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dc.contributor.authorEmerson, Lisa-Marie
dc.contributor.authorLeyland, Anna
dc.contributor.authorHudson, Kristian
dc.contributor.authorRowse, Georgina
dc.contributor.authorHanley, Pam
dc.contributor.authorHugh-Jones, Siobhan
dc.date.accessioned2017-11-08T00:18:44Z
dc.date.available2017-11-08T00:18:44Z
dc.date.issued2017
dc.identifier.issn1868-8527
dc.identifier.doi10.1007/s12671-017-0691-4
dc.identifier.urihttp://hdl.handle.net/10072/352177
dc.description.abstractSchool teachers report high levels of stress which impact on their engagement with pupils and effectiveness as a teacher. Early intervention or prevention approaches may support teachers to develop positive coping and reduce the experience and impact of stress. This article reviews research on one such approach: mindfulness-based interventions (MBIs) for school teachers. A systematic review and narrative synthesis were conducted for quantitative and qualitative studies that report the effects of MBIs for teachers of children aged 5–18 years on symptoms of stress and emotion regulation and self-efficacy. Twelve independent publications were identified meeting the inclusion criteria and these gave a total of 13 samples. Quality appraisal of the identified articles was carried out. The effect sizes and proportion of significant findings are reported for relevant outcomes. The quality of the literature varied, with main strengths in reporting study details, and weaknesses including sample size considerations. A range of MBIs were employed across the literature, ranging in contact hours and aims. MBIs showed strongest promise for intermediary effects on teacher emotion regulation. The results of the review are discussed in the context of a model of teacher stress. Teacher social and emotional competence has implications for pupil wellbeing through teacher–pupil relationships and effective management of the classroom. The implications for practice and research are considered.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherSpringer New York LLC
dc.relation.ispartofpagefrom1136
dc.relation.ispartofpageto1149
dc.relation.ispartofissue5
dc.relation.ispartofjournalMindfulness
dc.relation.ispartofvolume8
dc.subject.fieldofresearchPsychology not elsewhere classified
dc.subject.fieldofresearchClinical Sciences
dc.subject.fieldofresearchSociology
dc.subject.fieldofresearchPsychology
dc.subject.fieldofresearchcode170199
dc.subject.fieldofresearchcode1103
dc.subject.fieldofresearchcode1608
dc.subject.fieldofresearchcode1701
dc.titleTeaching Mindfulness to Teachers: a Systematic Review and Narrative Synthesis
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dcterms.licensehttp://creativecommons.org/licenses/by/4.0/
dc.description.versionVersion of Record (VoR)
gro.rights.copyright© The Author(s) 2017. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.
gro.hasfulltextFull Text
gro.griffith.authorEmerson, Lisa Marie


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