scholarly journals The Effect of Inquiry-Based Stress Reduction on Teacher Burnout: A Controlled Trial

2020 ◽  
Vol 10 (7) ◽  
pp. 468 ◽  
Author(s):  
Lia Schnaider-Levi ◽  
Ariel B. Ganz ◽  
Keren Zafrani ◽  
Zehavit Goldman ◽  
Inbal Mitnik ◽  
...  
Keyword(s):  
Emotional Exhaustion ◽  
Stress Reduction ◽  
Passive Control ◽  
Teacher Burnout ◽  
High Stress ◽  
Intervention Group ◽  
Well Being ◽  
Personal Accomplishment ◽  
Control Group ◽  
Economic Costs

Burnout is a well-known phenomenon with significant social, biological and economic costs. In particular, teacher burnout is associated with unfavorable mental health outcomes and economic costs due to reduced hours and teacher turnover. This study investigated the effect of an Inquiry-Based Stress Reduction (IBSR) cognitive-reframing program on teacher burnout using a quasi-experimental design. Fifty-three teachers participated in a prospective intervention with a passive control group. The intervention group completed a 12-week IBSR program with 4.5 h of weekly engagement. Relative to control, teachers in the intervention group showed greater improvements in emotional exhaustion (18.8 ± 5.2 to 15.9 ± 5.7 vs. 16.0 ± 4.8 to 17.4 ± 4.8; p = 0.01) and personal accomplishment (21.8 ± 5.0 to 24.6 ± 4.3 vs. 21.9 ± 4.5 to 22.8 ± 4.3; p = 0.04). Significant correlations were found between change in emotional exhaustion and negative affect (positive correlation; r = 0.32; p = 0.034) and between personal accomplishment and perceived stress (negative correlation; r = −0.451; p = 0.002). This study demonstrates the potential of IBSR to improve teacher well-being. Future randomized studies are needed to evaluate the causality of IBSR in reducing burnout among teachers and other high-stress workplaces.

scholarly journals Effect of Inquiry-Based Stress Reduction (IBSR) Intervention on Well-Being, Resilience and Burnout of Teachers during the COVID-19 Pandemic

2021 ◽  
Vol 18 (7) ◽  
pp. 3689
Author(s):  
Tzofnat Zadok-Gurman ◽  
Ronit Jakobovich ◽  
Eti Dvash ◽  
Keren Zafrani ◽  
Benjamin Rolnik ◽  
...  
Keyword(s):  
Stress Reduction ◽  
Controlled Trial ◽  
Intervention Group ◽  
Well Being ◽  
Stressful Events ◽  
Control Group ◽  
Subjective Well Being ◽  
Intention To Treat ◽  
School Year ◽  
Blended Intervention

Objective: The COVID-19 pandemic has had a major impact on teachers professional and personal lives. Our primary aim was to assess the effect of a blended Inquiry-Based Stress Reduction (IBSR), an emerging mindfulness and cognitive reframing intervention on teacher’s well-being. Our secondary aims were to assess the effect of IBSR on resilience, burnout, mindfulness, and stress among teachers during the COVID-19 pandemic. Methods: The study was a prospective controlled trial with an intervention group (N = 35) and a comparison control group (N = 32). The intervention took place in the Jerusalem District throughout the school year from November 2019 to May 2020. The sessions were conducted in blended learning that included traditional learning (face-to-face) and online learning. Data was analyzed on an intention-to-treat basis. Results: IBSR blended intervention enhanced the resilience and improved the subjective and psychological well-being of teachers in spite of the breakout of the COVID-19 pandemic and the first lockdown in Israel. Simultaneously the control group suffered from enhanced burnout levels and a decline in psychological and subjective well-being. Conclusions: Implementation of IBSR blended intervention during the school year may benefit teachers’ well-being and ability to flourish, even during stressful events such as the COVID-19 pandemic.

scholarly journals Feasibility study protocol to examine the role of mantra meditation at reducing psychological distress in emergency department staff

2017 ◽  
Vol 4 (2) ◽  
pp. 88
Author(s):  
Padraic J. Dunne ◽  
Caoimhe O'Leary ◽  
Lucia Prihodova ◽  
Rachel Breen ◽  
Cathal Walsh ◽  
...  
Keyword(s):  
Emergency Department ◽  
Feasibility Study ◽  
Emotional Exhaustion ◽  
Passive Control ◽  
Negative Impact ◽  
Intervention Group ◽  
Management Control ◽  
Psychological Wellbeing ◽  
Control Group ◽  
Mantra Meditation

<p class="abstract"><strong>Background:</strong> Work in a healthcare setting can affect the psychological wellbeing of healthcare professionals (HCPs). Emotional exhaustion among HCPs can have a significant negative impact on the quality of healthcare provided to patients in terms of increased medical errors and decreased patient satisfaction. There is a need for an effective stress-reducing intervention, such as mantra meditation. This feasibility study will examine the suitability of random controlled trial (RCT) methodology to assess the efficacy of mantra meditation at reducing emotional exhaustion among emergency department (ED) staff<span lang="EN-IN">. </span></p><p class="abstract"><strong>Methods:</strong> This is a mixed methods, stratified feasibility study with intent-to-treat protocol, using two study arms (passive control and intervention), the purpose of which is to examine (1) recruitment, retention, and adherence; (2) outcome measures (psychological wellbeing and stress-related biological parameters such as blood pressure, heart rate variability and salivary cortisol); and (3) data management, control, and dissemination prior to conducting a full RCT<span lang="EN-IN">.</span></p><p class="abstract"><strong>Results</strong> Eligible ED staff allocated to the intervention group (<em>n </em>= 30) will be taught mantra meditation and discuss prescribed texts (4 x 4 hour session over 6 weeks), as well as engage in 20 minutes of twice-daily mantra meditation practice. Participants in the passive control group (<em>n </em>= 30) will work as usual. Data will be collected pre (T1), post (week 11; T2) and at follow-up (week 19; T3)<span lang="EN-IN">.  </span></p><p class="abstract"><strong>Conclusions:</strong> This study will pave the way for a larger RCT that will investigate mantra meditation as a definitive intervention to reduce emotional exhaustion among ED staff.</p>

scholarly journals Enhancing Cognitive Performance of Healthy Czech Seniors through Non-Native Language Learning—A Mixed-Methods Pilot Study

2020 ◽  
Vol 10 (9) ◽  
pp. 573
Author(s):  
Blanka Klimova ◽  
Gabriela Slaninova ◽  
Pavel Prazak ◽  
Jaroslav Kacetl ◽  
Martin Valis
Keyword(s):  
Language Learning ◽  
Cognitive Performance ◽  
Passive Control ◽  
Native Language ◽  
Qualitative Content Analysis ◽  
Intervention Group ◽  
Well Being ◽  
Qualitative Assessment ◽  
Control Group ◽  
Healthy Elderly

The aim of this article is to discuss the effect of learning a non-native language on the enhancement of cognitive performance in healthy native Czech elderly. In addition, special emphasis is put on the qualitative assessment. To do this, 42 Czech cognitively unimpaired seniors were enrolled into the study. These were then divided into an experimental group (i.e., 20 healthy elderly studied English as a non-native language for three months) and a passive control group (22 healthy elderly, who did not undergo any non-native language intervention). The main outcome measures included the Montreal Cognitive Assessment, statistical processing of the data, and a qualitative content analysis. The results indicate that the cognitive performance of the intervention group did not differ from the control group. Therefore, no cognitive enhancement through non-native language learning was achieved. However, the findings of the qualitative analysis show that such non-native language learning with the peers of the same age is especially beneficial for the overall well-being of healthy seniors, especially as far as their social networks are concerned. Furthermore, participant’s subjective feelings from their self-reports indicate that foreign language learning also contributes to acquiring new English words and phrases. However, as there are very few empirical studies on this research topic, further research is needed in order to confirm or refute the present research findings on the enhancement of cognitive performance through non-native language learning in healthy seniors.

scholarly journals The Impact of Negative Affectivity on Teacher Burnout

2021 ◽  
Vol 18 (24) ◽  
pp. 13124
Author(s):  
Philippe A. Genoud ◽  
Elisabeth L. Waroux
Keyword(s):  
Secondary School ◽  
Emotional Exhaustion ◽  
Secondary School Teachers ◽  
Teacher Burnout ◽  
Negative Affectivity ◽  
Well Being ◽  
Personal Accomplishment ◽  
Personality Factors ◽  
School Teachers ◽  
The Impact

Teachers’ well-being, including burnout, impacts the stress and well-being of students. Understanding the development of burnout requires not only an examination of stressors, but also a consideration of personality factors. While teachers are subject to many pressures in their profession, they have personalities that make them more or less vulnerable. Our research with 470 secondary school teachers reveals four distinct negative affectivity profiles. Our results show that negative affectivity (tendency to feel depression, anxiety, or stress) plays a role in the development of burnout. However, while teachers with a more anxious profile experience greater emotional exhaustion, those with a depressive profile have more difficulty developing a strong sense of personal accomplishment. The findings highlight the need to take into account the various facets of negative affectivity, particularly in order to be able to propose prevention and intervention approaches adapted to these specific profiles.

scholarly journals The effect of an online individualized program to prevent nurse burnout – a mixed method study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nina Geuens ◽  
Erik Franck ◽  
Peter Vlerick ◽  
Peter Van Bogaert
Keyword(s):  
Mixed Method ◽  
Intervention Group ◽  
Well Being ◽  
Personal Accomplishment ◽  
Mixed Method Study ◽  
Control Group ◽  
Preventive Program ◽  
Control Group Design ◽  
Content Type ◽  
Nurse Burnout

PurposePreventing burnout and promoting psychological well-being in nurses are of great importance. In this study the effect of an online, stand-alone individualized preventive program for nurse burnout based on cognitive behavioral therapy (CBT) is described and explained.Design/methodology/approachA mixed method study with an explanatory sequential design was applied. Quantitative data were collected from September 2015 to March 2016 during an intervention study with a pretest-posttest wait-list control group design within a population of hospital nurses in the Dutch speaking part of Belgium. Consecutively, 13 nurses from the intervention group who fully completed the program were interviewed.FindingsAll interviewed participants experienced some sort of effect due to working with the program. Emotional exhaustion remained stable in the intervention group and increased in the control group. However, this difference was not significant. Personal accomplishment decreased significantly within the intervention group when compared to the control group. This might be explained by the self-awareness that was created through the program, which confronted participants with their weaknesses and problems.Originality/valueThis study adds to the understanding of online individual burnout prevention. The results suggest the feasibility of an online program to prevent nurse burnout. This could be optimized by complementing it with organizational interventions, introducing refresher courses, reminders and follow-up. Furthermore, additional attention should be devoted to preparing the implementation in order to minimize attrition rates.

scholarly journals Mindfulness-Based Online Intervention Increases Well-Being And Decreases Stress After Covid-19 Lockdown

2021 ◽  
Author(s):  
Francesco Bossi ◽  
Francesca Zaninotto ◽  
Sonia D’Arcangelo ◽  
Nicola Lattanzi ◽  
Andrea P. Malizia ◽  
...  
Keyword(s):  
Negative Affect ◽  
Positive Affect ◽  
Stress Reduction ◽  
Intervention Group ◽  
Well Being ◽  
Control Group ◽  
Expressive Suppression ◽  
Organizational Environments ◽  
Mindfulness Interventions ◽  
And Control

Abstract Mindfulness interventions were shown to be effective in improving well-being and reducing perceived stress in several conditions. These effects were also found in online mindfulness-based training, especially on employees in organizational environments. The aim of this study was to test the effectiveness of online mindfulness intervention on healthy employees especially after the first Italian Covid-19 lockdown.Participants in the intervention group underwent an 8-week mindfulness online training program based on the Mindfulness-Based Stress Reduction (MBSR) protocol compared to a control (no-intervention) group. All participants filled in weekly surveys for the whole intervention duration via online questionnaires to measure their habits, mindfulness (FFMQ-15), emotion regulation (ERQ), positive and negative affect (PANAS), depression, anxiety and stress (DASS-21), resilience (RSA) and insomnia (ISI). 46 participants in the intervention group and 54 in the control group completed at least half of the weekly questionnaires and were considered in the longitudinal analyses. We found significant differences between the intervention and control groups over time in the measures of mindfulness (in particular the nonreactivity subscale), positive affect, depression, and insomnia. Moreover, we found that the frequency of practice and ease perceived in practicing were positively correlated to several indices of well-being (mindfulness, positive affect, cognitive reappraisal) and negatively correlated to several indices of stress (negative affect, depression, anxiety, stress, insomnia, expressive suppression). These results show the importance and effectiveness of online mindfulness training programs to cope with stress among employees, especially after the Covid-19 lockdown.

scholarly journals Fostering Well-Being over the Radio? An Empirical Study Investigating the Effects of an Audio Podcast-Based Intervention Program on Student Teachers’ Well-Being

2021 ◽  
Author(s):  
Benjamin Dreer
Keyword(s):  
Job Satisfaction ◽  
Life Satisfaction ◽  
Academic Success ◽  
Empirical Study ◽  
Student Teachers ◽  
Emotional Exhaustion ◽  
Intervention Group ◽  
Well Being ◽  
Control Group ◽  
Teacher Engagement

AbstractStudent teachers’ abilities to positively influence their own well-being are an important resource not only for their academic success at university but also for their future impact as educators in schools. Thus, universities should assume responsibility for educating student teachers on how to reflect on and influence their personal well-being. In this paper, an empirical study is presented that investigates the effects of an audio podcast-based intervention on student teachers’ well-being. The online course was developed with the aim of fostering both the general and job-related well-being of student teachers during a 15-week pedagogical field experience. The course comprises a series of nine narrated audio podcast episodes and administers three positive psychological interventions: gratitude, kindness, and savouring. To investigate the effectiveness of the course, a quasi-experimental design was used. Life satisfaction, happiness, teacher engagement, job satisfaction, and emotional exhaustion were measured using online questionnaires at four intervals over a 15-week period. The sample consisted of 117 German student teachers, of which 82 participated in the intervention and 35 in the control condition. Results suggest small but statistically significant gains in mean life satisfaction and happiness scores of the participants in the intervention group. Furthermore, significant gains in emotional exhaustion in the control group were not present in the intervention condition, suggesting that the course provides a buffer to emotional exhaustion. Against the expectations, indicators of job-related well-being (i.e. teacher engagement, job satisfaction) did not significantly change over time in either group. The relevance and limitations of these findings are discussed.

A Pilot Study on the Efficacy of Volunteer Mentorship for Young Adults With Self-Harm Behaviors Using a Quasi-Experimental Design

Crisis ◽  
2016 ◽  
Vol 37 (6) ◽  
pp. 415-426 ◽  
Author(s):  
Yik-Wa Law ◽  
Paul S. F. Yip ◽  
Carmen C. S. Lai ◽  
Chi Leung Kwok ◽  
Paul W. C. Wong ◽  
...  
Keyword(s):  
Experimental Design ◽  
Suicide Ideation ◽  
Intervention Group ◽  
Well Being ◽  
Control Group ◽  
Treatment As Usual ◽  
Prevention Services ◽  
Quasi Experimental ◽  
Self Harm ◽  
Volunteer Support

Abstract. Background: Studies have shown that postdischarge care for self-harm patients is effective in reducing repeated suicidal behaviors. Little is known about whether volunteer support can help reduce self-harm repetition and improve psychosocial well-being. Aim: This study investigated the efficacy of volunteer support in preventing repetition of self-harm. Method: This study used a quasi-experimental design by assigning self-harm patients admitted to the emergency departments to an intervention group with volunteer support and treatment as usual (TAU) for 9 months and to a control group of TAU. Outcome measures include repetition of self-harm, suicidal ideation, hopelessness, and level of depressive and anxiety symptoms. Results: A total of 74 cases were recruited (38 participants; 36 controls). There were no significant differences in age, gender, and clinical condition between the two groups at the baseline. The intervention group showed significant improvements in hopelessness and depressive symptoms. However, the number of cases of suicide ideation and of repetition of self-harm episodes was similar for both groups at the postintervention period. Conclusion: Postdischarge care provided by volunteers showed significant improvement in hopelessness and depression. Volunteers have been commonly involved in suicide prevention services. Further research using rigorous methods is recommended for improving service quality in the long term.

scholarly journals Inquiry Based Stress Reduction (IBSR) Improves Overall Stuttering Experience among Adults Who Stutter: A Randomized Controlled Trial

2021 ◽  
Vol 10 (10) ◽  
pp. 2187
Author(s):  
Omrit Feldman ◽  
Eran Goldstien ◽  
Benjamin Rolnik ◽  
Ariel B. Ganz ◽  
Shahar Lev-Ari
Keyword(s):  
Quality Of Life ◽  
Stress Reduction ◽  
Satisfaction With Life ◽  
Psychological Flexibility ◽  
Well Being ◽  
The United States ◽  
Control Group ◽  
Randomized Controlled ◽  
Adults Who Stutter

Stuttering is a speech disorder that can cause disturbances in the timing and flow of speech. In addition to being a communication disorder, stuttering is often accompanied by a reduction in the quality of life and has impacts on social status, mental well-being, self-acceptance, and the chances of integration into the labor market. The Inquiry Based Stress Reduction (IBSR) program, developed in the United States by Byron Katie in 1986, is the clinical application of “The Work” method (Thework.com) and represents an emerging mindfulness and cognitive-reframing method. IBSR has been demonstrated to improve mental health and well-being in adults and may alleviate psychological and psychosocial symptoms of stuttering. The purpose of this trial was to examine the effect of a 12-week IBSR intervention on the overall stuttering experience and indicators of anxiety, psychological flexibility, and well-being among adults who stutter (AWS). This study was a randomized controlled clinical trial. Participants were randomized to IBSR (n = 28) and control (n = 28) groups. Validated questionnaires of overall stuttering experience (OASES-A), anxiety (STAI), psychological flexibility (PFQ), and satisfaction with life (SWLS) were completed before, after, and one month after the intervention. An intention-to-treat approach was implemented for analysis. Our results show that participants in the IBSR intervention group exhibited a greater improvement in their overall stuttering experience as compared to the control group, as well as in general information on stuttering awareness and perception, reactions to stuttering, communication in daily situations, and quality of life. In addition, we found a greater reduction in anxiety levels and an increase in satisfaction-with-life scores in the IBSR group. These results indicate that IBSR can improve the overall stuttering experience.

scholarly journals Assessing the impact of the European resilience curriculum in preschool, early and late primary school children

2021 ◽  
pp. 014303432110250
Author(s):  
Celeste Simões ◽  
Anabela C. Santos ◽  
Paula Lebre ◽  
João R. Daniel ◽  
Cátia Branquinho ◽  
...  
Keyword(s):  
Mental Health ◽  
Intervention Group ◽  
Well Being ◽  
Primary School Children ◽  
Control Group ◽  
Physical And Mental Health ◽  
Quasi Experimental ◽  
Mental Health Difficulties ◽  
Prosocial Behaviours ◽  
The Impact

Resilience is an individual’s ability to adapt successfully to and persevere during and after significant challenges. Resilience programmes based on a socioemotional learning approach have been associated with an increase in protextive factors (e.g., prosocial competencies), improvements in physical and mental health, and a decrease in internalised and externalised symptoms. The present study aimed to evaluate the impact of the RESCUR curriculum implemented in Portuguese schools on students’ academic, behavioural, and socioemotional outcomes, based on child and teacher reports. Participants included 1,084 children (53.2% male) aged 3-15 ( M = 7.24, SD = 2.31). A quasi-experimental study compared outcomes for an experimental intervention group (AIG) with a waiting list control group (WG). The results showed the RESCUR programme decreased mental health difficulties while increasing both prosocial behaviours and well-being. In addition, academic performance increased for those in preschool after implementation. Both teachers and children consistently reported positive behavioural changes in resilience-related competencies after implementing RESCUR. Our findings contribute to the recent research on the potential of RESCUR to address key socioemotional competencies and improve relevant protextive factors. Study limitations and future recommendations are addressed.

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