level influences. The present study addressed this issue by investigating whether teachers' stress, trust in their fellow teachers and principal, and expectations about the program at baseline predicted the quality of their implementation of a SBMT for students. In addition, we examined whether teachers' stress at baseline moderated the effect of training condition on implementation quality. Implementation quality was assessed via observations and teacher self-reports. Results from a sample of British secondary (middle-high) school educators (N = 81) indicated that teachers who felt more supported by their principals at baseline were later observed to implement the SBMT with greater quality, whereas teachers who had more positive expectations about the program felt more confident teaching the course in the future. Teachers' baseline stress moderated the effect of training condition on all measures of implementation quality; among teachers experiencing high stress at baseline, more intensive training led to higher quality implementation. Implications for practitioners and prevention researchers are discussed.
Filiaciones:
Braun SS:
Department of Psychology and Center for Youth Development and Intervention, The University of Alabama, McMillan Building, P.O. Box 870348, Tuscaloosa, Alabama, 35487, USA
Greenberg MT:
Department of Human Development and Family Studies, The Pennsylvania State University, 119 Health and Human Development Building, University Park, Pennsylvania, 16802, USA
Roeser RW:
Department of Human Development and Family Studies, The Pennsylvania State University, 119 Health and Human Development Building, University Park, Pennsylvania, 16802, USA
Taylor LJ:
Department of Psychiatry, Oxford University, Warneford Hospital, Oxford, OX3 7JX, United Kingdom
Montero J:
Department of Psychiatry, Oxford University, Warneford Hospital, Oxford, OX3 7JX, United Kingdom
Parc Sanitari Sant Joan de Déu, C/ del Dr. Antoni Pujadas, 42, 08830 Sant Boi de Llobregat, Barcelona, Spain
Crane C:
Department of Psychiatry, Oxford University, Warneford Hospital, Oxford, OX3 7JX, United Kingdom
Williams JMG:
Department of Psychiatry, Oxford University, Warneford Hospital, Oxford, OX3 7JX, United Kingdom
Sonley A:
Department of Psychiatry, Oxford University, Warneford Hospital, Oxford, OX3 7JX, United Kingdom
Lord L:
Department of Psychiatry, Oxford University, Warneford Hospital, Oxford, OX3 7JX, United Kingdom
Ford T:
Department of Psychiatry, University of Cambridge, Douglas House 18b, Trumpington Road, Cambridge, CB2 8AH, United Kingdom
Kuyken W:
Department of Psychiatry, Oxford University, Warneford Hospital, Oxford, OX3 7JX, United Kingdom
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