Mindfulness Training Using CARE
Keywords:
mindfulness, Cultivating Awareness and Resilience in Education (CARE) for Teachers Training, Mindfulness-Based Stress Reduction (MBSR), Maslach Burnout Inventory-Educators’ Survey (MBI-ES), Interpersonal Mindfulness in Teaching Scale (IMTS), stress levels, burnoutAbstract
The use of mindfulness techniques in K-12 education has advanced steadily over the past 20 years in the United States. Mindfulness has recently gained international attention, as people, companies, and schools look to develop coping mechanisms for work overload, stress, and anxiety. Although several mindfulness studies have been performed with students in a classroom setting in several disciplines, there is limited empirical research on mindfulness training for educators. This study sought to understand how K-12 educators in one school district enhanced their mindfulness characteristics using the Cultivating Awareness and Resilience in Education (CARE) for Teachers Training. Led by a business educator, nine K-12 educators volunteered to participate in an 8-week, 18-hour CARE for Teacher’s professional development program that applied mindfulness techniques. Two validated scales were used to measure burnout and mindfulness in a pre/post survey. Results demonstrated an increased level of mindfulness in interactions with students after participation in the training.
References
Baer, R. A. (2003). Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical Psychology: Science and Practice, 10(2), 125-143. https://doi:10.1093/clipsy/bpg015
Baer, R. A., Smith, G. T., & Allen, K. B. (2004). Assessment of mindfulness by self-report: The Kentucky inventory of mindfulness skills. Assessment, 11(3), 191-206.
Baer, R. A., Walsh, E., & Lykins, E. L. (2009). Assessment of mindfulness. In Clinical handbook of mindfulness (pp. 153-168). Springer. https://doi:10.1007/978-0-387-09593-6_10
Borker, D. R. (2013). Mindfulness practices for accounting and business education: A new perspective. American Journal of Business Education, 6(5), 495-504. https://doi:10.19030/ajbe.v6i1.7482
Broderick, P. C., & Jennings, P. A. (2012). Mindfulness for adolescents: A promising approach to supporting emotion regulation and preventing risky behavior. New Directions for Youth Development, 2012(136), 111-126. https://doi:10.1002/yd.20042
Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822-848. https://doi:10.1037/0022-3514.84.4.822
Byrne, N. (1994). Burnout: Testing for the validity replication and invariance of causal structure across elementary, intermediate, and secondary teachers. American Educational Research Journal, 31(3), 645-673. https://doi:10.3102/00028312031003645
Carver-Thomas, D. & Darling-Hammond, L. (2017). Teacher turnover: Why it matters and what we can do about it. Learning Policy Institute.
Crain, T. L., Schonert-Reichl, K. A., & Roeser, R. W. (2017). Cultivating teacher mindfulness: Effects of a randomized controlled trial on work, home, and sleep outcomes. Journal of Occupational Health Psychology, 22(2), 138–152. https://doi.org/10.1037/ocp0000043
Epstein, R. M. (1999). Mindful practice. Jama, 282(9), 833-839. https://doi:10.1001/jama.282.9.833
Flook, L., Goldberg, S. B., Pinger, L., Bonus, K., & Davidson, R. J. (2013). Mindfulness for teachers: A pilot study to assess effects on stress, burnout, and teaching efficacy. Mind, Brain, and Education, 7(3), 182-195. https://doi:10.1111/mbe.12026
Frank, J. L., Bose, B., & Schrobenhauser-Clonan, A. (2014). Effectiveness of a school-based yoga program on adolescent mental health, stress coping strategies, and attitudes toward violence: Findings from a high-risk sample. Journal of Applied School Psychology, 30(1), 29-49. https://doi:10.1080/15377903.2013.863259
Frank, J. L., Reibel, D., Broderick, P., Cantrell, T., & Metz, S. (2015). The effectiveness of mindfulness-based stress reduction on educator stress and well-being: Results from a pilot study. Mindfulness, 6(2), 208-216. https://doi:10.1007/s12671-013-0246-2
Frank, J. L., Jennings, P. A., & Greenberg, M. T. (2016). Validation of the mindfulness in teaching scale. Mindfulness, 7(1), 155-163. https://doi.org/10.1007/s12671-015-0461-0
García, E., & Weiss, E. (2019, April 16). U.S. schools struggle to hire and retain teachers. Economic Policy Institute. epi.org/164773
Gewertz, C. (2020, July 21). Mindfulness for teachers: A program with proof. https://www.edweek.org/teaching-learning/mindfulness-for-teachers-a-program-with-proof/2020/07
Gold, E., Smith, A., Hopper, I., Herne, D., Tansey, G., & Hulland, C. (2010). Mindfulness-based stress reduction (MBSR) for primary school teachers. Journal of Child and Family Studies, 19J(2), 184-189. https://doi:10.1007/s10826-009-9344-0
Greenberg, M. T., Jennings, P. A., & Goodman, B. (2010). The interpersonal mindfulness in teaching scale. Pennsylvania State University.
Greenberg, M. T., & Harris, A. R. (2012). Nurturing mindfulness in children and youth: Current state of research. Child Development Perspectives, 6(2), 161-166. https://doi:10.1111/j.1750-8606.2011.00215.x
Grossman, P., Niemann, L., Schmidt, S., & Walach, H. (2004). Mindfulness-based stress reduction and health benefits: A meta-analysis. Journal of Psychosomatic Research, 57(1), 35-43. https://doi:10.1016/s0022-3999(03)00573-7
Halbesleben, J. R., & Demerouti, E. (2005). The construct validity of an alternative measure of burnout: Investigating the English translation of the Oldenburg Burnout Inventory. Work & Stress, 19(3), 208-220. https://doi:10.1080/02678370500340728
Hooker, K. E., & Fodor, I. E. (2008). Teaching mindfulness to children. Gestalt Review, 12(1), 75-91. https://doi:10.5325/gestaltreview.12.1.0075
Huppert, F. A., & Johnson, D. M. (2010). A controlled trial of mindfulness training in schools: The importance of practice for an impact on well-being. The Journal of Positive Psychology, 5(4), 264-274. https://doi:10.1080/17439761003794148
Jennings, P. A. (2015). Mindfulness for teachers: Simple skills for peace and productivity in the classroom. W.W. Norton & Company.
Jennings, P. A., Brown, J. L., Frank, J. L., Doyle, S., Oh, Y., Davis, R.,...Greenberg, M. T. (2017). Impacts of the CARE for teachers program on teachers’ social and emotional competence and classroom interactions. Journal of Educational Psychology, 109(7), 1010-1028. https://doi:10.1037/edu0000187
Jennings, P. A., Frank, J. L., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2013). Improving classroom learning environments by cultivating awareness and resilience in education (CARE): Results of a randomized controlled trial. School Psychology Quarterly, 28(4), 374-390. https://doi:10.1037/spq0000035
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525. https://doi:10.3102/0034654308325693
Jennings, S. J., & Jennings, J. L. (2013). Peer-directed, brief mindfulness training with adolescents: A pilot study. International Journal of Behavioral Consultation and Therapy, 8(2), 23-25. https://doi:10.1037/h0100972
Jennings, P. A., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2011). Improving classroom learning environments by cultivating awareness and resilience in education (CARE): Results of two pilot studies. The Journal of Classroom Interaction, 37-48.
Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144-156. https://doi:10.1093/clipsy/bpg016
Lampe, M., & Engleman-Lampe, C. (2012). Mindfulness-based business ethics education. Academy of Educational Leadership Journal, 16(3), 99-111. https://search.proquest.com/docview/1037691837?accountid=13158
Langer, E. J., & Moldoveanu, M. (2000). The construct of mindfulness. Journal of Social Issues, 56(1), 1-9.
Leiter, M. P., & Maslach, C. (2016). Latent burnout profiles: A new approach to understanding the burnout experience. Burnout Research, 3(4), 89-100. https://doi:10.1016/j.burn.2016.09.001
Mapel, T. (2012). Mindfulness and education: Students’ experience of learning mindfulness in a tertiary classroom. New Zealand Journal of Educational Studies, 47(1), 19-32. https://search-proquest-com.ezaccess.libraries.psu.edu/docview/1237822880?accountid=13158
Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works. Association for Supervision and Curriculum Development.
Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52(1), 397-422. https://doi:10.1146/annurev.psych.52.1.397
Meiklejohn, J., Phillips, C., Freedman, M. L., Griffin, M. L., Biegel, G., Roach, A.,…Saltzman, A. (2012). Integrating mindfulness training into K-12 education: Fostering the resilience of teachers and students. Mindfulness, 3(4), 291-307 https://doi:10.1007/s12671-012-0094-5
Napoli, M. (2004). Mindfulness training for teachers: A pilot program. Complementary Health Practice Review, 9(1), 31-42. https://doi:10.1177/1076167503253435
Osher, D., Sprague, J., Weissberg, R. P., Axelrod, J., Keenan, S., Kendziora, K., & Zins, J. E. (2008). A comprehensive approach to promoting social, emotional, and academic growth in contemporary schools. Best Practices in School Psychology, (5)4, 1263-1278.
Pickert, K. (2014, January). The mindful revolution. TIME magazine, 3(1), 34-48.
Rechtschaffen, D. (2014). The way of mindful education: Cultivating well-being in teachers and students. W.W. Norton & Company.
Roeser, R. W., Schonert-Reichl, K. A., Jha, A., Cullen, M., Wallace, L., Wilensky, R.,… Harrison, J. (2013). Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials. Journal of Educational Psychology, 105(3), 787-804. https://doi:10.1037/a0032093
Sanders, K. M. (2010). Mindfulness and psychotherapy. Focus, 8(1), 19-24. https://doi:10.1176/foc.8.1.foc19
Shapiro, S. L. (2009). The integration of mindfulness and psychology. Journal of Clinical Psychology, 65(6), 555-560.
Skaalvik, E. M., & Skaalvik, S. (2016). Teacher stress and teacher self-efficacy as predictors of engagement, emotional exhaustion, and motivation to leave the teaching profession. Creative Education, 7(13), 1785-1799. https://doi:10.4236/ce.2016.713182
Skaalvik, E.M. & Skaalvik, S. (2017). Teacher stress and teacher self-efficacy: Relations and consequences. In T. McIntyre, S. McIntyre & D. Francis (Eds.), Educator Stress (pp. 101-125). Springer. https://doi:10.1007/978-3-319-53053-6_5
Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2016, September 18). A coming crisis in teaching? Teacher supply, demand, and shortages in the U.S. Learning Policy Institute. https://learningpolicyinstitute.org/product/coming-crisis-teaching
Tsouloupas, C. N., Carson, R. L., Matthews, R., Grawitch, M. J., & Barber, L. K. (2010). Exploring the association between teachers’ perceived student misbehaviour and emotional exhaustion: The importance of teacher efficacy beliefs and emotion regulation. Educational Psychology, 30(2), 173-189. https://doi:10.1080/01443410903494460