scholarly journals Mindfulness-Based Versus Story Reading Intervention in Public Elementary Schools: Effects on Executive Functions and Emotional Health

2021 ◽  
Vol 12 ◽  
Author(s):  
Claudete A. R. Milaré ◽  
Elisa H. Kozasa ◽  
Shirley Lacerda ◽  
Carla Barrichello ◽  
Patricia R. Tobo ◽  
...  
Keyword(s):  
Public Schools ◽  
Negative Affect ◽  
Executive Functions ◽  
Reading Intervention ◽  
Emotional Health ◽  
Controlled Clinical Trial ◽  
Depression Symptoms ◽  
Story Reading ◽  
Public Elementary Schools ◽  
Reading Errors

IntroductionIn this study we compared the effects of a mindfulness-based intervention (MBI) with a story reading intervention (SI) on the executive functions and psychological profile of children in two different public schools in São Paulo, Brazil.MethodsIn this controlled clinical trial, 207 children aged 8 to 9 years old responded to the Five-Digit Test (FDT), stress levels, depression, anxiety, positive and negative affect, at baseline (T0) and 8 weeks later (T1). From T0 to T1, school 1 participated in MBI classes and school 2 in IS classes.ResultsIn school 1 (MBI), children improved their scores on all tests except reading (errors) and counting (errors) compared with school 2. No differences were observed between groups in terms of emotional health.ConclusionIt is feasible to implement MBI or SI in Brazilian public schools. Students in the MBI group presented broader effects in executive functions, while students in the SI group showed a trend toward reduced negative affect and depression symptoms.

scholarly journals The relationship between wellbeing indicators and teacher psychological stress in Eastern Cape public schools in South Africa

2013 ◽  
Vol 39 (1) ◽  
Author(s):  
Malik L.M. Vazi ◽  
Robert A.C. Ruiter ◽  
Bart Van den Borne ◽  
Glynnis Martin ◽  
Kitty Dumont ◽  
...  
Keyword(s):  
Public Schools ◽  
Negative Affect ◽  
Protective Factors ◽  
Teacher Stress ◽  
Psychological Wellbeing ◽  
Relative Importance ◽  
Eastern Cape ◽  
School Teachers ◽  
The Relationship ◽  
Stress Variance

Orientation: Positive psychological and subjective wellbeing indicators have proven to be protective against certain physical illnesses but have been rarely assessed in teacher stress.Research purpose: The main objective of this study was to assess the relationship between indicators of wellbeing and stress and to further assess the relative importance of these wellbeing indicators in explaining stress variance in a large sample of Eastern Cape primary and high school teachers in South Africa.Motivation for the study: The majority of teacher stress studies focus on the misfit between the individual’s resources and the environmental demands. There is a scarcity of studies reporting on protective factors in teaching and we know little about their possible role as possible protective factors against stress. This is important in developing stress prevention strategies.Research design, approach and method: A cross-sectional survey was used targeting public school teachers in the Eastern Cape. The sample size was 562 randomly selected teachers from both public primary and high schools.Main findings: The results revealed that stress is prevalent amongst teachers. Subjective and psychological wellbeing factors added significantly to the explained stress variance. Also, both negative affect and role problems had significant positive correlations with stress, whilst psychological wellbeing had a strong inverse relationship with stress.Practical/managerial implications: The results implied that interventions focusing on improving psychological wellbeing and reduction of negative affect can contribute to stress prevention.Contribution/value-add: The results contributed towards a better understanding of the relative importance of wellbeing constructs as protective factors against teacher stress.

scholarly journals Impact of Mindfulness Training on Spanish Police Officers’ Mental and Emotional Health: a Non-Randomized Pilot Study

Mindfulness ◽  
2022 ◽  
Author(s):  
Jaime Navarrete ◽  
Miguel Ángel García-Salvador ◽  
Ausiàs Cebolla ◽  
Rosa Baños
Keyword(s):  
Police Officers ◽  
Repeated Measures ◽  
Emotional Health ◽  
Analysis Of Covariance ◽  
Controlled Study ◽  
Group Differences ◽  
Control Group ◽  
Depression Symptoms ◽  
Control Group Design ◽  
Paired Samples

Abstract Objectives The purpose of this exploratory non-randomized controlled study was to determine the acceptance and effectiveness of an 8-week mindfulness-based intervention (MBI) co-designed by a police officer. Methods A pretest-posttest control group design was followed. Participants (MBI group = 20; control group = 18) answered baseline and post-training self-reported measures. In addition, the weekly emotional state of the MBI group was collected. Paired-samples t-test and analysis of covariance were performed for pre-post within-group and between-group differences, respectively, as well as linear mixed effects analysis of repeated measures for week-by-week data. Results High acceptance and attendance rates, as well as significant pre-post within-group differences in the MBI group in mindfulness (η2 = 0.43), self-compassion (η2 = 0.43), depression (η2 = 0.54), anxiety (η2 = 0.46), stress (η2 = 0.51), difficulties in emotion regulation, sleep quality (η2 = 0.57), and burnout (η2 = 0.31–0.47), were identified. Moreover, police officers who underwent the MBI experienced a week by week decrease of anger, disgust, anxiety, sadness, and desire. Finally, after adjusting for pre-test scores, significant between-group differences were found in the way of attending to internal and external experiences (observing mindfulness facet; ηp2 = 0.21), depression symptoms (ηp2 = 0.23), general distress (ηp2 = 0.24), and the degree of physical and psychological exhaustion (personal burnout; ηp2 = 0.20). Conclusions The preliminary effectiveness of this MBI on psychopathology and quality of life outcomes in Spanish police officers was discussed. Previous evidence regarding the promising use of MBIs in this population was supported.

scholarly journals The Myth of Teacher Shortage in India

2021 ◽  
Author(s):  
Sandip Datta ◽  
Geeta Gandhi Kingdon
Keyword(s):  
Public Schools ◽  
Education Policy ◽  
Teacher Shortage ◽  
Allocation Rule ◽  
Evidence Based ◽  
National Education ◽  
Public Elementary Schools ◽  
Median Size ◽  
National Education Policy ◽  
The Individual

This paper examines the widespread perception in India that the country has an acute teacher shortage of about one million teachers in public elementary schools, a view repeated in India’s National Education Policy 2020. Using official DISE data, we show that there is hardly any net teacher deficit in the country since there is roughly the same number of surplus teachers as the number of teacher vacancies. Secondly, we show that measuring teacher requirements after removing the estimated fake students from enrolment data greatly reduces the required number of teachers and increases the number of surplus teachers, yielding an estimated net surplus of about 342,000 teachers. Thirdly, we show that if we both remove fake enrolment and also make a suggested hypothetical change to the teacher allocation rule to adjust for the phenomenon of emptying public schools (which has slashed the national median size of public schools to a mere 64 students, and rendered many schools ‘tiny’), the estimated net teacher surplus is about 764,000 teachers. Fourthly, we highlight that if government does fresh recruitment to fill the supposed nearly one-million vacancies as promised in the National Education Policy 2020, the already modest national mean pupil-teacher-ratio of 22.8 would fall to 15.9, at a permanent fiscal cost of nearly Rupees 480 billion (USD 6.6 billion) per year in 2017-18 prices, which is higher than the individual GDPs of 56 countries in that year. The paper highlights the major economic efficiencies that can result from an evidence-based approach to teacher recruitment and deployment policies.

Exposure to stressful events during a peacekeeping mission may have a price: The impact on trait of negative and positive affect and mental health

2018 ◽  
Vol 25 (9) ◽  
pp. 1285-1291
Author(s):  
Roberta Sonia Rodrigues Álvares ◽  
Ana Carolina Ferraz Mendonça-de-Souza ◽  
Antônio Fernando Araujo Duarte ◽  
Thaís Medeiros Gameiro ◽  
Nastassja Lopes Fischer ◽  
...  
Keyword(s):  
Negative Affect ◽  
Positive Affect ◽  
Post Traumatic Stress Disorder ◽  
Traumatic Stress ◽  
Stress Disorder ◽  
Stressful Events ◽  
Depression Symptoms ◽  
Post Traumatic Stress ◽  
Post Traumatic ◽  
The Impact

We evaluated the participants’ negative affect, positive affect, post-traumatic stress disorder, and depression symptoms before and after a peacekeeping mission. Depression symptoms and positive affect after mission were significantly associated with exposure to stressful events during the mission, controlled by the respective characteristics before mission. Negative affect and post-traumatic stress disorder symptoms after mission had a tendency to be associated with exposure to stressful events during the mission, controlled by the respective characteristics before mission. In conclusion, even in healthy and physically active male peacekeepers, those more exposed to stressful events could be more vulnerable to present negative outcomes.

The Myth and Reality of Teacher Shortage in India: An Investigation Using 2019-20 Data

2021 ◽  
Author(s):  
Sandip Datta ◽  
Geeta Gandhi Kingdon
Keyword(s):  
Public Schools ◽  
Education Policy ◽  
Teacher Shortage ◽  
Allocation Rule ◽  
Teacher Shortages ◽  
National Education ◽  
Public Elementary Schools ◽  
Median Size ◽  
National Education Policy ◽  
The Individual

This paper examines the widespread perception in India that the country has an acute teacher shortage of about one million teachers in public elementary schools, a view repeated in India’s National Education Policy 2020. Using official DISE data, we show that teacher vacancies cannot be equated with teacher shortages: while the number of teacher vacancies (in teacher-deficit schools) is 766,487, the number of teacher surpluses (in surplus-teacher schools) is 520,141, giving a net deficit of only 246,346 teachers in the country. Secondly, removing estimated fake student numbers from enrolment data greatly reduces the required number of teachers and raises the number of surplus teachers, converting the net deficit of 246,346 teachers into an estimated net surplus of 98,371 teachers. Thirdly, if we both remove estimated fake enrolment and also make a hypothetical change to the teacher allocation rule to adjust for the phenomenon of emptying public schools (which has slashed the national median size of public schools to a mere 63 students, and rendered many schools ‘tiny’), the estimated net teacher surplus rises to 239,800 teachers. Fourthly, we show that if government does fresh recruitment to fill the supposed approximately one-million vacancies as promised in National Education Policy 2020, the already modest national mean pupil-teacher-ratio of 25.1 would fall to 19.9, at a permanently increased fiscal cost of nearly Rupees 637 billion (USD 8.7 billion) per year in 2019-20 prices, which is higher than the individual GDPs of 50 countries that year. The paper highlights the major efficiencies that can result from evidence-based policy on minimum viable school-size, teacher allocation norms, permissible maximum pupil teacher ratios, and teacher deployment.

Education and Law

2019 ◽  
pp. 19-38
Author(s):  
Candy Gunther Brown
Keyword(s):  
Public Schools ◽  
Emotional Health ◽  
Equal Employment Opportunity Commission ◽  
Establishment Clause ◽  
Religious Discrimination ◽  
Protestant Christianity ◽  
Legal Contexts ◽  
Lemon Test ◽  
Bible Reading

Chapter 1 illuminates the educational and legal contexts in which yoga and meditation entered the U.S. cultural mainstream. Beginning in the seventeenth century, public schools taught Protestant Christianity. Since the mid-twentieth century, public schools have been tasked by courts with providing a secular education and by educational reformers with shaping moral character and ethical behavior. Yoga and meditation appeal to educators because they promise not only to enhance physical, mental, and emotional health but also to instill morality and ethics without promoting religion. The U.S. Supreme Court issued a series of landmark rulings, among them Engel v. Vitale (1962) and School of Abington Township v. Schempp (1963), that prohibited public schools from endorsing religious practices such as prayer and Bible reading. The Court developed constitutional tests, the Lemon test, endorsement test, and coercion test, for identifying violations of the Establishment Clause of the First Amendment, based on principles of religious voluntarism, equality, and nondiscrimination. Through the federal cases Malnak v. Yogi (1979) and United States v. Meyers (1996), courts developed the Malnak-Meyers indicia of religion. In 2008, the Equal Employment Opportunity Commission (EEOC) identified the imposition of yoga and meditation as reverse religious discrimination.

Depression symptoms’ impact on personality disorder treatment: Depression symptoms amplifying the interpersonal benefits of negative-affect expression

2020 ◽  
Vol 272 ◽  
pp. 318-325
Author(s):  
Daniel W. Cox ◽  
David Kealy ◽  
Jeffrey H. Kahn ◽  
Katharine D. McCloskey ◽  
Anthony S. Joyce ◽  
...  
Keyword(s):  
Personality Disorder ◽  
Negative Affect ◽  
Depression Symptoms ◽  
Affect Expression ◽  
Disorder Treatment

Retrospective Reports of Childhood Misfortune Are Associated With Positive and Negative Affect in Adulthood

2017 ◽  
Vol 84 (3) ◽  
pp. 276-293 ◽  
Author(s):  
Nicholas A. Turiano ◽  
Nicole M. Silva ◽  
Courtney McDonald ◽  
Patrick L. Hill
Keyword(s):  
Negative Affect ◽  
Positive Affect ◽  
Perceived Control ◽  
Emotional Health ◽  
Later Life ◽  
The United States ◽  
Control Beliefs ◽  
Negative Effects ◽  
Perceived Control Beliefs ◽  
Early Life Events

Childhood misfortune refers to nonnormative experiences individuals encounter at younger ages that affect development across the life span. This study examined whether retrospectively reported childhood misfortune was associated with negative and positive affect in adulthood. In addition, we explored whether perceived control beliefs would moderate these associations. We used archival data from 6,067 adults ( Mage = 46.86; range = 20–75) from the Midlife Development in the United States study. Higher levels of misfortune were associated with higher levels of negative affect and lower levels of positive affect in adulthood. However, control beliefs moderated this association such that the combination of higher perceived control and misfortune resulted in less of a decrease in positive affect and less of an increase in negative affect. Overall, early life events were associated with later life emotional health, and control beliefs were an important psychological resource that buffered the negative effects of childhood misfortune.

scholarly journals Depressive Symptoms in Chiropractic Students

2011 ◽  
Vol 25 (2) ◽  
pp. 142-150 ◽  
Author(s):  
Stuart Kinsinger ◽  
Aaron Anthony Puhl ◽  
Christine J. Reinhart
Keyword(s):  
Health Care ◽  
Depressive Symptoms ◽  
Emotional Health ◽  
Well Being ◽  
Measurement Tool ◽  
Depression Symptoms ◽  
Negative Consequences ◽  
Chiropractic College ◽  
Intensive Training ◽  
Chiropractic Students

Background: The intensive training associated with health care education has been suggested to have unintended negative consequences on students' mental or emotional health that may interfere with the development of qualities deemed essential for proficient health care professionals. This longitudinal study examined the prevalence and severity of depressive symptoms among students at a chiropractic educational institution. Methods: Chiropractic students at all levels of training were surveyed at Canadian Memorial Chiropractic College during the academic years of 2000/2001, 2001/2002, and 2002/2003. The measurement tool employed was the Beck Depression Inventory, 2nd edition (BDI-II). Previously established BDI-II cutoff scores were used to assess the severity of reported depression symptoms, and these were compared by sex and year of training. Results: The survey was completed by 1303 students (70%) over the 3 years of the study. The prevalence of depressive symptoms was nearly 25%, with 13.7% of respondents indicating a rating of mild depression, 7.1% indicating moderate depressive symptoms, and 2.8% indicating severe symptoms. Significant differences were found between years of training, with 2nd-year students having the highest prevalence of depressive symptoms, and sex, with females having a higher rate of symptoms. Conclusions: Chiropractic students surveyed at Canadian Memorial Chiropractic College had high rates of depression similar to those measured in other health care profession students. Chiropractic educational institutions should be aware of this situation and are encouraged to emphasize students' awareness of their own personal health and well-being and their access to appropriate care, in addition to the same concerns for their future patients.

scholarly journals Kuwaiti Parents’ Perceptions towards Introducing a Foreign Culture into Their Children’s EFL Textbooks in Public Elementary Schools

2020 ◽  
Vol 11 (1) ◽  
pp. 45
Author(s):  
Mohammad Almutairi
Keyword(s):  
Elementary Schools ◽  
Public Schools ◽  
English Language ◽  
Native Speakers ◽  
English Language Teaching ◽  
Depth Information ◽  
Structured Interviews ◽  
Public Elementary Schools ◽  
Cultural Content ◽  
The Government

This study aims to investigate Kuwaiti parents' views and opinions towards introducing native speakers' and international cultures into their children's' EFL textbooks in public schools in the light of recent debates that discuss the relationship between culture and English language teaching. It also intends to explore and discover their perceptions towards the current cultural content being taught in Kuwait public elementary schools. For this purpose, questionnaires were distributed among Kuwaiti parents whom their children study in the government public schools followed by semi-structured interviews to get more detailed and in-depth information about the topic discussed. The findings of this study show that the vast majority had negative opinions and views towards exposing their children to native speaker's cultures for social and religious reasons. One of which is their underlying concern about the negative impacts of native speakers' content on their children's cultural and national identity. However, most of them agreed their children learn EFL through the prism of the international multicultural cultural content to prepare them use the language in different cultural contexts when they grow up. The results also showed that most of them preferred to keep the current ELT syllabus which uses the host cultural content rather than replacing it with the native speakers' one for the same reasons and also in view of growing awareness of the role played by culture in the EFL classroom which propound the nature of the Kuwaiti society of being conservative and cautious.

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