Examining the Effects of a Mindfulness-Based Stress-Reduction Program for Teachers on Coping Processes

• In Event: Roundtable Session 88
  In Roundtable Session: Evaluating Social and Emotional Learning Programs 2: Program Outcomes for Students and Teachers

Abstract

In this randomized waitlist-control, mixed-method field study, we examine whether or not a 36-hour, 11-week mindfulness-based stress reduction program for teachers helps them to reduce occupational stress and burnout by affecting the ways they cope with stress on the job. Results showed that the program reduced stress and burnout in teachers, and that teachers’ narrations of a coping episode at work also showed changes in various aspects of the coping process before and after training. Specifically, teachers in the mindfulness training reported less negative emotion with regard to the stressor and were more likely to use problem-focused vs. self-blaming (internalizing) coping strategies at post-program. Results are discussed in terms of the improvement of teaching through the support of teachers.

Authors

• Cynthia Taylor, Portland State University

• Jessica L. Harrison, Portland State University

• Jeff Beers, Portland State University

• Kim A. Schonert-Reichl, The University of British Columbia

• Robert William Roeser, Portland State University