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dc.contributor.authorNeumann, Michelle M
dc.contributor.authorTillott, Sarah
dc.date.accessioned2021-09-30T00:23:06Z
dc.date.available2021-09-30T00:23:06Z
dc.date.issued2021
dc.identifier.issn2055-6365en_US
dc.identifier.doi10.1017/jgc.2021.23en_US
dc.identifier.urihttp://hdl.handle.net/10072/408454
dc.description.abstractThe 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.en_US
dc.description.peerreviewedYesen_US
dc.languageenen_US
dc.publisherCambridge University Press (CUP)en_US
dc.relation.ispartofjournalJournal of Psychologists and Counsellors in Schoolsen_US
dc.subject.fieldofresearchPsychologyen_US
dc.subject.fieldofresearchSpecialist studies in educationen_US
dc.subject.fieldofresearchcode52en_US
dc.subject.fieldofresearchcode3904en_US
dc.titleWhy should teachers cultivate resilience through mindfulness?en_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Articlesen_US
dcterms.bibliographicCitationNeumann, MM; Tillott, S, Why should teachers cultivate resilience through mindfulness?, Journal of Psychologists and Counsellors in Schoolsen_US
dc.date.updated2021-09-20T21:49:59Z
dc.description.versionAccepted Manuscript (AM)en_US
gro.description.notepublicThis publication has been entered in Griffith Research Online as an advanced online version.en_US
gro.rights.copyright© 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.en_US
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gro.griffith.authorNeumann, Michelle M.


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