Mindfulness-Based Stress Reduction (MBSR) for Primary School Teachers

By Eluned Gold, Alistair Smith, Ieuan Hopper, David Edwin Herne, Glenis Tansey, C. Hulland. 2010

302 citations recorded by the source corpus.

Subfields: Clinical Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/750e21154d2c7cc091165a1d4446c62b59f4616b

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Citations in the corpus

Mindfulness-based stress reduction for healthy individuals: A meta-analysis. (2015, background): “[57] Teachers from primary school (11) Late 20s to”
Mindfulness for teachers: A pilot study to assess effects on stress, burnout and teaching efficacy (2013, background): “A more recent study of MBSR for primary school teachers included 10 intervention participants and no control group (Gold et al., 2010).”
Exploring Teachers’ Depressive Symptoms, Interaction Quality, and Children’s Social-Emotional Development in Head Start (2016, background): “Emerging evidence suggests that stress reduction or mindfulness-based interventions offer a promising means of decreasing teachers’ depressive symptoms (e.g., Gold et al., 2010; Jennings, Frank, Snowberg, Coccia, & Greenberg, 2013; Roeser et al., 2013).”
Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials. (2013, background): “…other recent uncontrolled and controlled studies in which similar effects of mindfulness training on reducing teachers’ stress, anxiety and depression were found (Benn et al., 2012; Franco, Mañas, Cangas, Moreno, & Gallego, 2010; Gold et al., 2010; Kemeny et al., 2012; Winzelberg & Luskin, 1999).”
The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature (2017, background): “With stress, four studies observed a reduction in connection with an MBI (Gold et al., 2010; Klatt et al., 2015; Roeser et al., 2013; Taylor et al., 2015), while two found no significant change (Jennings, Snowberg, Coccia, & Greenberg, 2011; Malarkey, Jarjoura, & Klatt, 2013).”
Teachers’ Social–Emotional Capacity: Factors Associated With Teachers’ Responsiveness and Professional Commitment (2016, background): “…positive effects of mindfulness programs (i.e., meditation, reflection, and stress management) in reducing stress among primary and secondary school teachers (Gold et al., 2010; Roeser et al., 2013) and increasing teaching effectiveness (Napoli, 2004; Roeser, Skinner, Beers, & Jennings, 2012).”
Mindfulness Training for Teachers Changes the Behavior of Their Preschool Students (2013, background): “Gold et al. (2010), who taught the standard 8-week Mindfulness-Based Stress Reduction course (MBSR; Kabat-Zinn, 1990) to a small group of primary schoolteachers, provide a good example of a mindfulness training program for teachers.”
Impacts of the CARE for Teachers Program on Teachers’ Social and Emotional Competence and Classroom Interactions (2017, result): “Second, the present study provided in-service to educators working in public school settings, as compared with teacher mindfulness studies that have examined outcomes for teacher trainees (Hue & Lau, 2015), teacher-assistant dyads (Gold et al., 2010), or parent-teacher dyads (Benn et al.”
The Effectiveness of a School-Based Mindfulness Training as a Program to Prevent Stress in Elementary School Children (2012, background): “Teachers and students may benefit from the incorporation of mindfulness in the educational setting, since mindfulness training may help teachers cope with their own stress and, as a result, may influence their interaction with their pupils (Gold et al. 2010).”
Mindfulness, Pro-environmental Behavior, and Belief in Climate Change: The Mediating Role of Social Dominance (2018, background): “Mindfulness-based programs are starting to gain popularity also as useful interventions in schools, targeting both teachers and pupils, to promote human health and well-being (e.g., Gold et al., 2010).”