Skip to main content
SpringerLink
Log in
Book cover

Educator Stress pp 319–346Cite as

Individual-Level Interventions: Mindfulness-Based Approaches to Reducing Stress and Improving Performance Among Teachers

  • Chapter
  • First Online:

Part of the book series: Aligning Perspectives on Health, Safety and Well-Being ((AHSW))

Abstract

This chapter reviews the extant literature on mindfulness-based interventions applied to reducing teachers’ occupational stress and improving job performance, demonstrating the evolution of the field over the past 20 years from very small pilot studies to a recently conducted large cluster randomized controlled trial. The term “mindfulness” refers to a particular kind of attention characterized by intentionally focusing on the present moment with a non-judgmental attitude and is cultivated by engaging in mindful awareness practices. Research on the effects of mindfulness training with adults has shown numerous positive effects including reduced stress and increased self-awareness, empathy, and emotion regulation. The chapter reviews the research on mindfulness-based interventions more broadly, focusing on research involving non-clinical samples and work-related outcomes. The chapter provides an overview of early research on mindfulness-based interventions for teachers and an in-depth discussion and review of the associated research of two widely used mindfulness-based programs for teachers, Stress Management and Relaxation Techniques in Education (SMART) and Cultivating Awareness and Resilience in Education (CARE for Teachers). The chapter concludes with a discussion of the limitations of the reviewed research and recommendations for future research that will address gaps in the literature.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   99.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   129.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD   179.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  • Abidin, R. R. (1990). Parenting Stress Index clinical manual. Charlottesville, VA: Pediatric Psychology Press.

    Google Scholar 

  • Alliance for Excellent Education. (2014). On the path to equity: Improving the effectiveness of beginning teachers. Washington, DC: Alliance for Excellent Education [Press release]. Retrieved from http://all4ed.org/press/teacher-attrition-costs-united-states-up-to-2-2-billion-annually-says-new-alliance-report/

  • Amutio, A., Martinez-Taboada, C., Delgado, L. C., Hermosilla, D., & Mozaz, M. J. (2015). Acceptability and effectiveness of a long-term educational intervention to reduce physicians’ stress-related conditions. Journal of Continuing Education in the Health Professions, 255–260. doi:10.1097/CEH.000000000000000.

  • Anderson, V. L., Levinson, E. M., Barker, W., & Kiewra, K. R. (1999). The effects of meditation on teacher perceived occupational stress, state and trait anxiety, and burnout. School Psychology Quarterly, 14, 3–25. doi:10.1037/h0088995.

    Article  Google Scholar 

  • Baer, R. A. (2003). Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical Psychology: Science and Practice, 10, 125–143. doi:10.1093/clipsy/bpg015.

    Google Scholar 

  • Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., & Toney, L. (2006). Using self-report assessment methods to explore facets of mindfulness. Assessment, 13, 27–45. doi:10.1177/1073191105283504.

    Article  PubMed  Google Scholar 

  • Baer, R., Smith, G., Lykins, E., Button, D., Krietemeyer, J., Sauer, S., et al. (2008). Construct validity of the Five Facet Mindfulness Questionnaire in meditating and non-meditating samples. Assessment, 15(3), 328–342. doi:10.1177/1073191107313003.

    Article  Google Scholar 

  • Bamford, J., Grange, J., & Jones, P. (1990). An experiential stress management course for teachers. Educational Psychology in Practice, 6(2), 90–95. http://doi.org/10.1080/0266736900060207.

    Article  Google Scholar 

  • Beck, A., Steer, R., & Brown, G. (1996). Manual for the Beck Depression Inventory – II. San Antonio, TX: Psychological Corporation.

    Google Scholar 

  • Beck, A. T., Ward, C. H., Mendelson, M., Mock, J., & Erbaugh, J. (1961). An inventory for measuring depression. Archives of General Psychiatry, 4, 561–571.

    Article  PubMed  Google Scholar 

  • Benn, R., Akiva, T., Arel, S., & Roeser, R. W. (2012). Mindfulness training effects for parents and educators of children with special needs. Developmental Psychology, 48, 1476–1487. doi:10.1037/a0027537.

    Article  PubMed  Google Scholar 

  • Benson, H. (1975). The relaxation response. New York: Morrow.

    Google Scholar 

  • Bibou-Nakou, I., Stogiannidou, A., & Kiosseoglou, G. (1999). The relation between teacher burnout and teachers’ attributions and practices regarding school behaviour problems. School Psychology International, 20, 209–217. doi:10.1177/0143034399020002004.

    Article  Google Scholar 

  • Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., et al. (2004). Mindfulness: A proposed operational definition. Clinical Psychology: Science and Practice, 11, 230–241. doi:10.1093/clipsy.bph077.

    Google Scholar 

  • Bonanno, G. A., & Keltner, D. (1997). Facial expressions of emotion and the course of conjugal bereavement. Journal of Abnormal Psychology, 106, 126-137. http://dx.doi.org/10.1037/0021-843X.106.1.126

    Google Scholar 

  • 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, 822–848. doi:10.1037/0022-3514.84.4.822.

    Article  PubMed  Google Scholar 

  • 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, 627–638. doi:10.1016/j.paid.2004.05.017.

    Article  Google Scholar 

  • Buysse, D. J., Yu, L., Moul, D. E., Germain, A., Stover, A., Dodds, N. E., et al. (2010). Development and validation of patient-reported outcome measures for sleep disturbance and sleep-related impairments. Sleep, 33, 781–792.

    Article  PubMed Central  Google Scholar 

  • CARE for Teachers. (2015). About CARE.. Retrieved from http://www.care4teachers.org/about-care/

  • Carson, R., Weiss, H., & Templin, T. (2010). Ecological momentary assessment: A research method for studying the daily lives of teachers. International Journal of Research & Method in Education, 33, 165–182. doi:10.1080/1743727X.2010.484548.

    Article  Google Scholar 

  • Center for Mindfulness. (2014). History of MBSR.. Retrieved from http://www.umassmed.edu/cfm/stress-reduction/history-of-mbsr/.

  • Chang, M. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21, 193–218. doi:10.1007/s10648-009-9106-y.

    Article  Google Scholar 

  • Chang, M. (2013). Toward a theoretical model to understand teacher emotions and teacher burnout in the context of student misbehavior: Appraisal, regulation and coping. Motivation and Emotion, 37, 799–817. doi:10.1007/s11031-012-9335-0.

    Article  Google Scholar 

  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24, 385–396.

    Article  PubMed  Google Scholar 

  • Cross, D., & Hong, J. Y. (2012). An ecological examination of teachers’ emotions in the school context. Teaching and Teacher Education, 28, 957–967. doi:10.1016/j.tate.2012.05.001.

    Article  Google Scholar 

  • Cullen, M. (2015). The mindfulness-based emotional balance workbook: An eight-week program for improved emotion regulation and resilience. Oakland, CA: New Harbinger Publications.

    Google Scholar 

  • Cullen, M., & Wallace, L. (2010). Stress Management and Relaxation Techniques in Education (SMART) training manual. Unpublished manual. Aurora, CO: Impact Foundation.

    Google Scholar 

  • Cultivating Emotional Balance. (2015). Retrieved from http://www.cultivatingemotionalbalance.org/

  • Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. American Psychologist, 70, 581–592. doi:10.1037/a0039512.

    Article  PubMed  PubMed Central  Google Scholar 

  • Davis, M. H. (1983). Measuring individual differences in empathy: Evidence for a multidimensional approach. Journal of Personality and Social Psychology, 44, 113–126. doi:0022-3514/83/4401-0113500.75.

    Google Scholar 

  • Deci, E. L., Schwartz, A. J., Sheinman, L., & Ryan, R. M. (1981). An instrument to assess adults’ orientations toward control versus autonomy with children: Reflections on intrinsic motivation and perceived competence. Journal of Educational Psychology, 73, 642–650.

    Article  Google Scholar 

  • Dimidjian, S., & Segal, Z. V. (2015). Prospects for a clinical science of mindfulness-based intervention. American Psychologist, 70, 593–620. http://psycnet.apa.org/doi/10.1037/a0039589.

    Article  PubMed  Google Scholar 

  • Dunst, C. J., & Masiello, T. L. (2002). Everyday Parenting Scale. Unpublished scale. Asheville, NC: Orelena Hawks Puckett Institute.

    Google Scholar 

  • Dworkin, A. G., & Tobe, P. F. (2014). The effects of standards based school accountability on teacher burnout and trust relationships: A longitudinal analysis. In D. Van Maele, P. B. Forsyth, & M. Van Houtte (Eds.), Trust and school life (pp. 121–143). New York: Springer.

    Chapter  Google Scholar 

  • Eberth, J., & Sedlmeier, P. (2012). The effects of mindfulness meditation: A meta-analysis. Mindfulness, 3, 174–189. doi:10.1007/s12671-012-0101-x.

    Article  Google Scholar 

  • Ekman, P. (2004). Micro Expression Training Tool (METT). Retrieved from https://face.paulekman.com/face/productdetail.aspx?pid_27

  • Ekman, P. (2007). Emotions revealed: Recognizing faces and feelings to improve communication and emotional life. New York: Henry Holt.

    Google Scholar 

  • Erickson, R. J., & Ritter, C. (2001). Emotional labor, burnout, and inauthenticity: Does gender matter? Social Psychology Quarterly, 64, 146–163.

    Article  Google Scholar 

  • Fisher, M. H. (2011). Factors influencing stress, burnout, and retention of secondary teachers. Current Issues in Education, 14, 1–36. Retrieved from http://cie.asu.edu/ojs/index.php/cieatasu/article/viewFile/658/165.

    Google Scholar 

  • 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, 182–195. doi:10.1111/mbe.12026.

    Article  Google Scholar 

  • Franco, C. (2007). Técnicas de relajación y desarrollo personal [Relaxation techniques and personal development]. Granada, Spain: Cepa.

    Google Scholar 

  • Franco, C. (2009). Meditación Fluir para serenar el cuerpo y la mente [Flow Meditation for tranquilizing body and mind]. Madrid, Spain: Bubok.

    Google Scholar 

  • Franco, C., Mañas, I., Cangas, A. J., Moreno, E., & Gallego, J. (2010). Reducing teachers’ psychological distress through a mindfulness training program. The Spanish Journal of Psychology, 13, 655–666. doi:10.1017/S1138741600002328.

    Article  PubMed  Google Scholar 

  • Frank, J. L., Jennings, P. A. & Greenberg, M. T. (2015). Validation of the mindfulness in teaching scale. Mindfulness. Published online: doi: 10.1007/s12671-015-0461-0.

  • Giese-Davis, J., Piemme, K., Dillon, C., & Twirbutt, S. (2005). Macrovariables in affective expression in women with breast cancer participating in support groups. In J. Harrigan, K. Scherer, & R. Rosenthal (Eds.), Nonverbal behavior in the affective sciences: A handbook of research methods (pp. 399–445). Oxford: Oxford University Press.

    Google Scholar 

  • Gold, E., Smith, A., Hopper, I., Herne, D., Tansey, G., & Hulland, C. (2010). Midefulness-based stress reduction (MBSR) for primary school teachers. Journal of Child and Family Studies, 19, 184–189. doi:10.1007/s10826/009/9344/0.

    Article  Google Scholar 

  • Goleman, D. (2008). Destructive emotions: A scientific dialogue with the Dalai Lama. New York: Bantam.

    Google Scholar 

  • Good, D. J., Lyddy, C. J., Glomb, T. M., Bono, J. E., Brown, K. W., Baer, R. A., et al. (2015). Contemplating mindfulness at work: An integrative review. Journal of Management, 1–29. Published online. doi:10.1177/0149206315617003.

  • Gottman, J. M. (1995). What predicts divorce: The measures. Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Gottman, J. M., & Levenson, R. W. (1999). How stable is marital interaction over time? Family Process, 38, 159–165. doi:10.1111/j.1545-5300.1999.00159.x.

    Article  Google Scholar 

  • Greenberg, M. T., & Harris, A. R. (2011). Nurturing mindfulness in children and youth: Current state of research. Child Development Perspectives, 6, 161–166. doi:10.1111/j.1750-8606.2011.00215.x.

    Article  Google Scholar 

  • Gross, J. J. (2002). Emotion regulation: Affective, cognitive, and social consequences. Psychophysiology, 39, 281–291. doi:10.1017.S0048577201393198.

    Google Scholar 

  • Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85, 348–362. doi:10.1037/0022-3514.85.2.34.

    Article  PubMed  Google Scholar 

  • 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. doi:10.1016/S0022-3999(03)00573-7.

    Article  PubMed  Google Scholar 

  • Guglielmi, R. S., & Tatrow, K. (1998). Occupational stress, burnout, and health in teachers: A methodological and theoretical analysis. Review of Educational Research, 68, 61–99. Retrieved from http://www.jstor.org/stable/1170690.

    Article  Google Scholar 

  • Hanh, T. N. (1976). The miracle of mindfulness: A manual for meditation. Boston: Beacon.

    Google Scholar 

  • Harris, A. R., Jennings, P. A., Katz, D. A., Abenavoli, R. M., & Greenberg, M. T. (2015). Promoting stress management and wellbeing in educators: Feasibility and efficacy of a school-based yoga and mindfulness intervention. Mindfulness, 1–14. doi:10.1007/s12671-015-0451-2.

  • Hofmann, S. G., Sawyer, A. T., Witt, A. A., & Oh, D. (2010). The effect of mindfulness-based therapy on anxiety and depression: A meta-analytic review. Journal of Consulting and Clinical Psychology, 78, 169–183. doi:10.1037/a0018555.

    Article  PubMed  PubMed Central  Google Scholar 

  • Ingersoll, R., Merrill, L., & Stuckey, D. (2014). Seven trends: The transformation of the teaching force. Philadelphia: Consortium for Policy Research in Education. doi:10.12698/cpre.2014.rr80

    Google Scholar 

  • Jennings, P. A. (2011). Promoting teachers’ social and emotional competencies to support performance and reduce burnout. In A. Cohan & A. Honigsfeld (Eds.), Breaking the mold of pre-service and in-service teacher education: Innovative and successful practices for the 21st century (pp. 133–143). New York: Rowman and Littlefield.

    Google Scholar 

  • Jennings, P. A. (2015). Mindfulness-based programs and the American public school system: Recommendations for best practices to ensure secularity. Mindfulness. Published online: doi:10.1007/s12671-015-0477-5.

  • Jennings, P. A., Brown, J. L., Frank, J. L., Doyle, S., Oh, Y., Tanler, R., et al. (2017). Impacts of the CARE for Teachers program on teachers’ social and emotional competence and classroom interactions. Journal of Educational Psychology. Advance online publication. http://dx.doi.org/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, 374–390. doi:10.1037/spq0000035.

    Article  PubMed  Google Scholar 

  • Jennings, P. A., & Greenberg, M. (2009). The prosocial classroom: Teacher social and emotional competence in relation to child and classroom outcomes. Review of Educational Research, 79, 491–525. doi:10.3102/0034654308325693.

    Article  Google Scholar 

  • 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. Journal of Classroom Interactions, 46, 37–48. Retrieved from http://www.jstor.org/stable/23870550.

    Google Scholar 

  • Jesus, S. N., & Conboy, J. (2001). A stress management course to prevent teacher distress. International Journal of Educational Management, 15(3), 131–137. doi:10.1108/09513540110384484.

    Google Scholar 

  • Kabat-Zinn, J. (1982). An outpatient program in behavioral medicine for chronic pain patients based on the practice of mindfulness meditation: Theoretical considerations and preliminary results. General Hospital Psychiatry, 4, 33–47.

    Article  PubMed  Google Scholar 

  • Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10, 144–156. doi:10.1093/clipsy/bpg016.

    Google Scholar 

  • Kabat-Zinn, J. (2014). Mindscape. Mindfulness, 5, 213–214. doi:10.1007/s12671-014-0289-z.

    Article  Google Scholar 

  • Kabat-Zinn, J., & Hanh, T. N. (2009). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain, and illness. New York: Random House.

    Google Scholar 

  • Kemeny, M. E., Foltz, C., Cavanagh, J. F., Cullen, M., Giese-Davis, J., Jennings, P., et al. (2012). Contemplative/emotion training reduces negative emotional behavior and promotes prosocial responses. Emotion, 12, 338–350. doi:10.1037/a0026118.

    Article  PubMed  Google Scholar 

  • Kendall, P. C., Finch, A. J., Auerbach, S. M., Hooke, J. F., & Mikulka, P. J. (1976). The state–trait anxiety inventory: A systematic evaluation. Journal of Consulting and Clinical Psychology, 44, 406–412. doi:10.1037/0022-006X.44.3.406.

    Article  PubMed  Google Scholar 

  • Khoury, B., Lecomte, T., Fortin, G., Masse, M., Therien, P., Bouchard, V., et al. (2013). Mindfulness-based therapy: a comprehensive meta-analysis. Clinical Psychology Review, 33, 763–771. doi:10.1016/j.cpr.2013.05.005.

    Article  PubMed  Google Scholar 

  • Kirschbaum, C., Pirke, K. M., & Hellhammer, D. H. (1993). The “Trier Social Stress Test”—A tool for investigating psychobiological stress responses in a laboratory setting. Neuropsychobiology, 28, 76–81. doi:10.1159/000119004.

    Article  PubMed  Google Scholar 

  • Kroenke, K., Strine, T. W., Spitzer, R. L., Williams, J. B., Berry, J. T., & Mokdad, A. H. (2009). The PHQ-8 as a measure of current depression in the general population. Journal of Affective Disorders, 114, 163–173. doi:10.1016/j.jad.2008.06.026.

    Article  PubMed  Google Scholar 

  • Lambert, R. G., McCarthy, C. J., & Abbott-Shim, M. (2001). Classroom appraisal of resources and demands: School-age version. Atlanta, GA: Head Start Quality Research Center.

    Google Scholar 

  • Landy, F. J., Rastegary, H., Thayer, J., & Colvin, C. (1991). Time urgency: The construct and its measurement. Journal of Applied Psychology, 76, 644–657.

    Article  PubMed  Google Scholar 

  • Larsen, R. J., & Kasimatis, M. (1991). Day-to-day physical symptoms: Individual differences in the occurrence, duration, and emotional concomitants of minor daily illnesses. Journal of personality, 59, 387–423.

    Article  PubMed  Google Scholar 

  • Lazarus, R. S. (1993). From psychological stress to the emotions: A history of changing outlooks. Annual Review of Psychology, 44, 1–21.

    Article  PubMed  Google Scholar 

  • Lutz, A., Jha, A. P., Dunne, J. D., & Saron, C. D. (2015). Investigating the phenomenological matrix of mindfulness-related practices from a neurocognitive perspective. American Psychologist, 70, 632–658. doi:10.1037/a0039585.

    Article  PubMed  PubMed Central  Google Scholar 

  • Maslach, C., Jackson, S. E., & Leiter, M. P. (1997). Maslach burnout inventory. In C. P. Zalaquett & R. J. Wood (Eds.), Evaluating stress: A book of resources (pp. 191–218). Lanham: Scarecrow Education.

    Google Scholar 

  • Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52, 397–422.

    Article  PubMed  Google Scholar 

  • McIntyre, T., McIntyre, S., Barr, C., Woodward, S., Francis, D., Durand, A., et al. (2016). Longitudinal study of the feasibility of using ecological momentary assessment to study teacher stress: Objective and self-reported measures. Journal of Occupational Health Psychology, 21(4), 403–414. doi:10.1037/a0039966.

    Article  PubMed  Google Scholar 

  • Meiklejohn, J., Phillips, C., Freedman, M. L., Griffin, M. L., Biegel, G., Roach, A., et al. (2012). Integrating mindfulness training into K-12 education: Fostering the resilience of teachers and students. Mindfulness, 3, 291–307. doi:10.1007/s12671-012-0094-5.

    Article  Google Scholar 

  • MetLife. (2013). The MetLife survey of the American teacher: Challenges for school leadership. New York: MetLife.

    Google Scholar 

  • Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Freeman, K. E., et al. (2000). Manual for the Patterns of Adaptive Learning Scales (PALS). Ann Arbor, MI: University of Michigan.

    Google Scholar 

  • Mikulincer, M., Gillath, O., & Shaver, P. R. (2002). Activation of the attachment system in adulthood: Threat-related primes increase the accessibility of mental representations of attachment figures. Journal of Personality and Social Psychology, 83, 881–895. doi:10.1037/0022-3514.83.4.881.

    Article  Google Scholar 

  • Mind and Life Education Research Network (MLERN): J Davidson, R., Dunne, J., Eccles, J. S., Engle, A., Greenberg, M., et al. (2012). Contemplative practices and mental training: Prospects for American education. Child Development Perspectives, 6, 146–153. doi: 10.1111/j.1750-8606.2012.00240.x

  • Mind and Life Institute. (2015). Retrieved from https://www.mindandlife.org

  • Monroy, J., Jonas, H., Mathey, J., & Murphy, L. (1997). Holistic stress management at Corning. In M. K. Gowing, J. Quick, & J. D. Kraft (Eds.), The new organizational reality: Downsizing, restructuring, and revitalization. Washington, DC: American Psychological Association.

    Google Scholar 

  • Montgomery, C., & Rupp, A. A. (2005). A meta-analysis for exploring the diverse causes and effects of stress in teachers. Canadian Journal of Education/Revue Canadienne De L’Éducation, 28, 458–486. doi:10.2307/4126479.

    Article  Google Scholar 

  • Murphy, L. R., Hurrell Jr., J. J., Sauter, S. L., & Keita, G. P. E. (1995). Job stress interventions. Washington, DC: American Psychological Association.

    Book  Google Scholar 

  • Napoli, M. (2004). Mindfulness training for teachers: A pilot program. Complementary Health Practice Review, 9, 31–42. doi:10.1177/1076167503253435.

    Article  Google Scholar 

  • Neff, K. D. (2003). The development and validation of a scale to measure self-compassion. Self and Identity, 2, 223–250. doi:10.1080/15298860309027.

    Article  Google Scholar 

  • Nolen-Hoeksema, S. (1991). Responses to depression and their effects on the duration of depressive episodes. Journal of Abnormal Psychology, 100, 569–582. doi:10.1037/0021-843X.100.4.569.

    Article  PubMed  Google Scholar 

  • PassageWorks. (2015). SMART in Education.. Retrieved from http://passageworks.org/courses/smart-in-education/

  • Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2008). Classroom Assessment Scoring System Manual. Baltimore: Brookes Publishing.

    Google Scholar 

  • Radloff, L. S. (1977). The CES-D scale a self-report depression scale for research in the general population. Applied Psychological Measurement, 1, 385–401.

    Article  Google Scholar 

  • Reynolds, W. M. (1982). Development of reliable and valid short forms of the Marlowe-Crowne scale of social desirability. Journal of Clinical Psychology, 38, 119–125. doi:10.1002/1097-4679(198201)38:1_119::AID-JCLP2270380118_3.0.CO;2-I.

    Article  Google Scholar 

  • Roeser, R. W., Cullen, M. M., Schonert-Reichl, K., Jha, A., Wallace, L., & Wilensky, R. (2011). Cultivating mindfulness-based stress-reduction, rest and resilience among public school teachers in Canada and the United States: Results from two waitlist randomized trials. Unpublished manuscript.

    Google Scholar 

  • Roeser, R. W., & Medley, C. M. (1997). Teachers’ views of aspects of student mental health. Elementary School Journal, 98, 115–133. doi:10.1086/461887.

    Article  Google Scholar 

  • Roeser, R. W., Schonert-Reichl, K., Jha, A., Cullen, M., Wallace, L., Wilensky, R., et al. (2013). Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials. Journal of Educational Psychology, 105, 787–804. doi:10.1037/a0032093.

    Article  Google Scholar 

  • 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, 167–173. doi:10.1111/j.1750-8606.2012.00238.x.

    Article  Google Scholar 

  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54–67. doi:10.1006/ceps.1999.1020.

    Article  PubMed  Google Scholar 

  • Ryff, C. D., & Keyes, C. L. M. (1995). The structure of psychological well-being revisited. Journal of Personality and Social Psychology, 69, 719–727. doi:10.1037/0022-3514.69.4.719.

    Article  Google Scholar 

  • Schaefer, L., Long, J. S., & Clandinin, D. J. (2012). Questioning the research on early career teacher attrition and retention. Alberta Journal of Educational Research, 58, 106–121.

    Google Scholar 

  • Seidman, S. A., & Zager, J. (1986). The teacher burnout scale. Educational Research Quarterly, 11, 26–33.

    Google Scholar 

  • Sharma, M., & Rush, S. E. (2014). Mindfulness-based stress reduction as a stress management intervention for healthy individuals: A systematic review. Journal of Evidence-Based Complementary & Alternative Medicine, 19, 271–286. http://doi.org/10.1177/2156587214543143.

    Article  Google Scholar 

  • Siegrist, J. (1996). Adverse Health Effects of High-Effort/Low-Reward Conditions. Journal of Occupational Health Psychology, 1(1), 27–41. doi:1076-8998/96V$3.00.

    Google Scholar 

  • Simons, J. S., & Gaher, R. M. (2005). The distress tolerance scale: Development and validation of a self-report measure. Motivation and Emotion, 2, 83–102.

    Article  Google Scholar 

  • Spielberger, C., Gorsuch, R. L., Lushene, R., Vagg, P. R., & Jacobs, G. A. (1977). STAI Form Y-2. Mountain View, CA: Consulting Psychologists Press.

    Google Scholar 

  • Spitzer, R. L., Kroenke, K., Williams, J. B., & Löwe, B. (2006). A brief measure for assessing generalized anxiety disorder: The GAD-7. Archives of Internal Medicine, 166, 1092–1097. doi:10.1001/archinte.166.10.1092.

    Article  PubMed  Google Scholar 

  • Strauss, C., Cavanagh, K., Oliver, A., & Pettman, D. (2014). Mindfulness-based interventions for people diagnosed with a current episode of an anxiety or depressive disorder: A meta-analysis of randomised controlled trials. PLoS ONE, 9(4), e96110. doi:10.1371/journal.pone.0096110.

    Article  PubMed  PubMed Central  Google Scholar 

  • Trapnell, P. D., & Campbell, J. D. (1999). Private self-consciousness and the five-factor model of personality: Distinguishing rumination from reflection. Journal of Personality and Social Psychology, 76, 284–304. doi:10.1037/0022-3514.76.2.284.

    Article  Google Scholar 

  • Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805.

    Article  Google Scholar 

  • Turner, M. L., & Engle, R. W. (1989). Is working memory capacity task dependent? Journal of Memory and Language, 28, 127–154. doi:10.1016/0749-596X(89)90040-5.

    Article  Google Scholar 

  • Wallace, B. A. (2004). The four immeasurables: Cultivating a boundless heart. Ithaca, NY: Snow Lion.

    Google Scholar 

  • Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS. Journal of Personality and Social Psychology, 54, 1063–1070.

    Article  PubMed  Google Scholar 

  • Weinstein, N., Brown, K. W., & Ryan, R. M. (2009). A multi-method examination of the effects of mindfulness on stress attribution, coping, and emotional well-being. Journal of Research in Personality, 43(3), 374–385. doi:10.1016/j.jrp.2008.12.008.

    Article  Google Scholar 

  • Williams, J. M. G., & Kabat-Zinn, J. (2011). Mindfulness: Diverse perspectives on its meaning, origins, and multiple applications at the intersection of science and dharma. Contemporary Buddhism, 12(1), 1–18. doi:10.1080/14639947.2011.564811.

    Article  Google Scholar 

  • Winzelberg, A. J., & Luskin, F. M. (1999). The effect of a meditation training in stress levels in secondary school teachers. Stress and Health, 15(2), 69–77.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Curry School of Education, CISE Department, University of Virginia, Charlottesville, VA, USA

    Patricia A. Jennings & Anthony A. DeMauro

Authors
  1. Patricia A. Jennings
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Anthony A. DeMauro
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Patricia A. Jennings .

Editor information

Editors and Affiliations

  1. Department of Psychology, College of Education and Behavioral Sciences, Houston Baptist University , Houston, Texas, USA

    Teresa Mendonça McIntyre

  2. College of Human Sciences and Humanities, University of Houston-Clear Lake, Houston, Texas, USA

    Scott E. McIntyre

  3. Department of Psychology, Texas Institute for Measurement, Evaluation, and Statistics, University of Houston, Houston, Texas, USA

    David J. Francis

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer International Publishing AG

About this chapter

Cite this chapter

Jennings, P.A., DeMauro, A.A. (2017). Individual-Level Interventions: Mindfulness-Based Approaches to Reducing Stress and Improving Performance Among Teachers. In: McIntyre, T., McIntyre, S., Francis, D. (eds) Educator Stress. Aligning Perspectives on Health, Safety and Well-Being. Springer, Cham. https://doi.org/10.1007/978-3-319-53053-6_14

Download citation

Publish with us

Policies and ethics

Search

Navigation