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https://hdl.handle.net/10316/100281
Title: | Building Compassionate Schools: Pilot Study of a Compassionate Mind Training Intervention to Promote Teachers’ Well-being | Authors: | Matos, Marcela Palmeira, Lara Albuquerque, Isabel Cunha, Marina Lima, Margarida Pedroso Galhardo, Ana Maratos, Frances A. Gilbert, Paul |
Keywords: | Compassionate Mind Training; Teachers; Well-being; Feasibility; Pilot study ; Processes of change | Issue Date: | 2021 | Publisher: | Springer Nature | Serial title, monograph or event: | Mindfulness | Volume: | 13 | Issue: | 1 | Abstract: | Objectives Mounting research has supported the beneficial effects of compassion-based interventions for improving psychosocial and physiological well-being and mental health. Teachers present a high risk of professional stress, which negatively impacts their mental health and professional performance. It is crucial to make compassion cultivation a focus in educational settings, supporting teachers in coping with the school context’s challenges, and promoting their mental well-being. This study aims to test the feasibility of the Compassionate Mind Training programme for Teachers (CMT-T), as well as to preliminary explore possible mechanisms of change. Methods Participants were 31 teachers from one public school in the centre region of Portugal, who underwent the CMT-T, a six-module Compassionate Mind Training group intervention for teachers. Feasibility was assessed in six domains (acceptability, implementation, practicality, adaptation, integration, and preliminary effectiveness), using self-reports, overall programme assessment, attrition, attendance, and home practice. Using a pre-post within-subject design, changes were assessed in self-reported psychological distress, burnout, well-being, compassion, and self-criticism. Mediation analysis for repeated measures designs was used to explore mechanisms of change. Results The CMT-T was feasible in all the six domains. Participants revealed significant decreases in depression, stress, and fears of compassion to others, as well as significant increases in compassion to others, self-compassion, and compassion to others’ motivations and actions after the CMT-T intervention. When self-criticism was controlled, decreases in burnout and increases in satisfaction with professional life, and self-compassion, were also found. Fears of compassion for others mediated the impact of CMT-T on teachers’ burnout, and self-compassion mediated the intervention effect on psychological well-being. Conclusions This pilot study provides evidence that CMT-T is feasible and may be effective in promoting teachers’ compassionate motivations, attributes, and actions towards others and themselves and improving their mental health and well-being. These promising findings warrant further investigation within a randomized controlled trial. | URI: | https://hdl.handle.net/10316/100281 | ISSN: | 1868-8527 1868-8535 |
DOI: | 10.1007/s12671-021-01778-3 | Rights: | openAccess |
Appears in Collections: | I&D CINEICC - Artigos em Revistas Internacionais FPCEUC - Artigos em Revistas Internacionais |
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File | Description | Size | Format | |
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Matos2022_Article_CorrectionToBuildingCompassion.pdf | 430.39 kB | Adobe PDF | View/Open | |
Matos2022_Article_BuildingCompassionateSchoolsPi.pdf | 921.57 kB | Adobe PDF | View/Open |
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