Mindfulness Training and Teachers' Professional Development: An Emerging Area of Research and Practice

By R. Roeser, Ellen A. Skinner, Jeffry Beers, Patricia A. Jennings. 2012

515 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/dad42be9bf7b20ab769e40dcbd89c6c9b515605f

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In Clinical Psychology

Citations in the corpus

Working with ‘Social and Emotional Aspects of Learning’ (SEAL): associations with school ethos, pupil social experiences, attendance, and attainment (2014, background): “Indeed, an increasing amount of recent work has begun to focus on explicit strategies for helping teachers to manage the social and emotional demands of school life, and thereby promote a school climate and social relationships that support pupils’ learning (e.g., Roeser et al., 2012).”
Respectful leadership and followers’ knowledge sharing: A social mindfulness lens (2020, background): “As a first step, organizations may want to offer trainings in which the nature and benefits of social mindfulness are explained to and experienced by employees (e.g. Reb and Atkins, 2015; Roeser et al., 2012).”
Impacts of the CARE for Teachers Program on Teachers’ Social and Emotional Competence and Classroom Interactions (2017, result): “They are also consistent with the theoretical model proposed by Roeser et al. (2012), Roeser (2016), and Skinner and Beers (2016) wherein mindfulness training promotes improved emotion regulation and coping which then leads to reductions in stress, burnout and distress, and increased energy and…”
Promoting Stress Management and Wellbeing in Educators: Feasibility and Efficacy of a School-Based Yoga and Mindfulness Intervention (2016, background): “For teachers, this may translate to improved occupational engagement and wellbeing, classroom management, and creating a positive classroom climate (Roeser et al. 2012).”
The Effectiveness of Mindfulness-Based Stress Reduction on Educator Stress and Well-Being: Results from a Pilot Study (2013, background): “…2013), and Stress Management and Relaxation Techniques in Education (Cullen and Wallace 2010; Benn et al. 2012) have all demonstrated very promising effects for a variety of teachers and students (for an excellent review of professional trends and other emerging programs, see Roeser et al. 2012).”
Examining Ways That a Mindfulness-Based Intervention Reduces Stress in Public School Teachers: a Mixed-Methods Study (2016, background): “Teaching is uncertain and attentionally, socially, and emotionally demanding work (Palmer 1998; Roeser et al. 2012).”
Mindfulness and Teachers’ Coping in the Classroom: A Developmental Model of Teacher Stress, Coping, and Everyday Resilience (2016, background): “Mindfulness training as a novel form of professional development, is hypothesized to assist teachers in conserving and cultivating self-regulatory resources that are then available for investment in classroom relationships, classroom management, and classroom instruction (Roeser et al., 2012).”
Emotion regulation and need satisfaction shape a motivating teaching style (2020, background): “Interventions aimed at fostering emotion regulation abilities were found effective with teachers (for a review see Roeser et al., 2012), although might need an adaptation in different cultures (e.g. Butler et al., 2007).”