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  • Why should teachers cultivate resilience through mindfulness?

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    Neumann512892-Accepted.pdf (983.7Kb)
    File version
    Accepted Manuscript (AM)
    Author(s)
    Neumann, Michelle M
    Tillott, Sarah
    Griffith University Author(s)
    Neumann, Michelle M.
    Year published
    2021
    Metadata
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    Abstract
    The concept of resilience and mindfulness is becoming increasingly popular in schools worldwide in response to critical issues such as escalating teacher stress and burnout. This article explores the concept of mindfulness as a supportive practice to build resilience in times of stress in relation to reducing or preventing teacher burnout. It aims to provide practical strategies for psychologists and counsellors in schools to empower teachers with coping strategies when encountering stress. What current research literature reveals about the effectiveness of resilience and mindfulness for supporting the wellbeing of preservice ...
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    The concept of resilience and mindfulness is becoming increasingly popular in schools worldwide in response to critical issues such as escalating teacher stress and burnout. This article explores the concept of mindfulness as a supportive practice to build resilience in times of stress in relation to reducing or preventing teacher burnout. It aims to provide practical strategies for psychologists and counsellors in schools to empower teachers with coping strategies when encountering stress. What current research literature reveals about the effectiveness of resilience and mindfulness for supporting the wellbeing of preservice and inservice teachers is discussed. Overall, the research shows that practising mindfulness to build resilience is beneficial because it helps teachers focus on the present and improves attention, self-awareness and emotional regulation, which can reduce stress and enhance wellbeing. However, further empirical studies are needed to provide deeper insights of these benefits for teachers. Recommendations for psychologists and counsellors in supporting teachers on practising mindfulness and resilience are provided.
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    Journal Title
    Journal of Psychologists and Counsellors in Schools
    DOI
    https://doi.org/10.1017/jgc.2021.23
    Copyright Statement
    © 2021 Cambridge University Press. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
    Note
    This publication has been entered in Griffith Research Online as an advanced online version.
    Subject
    Psychology
    Specialist studies in education
    Publication URI
    http://hdl.handle.net/10072/408454
    Collection
    • Journal articles

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