Abstract
Objectives
Developing the skills to positively manage social transgressions is of particular salience to those in the teaching profession. The Mindfulness-Based Emotional Balance (MBEB) program is a professional development program for K-12 teachers to build mindfulness and related prosocial skills such as empathy, compassion, and forgiveness. The present study assessed the acceptability of the MBEB program and tested whether MBEB was associated with changes in teachers’ forgiveness skills.
Methods
Participants included 171 teachers from 3 school districts who were randomized to the MBEB program or waitlist control group. Program attendance was recorded and MBEB teachers reported on the helpfulness of the forgiveness component. Five indices of forgiveness were assessed at pre-program, post-program, and in the fall of the subsequent school year (follow-up). A series of OLS regression models tested whether program condition was associated with the forgiveness outcomes at post-program and follow-up.
Results
MBEB teachers attended 90% of sessions, and 70% of MBEB teachers reported the forgiveness component to be helpful or very helpful. In comparison with control teachers, MBEB teachers reported improvements in their efficacy to forgive colleagues and students, tendency to forgive, and situation-specific forgiveness at post-program. Changes in MBEB teachers’ efficacy to forgive colleagues, tendency to forgive, and situation-specific forgiveness were sustained into the fall of the subsequent school year.
Conclusions
Significant and sustained improvements in MBEB teachers’ forgiveness skills indicate that teachers, who are actively engaged in a high-stress profession, can benefit from a mindfulness-based program aimed at cultivating prosocial qualities such as forgiveness.
Similar content being viewed by others
References
Allemand, M., Steiner, M., & Hill, P. L. (2013). Effects of a forgiveness intervention for older adults. Journal of Counseling Psychology, 60(2), 279–286. https://doi.org/10.1037/a0031839.
Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.
Berry, J. W., Worthington, E. L., Parrott, L., Connor, L. E. O., & Wade, N. G. (2001). Dispositional forgivingness: development and construct validity of the transgression narrative test of forgivingness (TNTF). Personality and Social Psychology Bulletin, 27(10), 1277–1290.
Block-Lerner, J., Adair, C., Plumb, J. C., Rhatigan, D. L., & Orsillo, S. M. (2007). The case for mindfulness-based approaches in the cultivation of empathy. Journal of Marital and Family Therapy, 33(4), 501–516. https://doi.org/10.1111/j.1752-0606.2007.00034.x.
Brown, R. P. (2003). Measuring individual differences in the tendency to forgive: construct validity and links with depression. Personality and Social Psychology Bulletin, 29(6), 759–771. https://doi.org/10.1177/0146167203252882.
Brown, R. P., & Phillips, A. (2005). Letting bygones be bygones: further evidence for the validity of the Tendency to Forgive scale. Personality and Individual Differences, 38(3), 627–638. https://doi.org/10.1016/j.paid.2004.05.017.
Carmody, P., & Gordon, K. (2011). Offender variables: unique predictors of benevolence, avoidance, and revenge? Personality and Individual Differences, 50(7), 1012–1017. https://doi.org/10.1016/j.paid.2010.12.037.
Chan, D. W. (2010). Teacher burnout revisited: introducing positive intervention approaches based on gratitude and forgiveness. Educational Research Journal, 25(2), 165.
Clark, C., & Lampert, M. (1986). The study of teacher thinking: implications for teacher education. Journal of Teacher Education, 37(5), 27–31. https://doi.org/10.1177/002248718603700506.
Coyle, C. T., & Enright, R. D. (1997). Forgiveness intervention with postabortion men. Journal of Consulting and Clinical Psychology, 65(6), 1042–1046. https://doi.org/10.1037//0022-006X.65.6.1042.
Cullen, M., & Pons, G. B. (2015). The mindfulness-based emotional balance workbook: an eight-week program for improved emotion regulation and resilience. New Harbinger Publications.
Dekeyser, M., Raes, F., Leijssen, M., Leysen, S., & Dewulf, D. (2008). Mindfulness skills and interpersonal behaviour. Personality and Individual Differences, 44(5), 1235–1245. https://doi.org/10.1016/j.paid.2007.11.018.
Dicke, T., Parker, P. D., Holzberger, D., Kunina-Habenicht, O., Kunter, M., & Leutner, D. (2015). Beginning teachers’ efficacy and emotional exhaustion: latent changes, reciprocity, and the influence of professional knowledge. Contemporary Educational Psychology, 41, 62–72. https://doi.org/10.1016/j.cedpsych.2014.11.003.
Egyed, C. J., & Short, R. J. (2006). Teacher self-efficacy, burnout, experience and decision to refer a disruptive student. School Psychology International, 27(4), 462–474. https://doi.org/10.1177/0143034306070432.
Enders, C. K. (2001). The performance of the full information maximum likelihood estimator in multiple regression models with missing data. Educational and Psychological Measurement, 61(5), 713–740.
Fewtrell, M. S., Kennedy, K., Singhal, A., Martin, R. M., Ness, A., Hadders-Algra, M., Koletzko, B., & Lucas, A. (2008). How much loss to follow-up is acceptable in long-term randomised trials and prospective studies? Archives of Disease in Childhood, 93(6), 458–461.
Grayson, J. L., & Alvarez, H. K. (2008). School climate factors relating to teacher burnout: a mediator model. Teaching and Teacher Education, 24(5), 1349–1363. https://doi.org/10.1016/j.tate.2007.06.005.
Grossman, P., Niemann, L., Schmidt, S., & Walach, H. (2004). Mindfulness-based stress reduction and health benefits: a meta-analysis. Journal of Psychosomatic Research, 57, 35–43. https://doi.org/10.1016/S0022-3999(03)00573-7.
Hargreaves, A. (2000). Mixed emotions: teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16(8), 811–826. https://doi.org/10.1016/S0742-051X(00)00028-7.
Harris, A. H., & Thoresen, C. E. (2006). Extending the influence of positive psychology interventions into health care settings: lessons from self-efficacy and forgiveness. Journal of Positive Psychology, 1(1), 27–36.
Herman, K. C., Hickmon-Rosa, J., & Reinke, W. M. (2018). Empirically derived profiles of teacher stress, burnout, self-efficacy, and coping and associated student outcomes. Journal of Positive Behavior Interventions, 20(2), 90–100. https://doi.org/10.1177/1098300717732066.
Hui, E. K. P., & Chau, T. S. (2009). The impact of a forgiveness intervention with Hong Kong Chinese children hurt in interpersonal relationships. British Journal of Guidance and Counselling, 37(2), 141–156. https://doi.org/10.1080/03069880902728572.
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.org/10.3102/0034654308325693.
Jennings, P. A., Brown, J. L., Frank, J. L., Doyle, S., Oh, Y., Davis, R., Rasheed, D., DeWeese, A., DeMauro, A. A., Cham, H., & 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), 1–20. https://doi.org/10.1037/edu0000187.
Johns, K. N., Allen, E. S., & Gordon, K. C. (2015). The relationship between mindfulness and forgiveness of infidelity. Mindfulness, 6, 1462–1471. https://doi.org/10.1007/s12671-015-0427-2.
Johnson, S., Cooper, C., Cartwright, S., Donald, I., Taylor, P. J., & Millet, C. (2005). The experience of work-related stress across occupations. Journal of Managerial Psychology, 20(2), 178–187. https://doi.org/10.1108/02683940510579803.
Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: past, present, and future. Clinical Psychology: Science and Practice, 8(2), 144–156. https://doi.org/10.1093/clipsy/bpg016.
Kokkinos, C. M. (2007). Job stressors, personality and burnout in primary school teachers. British Journal of Educational Psychology, 77, 229–243. https://doi.org/10.1348/000709905X90344.
Kulinna, P. H. (2008). Teachers’ attributions and strategies for student misbehavior. Journal of Classroom Interaction, 42(2), 21–30.
Kyriacou, C. (2001). Teacher stress: directions for future research. Educational Review, 53(1), 27–35. https://doi.org/10.1080/0013191012003362.
Lawler, K. A., Younger, J. W., Piferi, R. L., Billington, E., Jobe, R., Edmondson, K., & Jones, W. H. (2003). A change of heart: cardiovascular correlates of forgiveness in response to interpersonal conflict. Journal of Behavioral Medicine, 26(5), 373–393. https://doi.org/10.1023/A:1025771716686.
Lawler, K. A., Younger, J. W., Piferi, R. L., Jobe, R. L., Edmondson, K. A., & Jones, W. H. (2005). The unique effects of forgiveness on health: an exploration of pathways. Journal of Behavioral Medicine, 28(2), 157–167. https://doi.org/10.1007/s10865-005-3665-2.
Lawler-Row, K. A., & Piferi, R. L. (2006). The forgiving personality: describing a life well lived? Personality and Individual Differences, 41(6), 1009–1020. https://doi.org/10.1016/j.paid.2006.04.007.
Lindsay, E. K., & Creswell, J. D. (2017). Mechanisms of mindfulness training: monitor and acceptance theory (MAT). Clinical Psychology Review, 51, 48–59. https://doi.org/10.1016/j.cpr.2016.10.011.
Little, R. J. A. (1988). A test for missing completely at random for multivariate data with missing values. Journal of the American Statistical Association, 83(404), 1198–1202.
Liu, S., & Onwuegbuzie, A. J. (2012). Chinese teachers’ work stress and their turnover intention. International Journal of Educational Research, 53, 160–170. https://doi.org/10.1016/j.ijer.2012.03.006.
Luskin, F. M., Ginzburg, K., & Thoresen, C. E. (2005). The efficacy of forgiveness intervention in college age adults: randomized controlled study. Humboldt Journal of Social Relations, 29(2), 163–184.
Lutz, A., Brefczynski-Lewis, J., Johnstone, T., & Davidson, R. J. (2008). Regulation of the neural circuitry of emotion by compassion meditation: effects of meditative expertise. PLoS ONE, 3(3), 3–10. https://doi.org/10.1371/journal.pone.0001897.
MacCoon, D. G., Imel, Z. E., Rosenkranz, M. A., Sheftel, J. G., Weng, H. Y., Sullivan, J. C., Bonus, K. A., Stoney, C. M., Salomons, T. V., Davidson, R. J., & Lutz, A. (2012). The validation of an active control intervention for Mindfulness Based Stress Reduction (MBSR). Behaviour Research and Therapy, 50, 3–12. https://doi.org/10.1016/j.brat.2011.10.011.
Madill, R. A., Gest, S. D., & Rodkin, P. C. (2014). Students’ perceptions of relatedness in the classroom: the roles of emotionally supportive teacher-child interactions, children’s aggressive-disruptive behaviors, and peer social preference. School Psychology Review, 43(1), 86–105.
McCullough, M. E., & Witvliet, C. V. (2002). The psychology of forgiveness. In C. R. Snyder & S. L. Lopez (Eds.), Handbook of positive psychology (pp. 446–458). Oxford University Press.
McCullough, M. E., Worthington, E. L., & Rachal, K. C. (1997). Interpersonal forgiving in close relationships. Journal of Personality and Social Psychology, 73(2), 321–336. https://doi.org/10.1037/0022-3514.73.2.321.
Miller, A. J., Worthington, E. L., & McDaniel, M. A. (2008). Gender and forgiveness: a meta-analytic review and research agenda. Journal of Social and Clinical Psychology, 27(8), 843–876.
Neff, K. D., Rude, S. S., & Kirkpatrick, K. L. (2007). An examination of self-compassion in relation to positive psychological functioning and personality traits. Journal of Research in Personality, 41(4), 908–916. https://doi.org/10.1016/j.jrp.2006.08.002.
Oman, D., Shapiro, S. L., Thoresen, C. E., Plante, T. G., & Flinders, T. (2008). Meditation lowers stress and supports forgiveness among college students: a randomized controlled trial. Journal of American College Health, 56(5), 569–578. https://doi.org/10.3200/JACH.56.5.569-578.
Raschke, D. B., Dedrick, C. V, Strathe, M. I., & Hawkes, R. R. (1985). Teacher stress: the elementary teacher’s perspective. The Elementary School Journal, 85(4), 558–564.
Reed, G. L., & Enright, R. D. (2006). The effects of forgiveness therapy on depression, anxiety, and posttraumatic stress for women after spousal emotional abuse. Journal of Consulting and Clinical Psychology, 74(5), 920–929. https://doi.org/10.1037/0022-006X.74.5.920.
Robins, C. J., Keng, S. L., Ekblad, A. G., & Brantley, J. G. (2012). Effects of mindfulness-based stress reduction on emotional experience and expression: a randomized controlled trial. Journal of Clinical Psychology, 68(1), 117–131.
Roeser, R. W., Skinner, E., Beers, J., & Jennings, P. A. (2012). Mindfulness training and teachers’ professional development: an emerging area of research and practice. Child Development Perspectives, 6(2), 167–173. https://doi.org/10.1111/j.1750-8606.2012.00238.x.
Roeser, R. W., Schonert-Reichl, K. A., Jha, A., Cullen, M., Wallace, L., Wilensky, R., Oberle, E., Thomson, K., Taylor, C., & 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.org/10.1037/a0032093.
Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher-student relationships on students’ school engagement and achievement: a meta-analytic approach. Review of Educational Research, 81(4), 493–529. https://doi.org/10.3102/0034654311421793.
Rosseel, Y. (2012). lavaan: an R package for structural equation modeling. Journal of Statistical Software, 48(2), 1–36.
Seidman, A. (2005). The learning killer: disruptive student behavior in the classroom. Reading Improvement, 42, 40–47.
Seybold, K. S., Hill, P. C., Neumann, J. K., & Chi, D. S. (2001). Physiological and psychological correlates of forgiveness. Journal of Psychology and Christianity, 20(3), 250–259.
Shapiro, S. L., Carlson, L. E., Astin, J. A., & Freedman, B. (2006). Mechanisms of mindfulness. Journal of Clinical Psychology, 62, 373–386. https://doi.org/10.1002/jclp.
Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: a study of relations. Teaching and Teacher Education, 26, 1059–1069. https://doi.org/10.1016/j.tate.2009.11.001.
Skaalvik, E. M., & Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological Reports: Employment Psychology and Marketing, 114(1), 68–77. https://doi.org/10.2466/14.02.PR0.114k14w0.
Suresh, K. P. (2011). An overview of randomization techniques: an unbiased assessment of outcome in clinical research. Journal of Human Reproductive Sciences, 4(1), 8–11. https://doi.org/10.4103/0974-1208.82352.
Talbert, E., Hofkens, T., & Wang, M. (2019). Does student-centered instruction engage students differently? The moderation effect of student ethnicity. The Journal of Educational Research, 112(3), 327–341. https://doi.org/10.1080/00220671.2018.1519690.
Taylor, C., Harrison, J., Kyla, H., Oberle, E., Thomson, K., Schonert-Reichl, K., & Roeser, R. W. (2016). Examining ways that mindfulness-based intervention reduces stress in public school teachers: a mixed methods study. Mindfulness, 7, 115-129. https://doi.org/10.1007/s1267101504234.
Toussaint, L., & Friedman, P. (2008). Forgiveness, gratitude, and well-being: the mediating role of affect and beliefs. Journal of Happiness Studies, 10(6), 635–654. https://doi.org/10.1007/s10902-008-9111-8.
Tucker, J. R., Bitman, R. L., Wade, N. G., & Cornish, M. A. (2015). Defining forgiveness: historical roots, contemporary research, and key considerations for health outcomes. In L. L. Toussaint, E. L. Worthington, & D. R. Williams (Eds.), Forgiveness and health: scientific evidence and theories relating forgiveness to better health (pp. 13–28). Berlin: Springer.
Wade, N. G., Worthington, E. L. J., & Meyer, J. E. (2000). But do they work? A meta-analysis of group interventions to promote forgiveness. In E. L. J. Worthington (Ed.), Handbook of Forgiveness (pp. 423–440). New York, NY: Routledge.
Wade, N. G., Hoyt, W. T., Kidwell, J. E. M., & Worthington, E. L. (2014). Efficacy of psychotherapeutic interventions to promote forgiveness: a meta-analysis. Journal of Consulting and Clinical Psychology, 82(1), 154–170. https://doi.org/10.1037/a0035268.
Waltman, M. A., Russell, D. C., Coyle, C. T., Enright, R. D., Holter, A. C., Swoboda, M., & C. (2009). The effects of a forgiveness intervention on patients with coronary artery disease. Psychology and Health, 24(1), 11–27. https://doi.org/10.1080/08870440801975127.
Wampold, B. E. (2001). The great psychotherapy debate: models, methods, and findings (Vol. 9). Lawrence Erlbaum Associates.
Witvliet, C. V. (2001). Forgiveness and health: review and reflections on a matter of faith, feelings, and physiology. Journal of Psychology & Theology, 29(3), 212–224. https://doi.org/10.1177/009164710102900303.
Worthington, E. L., & Scherer, M. (2004). Forgiveness is an emotion-focused coping strategy that can reduce health risks and promote health resilience: theory, review, and hypotheses. Psychology and Health, 19(3), 385–405. https://doi.org/10.1080/0887044042000196674.
Worthington, E. L., Witvliet, C. V. O., Pietrini, P., & Miller, A. J. (2007). Forgiveness, health, and well-being: a review of evidence for emotional versus decisional forgiveness, dispositional forgiveness, and reduced unforgiveness. Journal of Behavioral Medicine, 30, 291–302. https://doi.org/10.1007/s10865-007-9105-8.
Acknowledgments
We would like to thank our colleagues Dr. Kimberly A. Schonert-Reichl, Dr. Andrew J. Mashburn, and Dr. Ellen Skinner. Thanks also to the participating school districts, administrators, teachers, students, and families, as well as the research assistants who contributed to these research projects. We are most grateful for your support and assistance.
Funding
This research was made possible through grants from the William T. Grant Foundation (#18107), the Spencer Foundation (#201400182), the Fetzer Institute, the Mind and Life Institute, the Impact Foundation, and Portland State University to the last author. During this work, the last author was supported by the Edna Bennett Pierce endowed chair in Care and Compassion at The Pennsylvania State University; the first author was supported by a training grant from the Institute of Education Sciences (R305B090007). Opinions expressed are those of the authors and do not necessarily represent the granting agencies.
Author information
Authors and Affiliations
Contributions
SSB: Led data analysis, interpretation, and manuscript preparation. SC: Collaborated on data analysis, interpretation, and manuscript preparation. BAC: Collaborated on data analysis, interpretation, and manuscript preparation. CT: Collected data, collaborated on data analysis and interpretation. MC: Developed and implemented the MBEB program. RWR: Principal investigator, conceptualized study, oversaw data collection, provided guidance on data analysis, interpretation, and manuscript review. All authors approved the final version of the manuscript for submission.
Corresponding author
Ethics declarations
Conflict of Interest
The fifth author co-developed and implemented the program assessed in this study. The remaining authors declare no conflicts of interest.
Ethical Approval
All procedures were in accordance with the ethical standards of the institutional review board at Portland State University and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
Informed consent
Informed consent was obtained from all individual participants included in the study.
Additional information
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Braun, S.S., Cho, S., Colaianne, B.A. et al. Impacts of a Mindfulness-Based Program on Teachers’ Forgiveness. Mindfulness 11, 1978–1992 (2020). https://doi.org/10.1007/s12671-020-01413-7
Published:
Issue Date:
DOI: https://doi.org/10.1007/s12671-020-01413-7