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Relaxation Intervention for Stress Reduction Among Teachers and Staff
Abstract
The present study examined how relaxation therapy (RT) can be effective in helping high school teachers and staff members reduce stress. Specifically, I examined the effectiveness of RT on overall perceived stress, perceived work stress, and life satisfaction. This quantitative, experimental study randomly assigned 54 teachers and staff members from a selected high school to an intervention relaxation group and a control group. RT was conducted once a week for 30–45 min per session for 4 consecutive weeks for the intervention group, and both groups were evaluated before and after the intervention. A mixed analysis of variance demonstrated that the intervention was effective. Overall stress and perceived work stress decreased and life satisfaction scores increased for the intervention group. No changes occurred on these three measures in the control group. Relaxation training programs could be one method to improve employee satisfaction.
... Several previous studies have shown that relaxation is proven effective in reducing stress, anxiety, and increasing subjective well-being (Kaspereen, 2012;Varvogli & Darviri, 2011). Relaxation is a technique to reduce psychological and physiological tension (Dunford & Thompson, 2010). ...
... Besides, the muscle tension previously felt by one of the participants also diminished after relaxation. This is in line with previous studies conducted by (Conrad & Roth, 2007), (Varvogli & Darviri, 2011), (Kaspereen, 2012) revealed that relaxation can reduce stress, reduce anxiety, improve the quality of life and welfare of individuals. ...
... This is in line with research conducted by (Manzoni et al., 2009) who revealed that relaxation can reduce the tension caused by demands thereby increasing the ability of oneself to manage stressors and find alternative solutions to problems. Similar to that, research conducted by Kaspereen (2012) also revealed that relaxation makes individuals more relaxed in facing daily demands. ...
Parenting stress was experienced by all mothers, especially mothers who had preschool-age children. Parenting stress experienced by the mother would affect the confidence and perception of the mother towards care so that it affected the child's development and family stability. This research aimed to examine the effectiveness of relaxation training in reducing parenting stress of mothers for preschool-age children. Five mothers of preschool children participated in this research. The measuring instrument used was the parenting stress index, with a one-group pretest-posttest design research design. The results showed that relaxation training was significantly proven to reduce the stress of parenting in preschool children. The participants expressed that they felt more relaxed and calm so that they were able to manage emotions and find alternative solutions when facing problems that caused the emergence of parenting stress. Besides, physical tension felt to be more reduced.
... Therefore, the mindfulness approach and the relaxation approach may be more appropriate for different groups of workers. For workers preferring straightforward instructions, easy-to-understand concepts, and less time-consuming interventions, relaxation is probably a more suitable alternative (Kaspereen, 2012). Highly motivated workers, willing to undergo more time-consuming and harder-to-understand training, may benefit more from mindfulness interventions. ...
... SMI encompass all interventions of any type, aimed primarily at enhancing stress regulation in the workplace (Holman et al., 2018). In this study, we discuss two stress management approaches that are among the most widely used in the world of work -the mindfulness approach and the relaxation-based approach (Gelles, 2015;Kaspereen, 2012). ...
... Relaxation has been applied in workplace conditions for decades and has not lost its popularity, as evidenced by the many available relaxation-based work programs. It is most commonly used as a tool for managing work stress and involves training, usually at a frequency of at least once a week, with relatively clear, straightforward instructions (Kaspereen, 2012;Akyurek et al., 2020). ...
Objective. Work demands for productivity and flexibility are on the rise. In the last 20 years, hourly productivity has increased by 20 % (OECD, 2020). One of the adverse consequences of increased work demands is work stress (Quick & Henderson, 2016). There has been a growing need for organizations to reduce work stress, which is why stress management interventions (SMI) are quickly gaining popularity (Kröll et al., 2017). The aim of this paper is to introduce mindfulness and relaxation as approaches used in stress management interventions (SMI) in the work environment. Mindfulness is an ability we can cultivate with training and consists of two basic skills-monitoring of present moment experience (based on attention and awareness) and attitude of acceptance and openness towards own experience. Accepting attitude has an essential role in stress management. Relaxation causes stress reduction in two ways: by promoting beneficial physiological processes (improved breathing rate, heart rate) and by focusing on pleasant, relaxing sensations. The paper characterizes these approaches, discussing their efficacy, specificities, differences, and circumstances that support their effectiveness. Method. The efficacy of the investigated approaches was evaluated through the most up-to-date meta-analyses of randomized controlled trials. Papers were searched through the Scopus database. Results. The results of the meta-analyses of mindfulness SMI agreed on satisfactory efficacy, showing a medium effect size. The findings of meta-analyses of relaxation SMI also demonstrated a medium effect size and suggested yoga-based interventions might be most effective. More importantly, both approaches are characterised by certain advantages and disadvantages. The advantages of the mindfulness approach include proven effectiveness in stress reduction and also other benefits in the work environment, such This work is licenced under the Creative Commons Attribution 4.0 International license for non-commercial purposes. 34 as improved creativity and problem-solving skills. However, practising mindfulness requires a lot of discipline, time and high commitment. The relaxation approach seems to offer stress reduction but no other benefits. Relaxation is also easier to learn and practice. Therefore, the mindfulness approach and the relaxation approach may be more appropriate for different groups of workers. For workers preferring straightforward instructions, easy-to-understand concepts, and less time-consuming interventions, relaxation is probably a more suitable alternative (Kaspereen, 2012). Highly motivated workers, willing to undergo more time-consuming and harder-to-understand training, may benefit more from mindfulness interventions. Mindfulness interventions may also be more appropriate for workers whose jobs involve a lot of planning and mental work and who may suffer from rumination of negative thoughts (Jain et al., 2007). Therefore, if organisations plan to reduce workers' stress, it is essential to identify workers' preferences and carefully weigh the advantages and disadvantages of each approach. Discussion. Mindfulness and relaxation SMI can both be considered as options for reducing stress in the workplace in certain circumstances. The key is to identify the preferences of the workers in question and ensure that the chosen intervention is implemented well and thoroughly. The article offers a new perspective on the topic of dealing with stress in the workplace. This information is beneficial not only for researchers but also for psychologists/managers seeking solutions for their organisations. The study is limited by the fact that mindfulness and relaxation SMI in the workplace are not researched to the same extent. Future researchers should consider an experimental comparison of quality yoga and mindfulness interventions, in different work settings.
... In comparison to the literature that highlights the problems around teacher stress, burnout, and STS, publications about managing teacher stress interventions remain relatively sparse. Of research that is available, mostly within the last decade, there have been promising outcomes associated with programs that teach techniques and offer guided practice related to yoga [20], mindfulness [21], compassion [22] relaxation response [23], and cognitive reappraisal [24]. Results of such studies suggest participants experienced improvements related to their stress levels, perceptions of wellbeing, job satisfaction, and job performance. ...
... Study findings corroborate previously known information about the therapeutic value of mindbody interventions for teachers, such as yoga, mindfulness, and relaxation techniques [20][21][22][23]. Results also align with prior research that suggests habits of mind, like use of cognitive reappraisal and application of self-compassion, have been associated with perceptions of health and happiness, both of which are related to desirable occupational outcomes like compassion for others, positive interpersonal relationships, job engagement, and career longevity [20,22]. ...
... Because SCORE was a new intervention tested with teacher interns, these findings are only the beginning for development of a research base that suggests effective ways to teach stress-coping and self-care strategies to teacher trainees. Results of this study show promise for SCORE in cultivating these skills and therefore, promoting teacher wellbeing, capacity for job performance, and career longevity [6,11,12,17,[21][22][23][24]. ...
Self-Care Options for Resilient Educators (SCORE) is an 8-week, asynchronous virtual training program that teaches stress management skills relevant to educators' job-related responsibilities and interpersonal interactions. From January-April 2020, 28 pre-service teachers participated in a quasi-experimental study of SCORE's feasibility and preliminary efficacy. Volunteers chose to either complete SCORE concurrent with their teaching internship or to complete the same assessments for comparison purposes. Recruitment and implementation took place prior to COVID-19 disruptions. Then, six weeks into SCORE, the participants encountered unanticipated school closures and uncertainties associated with their internships (e.g., Would they be able to complete their internships and degree programs? Would they be eligible to teach the next school year?). Despite disruptions to their teaching internships, the remote format of SCORE allowed the study to continue and for participants to complete the full training. Pre-intervention to post-intervention changes in outcomes for the intervention group reflected large effect sizes for decreases in burnout and increases in teacher efficacy. There were medium effects for increased self-compassion and small-to-cognitive reappraisal. However, pre-to-post intervention differences for the comparison group were relatively unchanged on most indicators. Results for secondary traumatic stress was remarkable, as the comparison group demonstrated a medium-to-large effect for an increase at post-intervention. This measure, however, revealed no effect in change for program participants. This finding is noteworthy and suggests that participation in SCORE or a similar program may help mitigate the potentially harmful effects of exposure to secondary trauma. Overall, this study's results support arguments for including stress management training during pre-service teaching internships.
... Several studies (Anderson et al., 1999;Cooley & Yovanoff, 1996;Kaspereen, 2012) tested stress interventions that involved activation of the relaxation response. The relaxation response is an organic physiological process intended to restore balance after an experience of heightened stress by lowering blood pressure, heart rate, and respiration (Benson & Klipper, 1975). ...
... Individuals can learn to trigger their relaxation response through specific breathing exercises, progressive muscle relaxation, or guided meditations (Benson & Klipper, 1975). Two interventions were based solely upon relaxation response activation (Anderson et al., 1999;Kaspereen, 2012). Anderson et al. (1999) examined the impact of a standardized meditation program on primary-and secondary-level teachers from three states. ...
... Participation in the program was associated with self-reported decreases in stress, burnout, and anxiety. Kaspereen (2012) tested the efficacy of a facilitator-guided visualization with musical accompaniment with high school teachers. Participants who received this intervention reported decreased life and occupational stress as well as increased life satisfaction (Kaspereen, 2012). ...
The following study examines the impact of an online stress intervention on teacher burnout and teacher efficacy. Using a group experimental design, researchers tested the preliminary efficacy of the intervention: an online professional development program created for teachers that instructs coping strategies and promotes social-emotional competencies. Fifty-one teachers and classroom staff were randomly assigned to the intervention or control group. After four weeks, participation in the program was associated with increases in coping practices, teacher efficacy, and personal accomplishment as well as decreases in emotional exhaustion and depersonalization. Implications for research and professional development are discussed.
... Die Angemessenheit der Wahl der Atemtechniken als Entspannungsübung wird dadurch unterstrichen, dass bei Lehrkräften die Effektivität von Atemübungen insofern nachgewiesen werden konnte, als dass sie eine Verbesserung auf neun der 11 Skalen der in Kapitel 2.1.1.3 dargestellten AVEM (Schaarschmidt & Fischer, 2008) hervorriefen (Loew, Götz, Hornung, & Tritt, 2009 soll dank des Ankers, der auch im Alltag genutzt werden kann, sowie der zuvor erreichten Entspannung als positiver empfunden werden, sodass die Anwender*innen in Zukunft gelassener und optimistischer durch den Berufsalltag gehen können (Kaspereen, 2012). Die Übung steht im Gegensatz zu anderen Programmen beziehungsweise Übungen, die teilweise eine doppelt so lange Anwendung voraussetzen (z.B. ...
... Sie ist folglich erheblich effizienter. Auch die Effektivität und der Resilienzbezug konnten bestätigt werden: In der Studie konnte durch die viermalige Durchführung der Übung eine Reduktion des Gesamtstresses sowie des empfundenen Arbeitsstresses erreicht werden, während zugleich die Lebenszufriedenheit anstieg (Kaspereen, 2012). Die Übung ist niedrigschwellig, da jeder einzelne Schritt detailliert angeleitet wird, die verschiedenen Bestandteile gut veranschaulicht werden und da sie bereits an Lehrkräften ohne spezifische Vorerfahrungen positiv erprobt wurde. ...
... Infolgedessen sollten die Atemtechniken ein Untermodul in Modul 3 bilden. Als wirkungsvolle Entspannungsübung, die spezifisch im Lehrkontext erprobt wurde, ist zudem die Entspannungstherapie nachKaspereen (2012) zu nennen. In einer Studie mit 54 Proband*innen zeigte die Autorin, dass bereits nach vierwöchiger Anwendung mit je einem Termin von 30 bis 45 Minuten positive Effekte auf Lehrkräfte und andere Bedienstete der Schule nachweisbar waren. ...
Im Rahmen dieser Arbeit wurde das Programm RefueL zur Förderung der Resilienz von Lehramtsstudierenden im Vorfeld des Praxissemesters entwickelt und positiv evaluiert. Mit dem Programm wurde die fachliche und didaktische Berufsvorbereitung angehender Lehrkräfte während ihres Studiums um ein Angebot zur Ausbildung der psychischen und sozialen Widerstandsfähigkeit ergänzt. Das erarbeitete Programm besteht aus fünf Modulen zu den Themen Resilienz im Lehrkontext, soziale Beziehungen gestalten, Wohlbefinden, Ziele setzen und Probleme lösen sowie Emotionen regulieren. Diese Module enthalten vielfältige praktische Übungen zur Resilienzförderung und werden im face-to-face-Setting realisiert. Für die Evaluation wurde ein längsschnittliches Kontrollgruppen-Design gewählt. Es wurden u.a. hierarchische Regressionen gerechnet. Das Programm erwies sich auf vier verschiedenen Evaluationslevels als wirksam. Maßgeblich zeigte sich, dass Teilnehmende nach dem Praxissemester unter Kontrolle der Ausgangswerte eine geringere Burnout-Symptomatik, mehr positiven Affekt und eine höhere lehrbezogene Selbstwirksamkeitserwartung aufwiesen als Studierende der Kontrollgruppe. Die Studienergebnisse sprechen dafür, Resilienzförderungsprogramme an Universitäten mit Praxissemester im Curriculum zu verankern und so zur Professionalisierung angehender Lehrkräfte beizutragen.
Verfügbar unter https://www.klinkhardt.de/verlagsprogramm/2351.html
... While KBIs focus on training and education, BIs incorporate the practice of a defined skill or strategy to reduce teacher stress. Behavioral-based teacher stress interventions include meditation and relaxation practice (Anderson, Levinson, Barker, & Kiewra, 1999;Kaspereen, 2012), the practice of journaling exercises to record gratitude (Chan, 2011), and participation in dyadic consultation on student behavioral problems (Ray, 2007). While each BI included in the present review focused on a different technique, each involved regular practice to reduce stress. ...
... In this category, purely behavioral approaches ranged from involvement in pre-referral teams in a school (Lhospital & Gregory, 2009) to involvement in teacher consultation dyads (Kaspereen, 2012) to involvement in relaxation training (Kaspereen, 2012) or journaling (Chan, 2011). Two studies evaluated BIs that were rooted in practices already present in a school setting. ...
... In this category, purely behavioral approaches ranged from involvement in pre-referral teams in a school (Lhospital & Gregory, 2009) to involvement in teacher consultation dyads (Kaspereen, 2012) to involvement in relaxation training (Kaspereen, 2012) or journaling (Chan, 2011). Two studies evaluated BIs that were rooted in practices already present in a school setting. ...
Due to the increased pressure from test‐based accountability practices, teachers have reported high levels of stress and burnout. High teacher stress has an impact on school outcomes, including links to absenteeism, burnout, school climate, and teacher behavior management. Teacher stress interventions may be an important first step toward reducing these negative outcomes. Although there have been several recent intervention studies in the domain of teacher stress, there has been no systematic review to compare the type and effectiveness of teacher stress interventions. Included within this review are interventions from a variety of modalities such as knowledge‐based, behavioral, cognitive‐behavioral, and mindfulness approaches. Results indicated that the most effective interventions were in the mindfulness, behavioral, and cognitive‐behavioral domains. Interventions which delivered solely informational content were among the least effective.
... Assessment could be completed three times throughout the school year to gauge levels of burnout and change across time for data-based school leadership decisions. School practitioners could also consider forming mentoring and peer support pairs or groups to combat burnout across these three dimensions (Iancu et al., 2018;Kaspereen, 2012;von der Embse et al., 2019). ...
When we think about the issues currently confronted by those who work in schools, stress and burnout among teachers and other practitioners is recognized as a widespread concern due to the adverse effects on students, schools, and communities. The purpose of this study was to investigate the effects of job stress on the experienced burnout of teachers, and to examine the variability in burnout attributable to a specific psychological resource, namely, an individual's work‐related sense of coherence (Work‐SoC). A descriptive, cross‐sectional analysis was conducted using data collected through an online survey from 231 primary and secondary school teachers in the United States. Results from correlational and regression analyses demonstrate that two forms of work stress—perceived quantity and perceived quality—are important predictors of burnout. Further, Work‐SoC contributes to variability in teacher burnout even after accounting for perceived work and life stress, suggesting its important role in buffering teachers from the experience of burnout. Implications for practitioners for reducing teacher stress and burnout are discussed.
... Various forms of teacher stress intervention may be helpful in reducing these negative outcomes [22][23][24][25]. To make them more effective, a preliminary assessment of stress coping among teachers may be useful. ...
This study investigates the psychometric properties of brief COPE in Russian schoolteachers. A total of 773 (91% female; M = 43, SD = 9.79) teachers participated in the study. Principal component analysis (PCA) and confirmatory factor analysis (CFA) were applied to assess the psychometric properties of the brief COPE. The Perceived Stress Scale (PSS) was used to assess the construct validity. The main result of the current research is a revised structure for the brief COPE consisting of six sub-scales: «socio-emotional support», «religion», «acceptance», «problem-focused coping», «avoidance», and «humor». The goodness-of-fit criteria were as follows: SRMR = 0.054, RMSEA = 0.064, CFI = 0.888, and TLI = 869. Overall, the Russian version of the brief COPE shows acceptable psychometric properties and may be applied by researchers, school administrators, and psychologists; however, the reliability of the “avoidance” scale is doubtful and must be considered before application.
... Approaches to aid teachers in stress management have been drawn from the literature on occupational stress and often applied population wide, though not without acknowledgement that "some (strategies) were unnecessary or differentially effective in individual cases" [31] (pg 127). There is evidence of benefits to teachers from stress awareness education [32] and physiological interventions including adapted mindfulness and relaxation training [33,34] and also exercise [35]. Psychological intervention evidence includes, for example, cognitive behavioral therapy (CBT) based programs [36,37] and mindfulness embedded in psychoeducation with social support adapted for teachers [38]. ...
Background:
There are thousands of digital companions designed for emotional well-being and stress, including websites, wearables, and smartphone apps. Although public evaluation frameworks and ratings exist, they do not facilitate digital companion choice based on contextual or individual information, such as occupation or personal management strategies.
Objective:
The aim of this study is to establish a process for creating a taxonomy to support systematic choice of digital companions for teachers' stress self-management.
Methods:
We used a 4-step study design. In step 1, we identified the dimension of stress self-management and strategic classifications. In step 2, we identified the dimension of the digital techniques and conceptual descriptions. In step 3, we created 6 criteria for the inclusion of digital companions. In step 4, we used the taxonomy framework created by steps 1 and 2 and populated it with digital companions for stress self-management, as identified in step 3.
Results:
First, in the dimension of stress self-management, we identified four classes of strategies: educational, physiological, cognitive, and social. Second, in the digital techniques dimension, we derived four conceptual descriptions for the digital companions' mechanisms of action: fostering reflection, suggesting treatment, peer-to-peer support, and entertainment. Third, we created six criteria for digital companion inclusion in the taxonomy: suitability, availability, evaluation, security, validity, and cost. Using the taxonomy framework and criteria, we populated it with digital companions for stress management ahead of presentation to teachers in a stress study workshop.
Conclusions:
The elements of our approach can be generalized as principles for the creation of taxonomies for other occupations or conditions. Taxonomies such as this could be a valuable resource for individuals to understand which digital companion could be of help in their personal context.
... Stress reduction interventions for teachers can take place on an individual or institutional level (Naghieh et al., 2015;Wu et al., 2006). On the individual level, (future) teachers could be taught appropriate coping strategies such as relaxation techniques to reduce stress reactions (Kaspereen, 2012). Moreover, since individual appraisals of work demands critically influence the experience of stress, (future) teachers should be taught how to deal with stressful situations in a way that prevents stress from arising (Kyriacou & Sutcliffe, 1978;Nagel & Brown, 2003). ...
We investigated the influence of students' emotional and behavioral disorder (EBD) on pre-service teachers' judgments, while considering the frequency of calling on students as a mediator and stress as moderator. We conducted an experiment in a simulated classroom. N = 56 pre-service teachers went through a stress manipulation, while N = 46 were not stressed. Path analyses controlling for actual performance showed negative effects of EBD on participants' judgments and an indirect effect via call frequency. Stressed participants called on students with EBD as often as students without EBD, while unstressed participants called on students with EBD more.
... 33,34,43,[56][57][58] According to the systematic review, individual-level relaxation interventions were conducted in ten studies and 8 (80%) of them were effective in reducing teacher stress. 31,41,42,47,51,52,54,59 Only two (20.0%) studies reported individual-level relaxation intervention being not effective in reducing teacher stress. ...
Teachers are largely affected by OS, during their most productive years, leading to catastrophic physical, psychological, and economic burden on themselves, families and society by large. Teachers are responsible for producing the workforce of any nation, and thus have a major impact indirectly on the economy and health of a nation. There are several individual-level interventions conducted to reduce occupational stress (OS) among teachers. This study was conducted to systematically review and conduct a meta-analysis of the effectiveness of individual-level interventions to reduce occupational stress among teachers. This review was registered in the International Prospective Register of Systematic Reviews (PROSPERO; Registration ID: CRD42020149277) and followed Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. PubMed, Scopus, Cochrane, PsycInfo, and Web of Science databases were searched using predefined search strategies covering the eligibility criteria. Studies were selected in four rounds. Risk of bias assessments were conducted with GRADE recommendations and ROBINS-I criteria for randomized and non-randomized interventions, respectively. Study selection, data extraction and bias assessments were performed independ ently by two reviewers with a third reviewer to resolve conflicts. Narrative synthesis of the findings were also performed. Clinical, methodological, and statistical heterogeneity assessments were conduct ed. Meta-analyses were performed with Review Manager 5.3 software using the "generic inverse variance method" with mean difference as the pooled estimate. Sensitivity analyses of the findings was also performed. At the initial search, 293 articles were identified and 29 subsequently selected for synthesis of findings. The findings of the meta-analysis indicated that Cognitive Behavioral Therapy (CBT) and relaxation interventions significantly reduced OS among teachers with an effect size of 6.2 (p < 0.001). Effect size was highest for combined CBT and relaxation interventions which was 6.57 (p < 0.001). Relaxation interventions only and CBT interventions only had effect sizes of 3.35 (p < 0.001) and 3.12 (p = 0.002) respectively. In sensitivity analysis, after removing low-quality studies, CBT interventions only, combined CBT and relaxation interventions and overall effect size were 6.31 (p < 0.00001), 17.36 (p < 0.00001), and 14.55 (p < 0.00001), respectively, ie, substantially greater than with low-quality studies included. Inconclusion, CBT and relaxation interventions reduce OS among teachers and it's most effective when those individual-level interventions are conducted together.
... Des Weiteren sind Stress und Belastungen, sowohl auf ADHS bezogen als auch im Allgemeinen, relevante Faktoren beim Einsatz von Klassenmanagement-Interventionen. Trainings zu individuellen Stressreduktionstechniken (Jennings et al., 2017;Kaspereen, 2012), regelmäßiger kollegialer Austausch (Denner, 2000) sein und sollten Studierenden und ausgebildeten Lehrkräften laufend zur Verfügung stehen, um Überforderung frühzeitig vorzubeugen. ...
Durchschnittlich sind ein bis zwei Schüler*innen pro Schulklasse von der Aufmerksamkeitsdefizit-/Hyperaktivitätsstörung (ADHS) betroffen. Diese Schüler*innen profitieren von effektiven Klassenmanagement-Interventionen durch Lehrpersonen, die aber oftmals nicht in die Unterrichtspraxis transferiert werden. In der vorliegenden Studie wurde an einer österreichischen Stichprobe von 500 Lehrpersonen (darunter ausgebildete Lehrkräfte und Lehramtsstudierende) untersucht, welche Faktoren mit ihrer Einstellung und Intention zum Einsatz effektiver und ineffektiver Interventionen bei Schüler*innen mit ADHS zusammenhängen. Die Resultate zeigten, dass die Einstellung und Intention zum Einsatz (in)effektiver Interventionen mit der Einstellung gegenüber Schüler*innen mit ADHS, der wahrgenommenen Verhaltenskontrolle, dem Wissen über ADHS, der allgemeinen psychischen Belastung, dem ADHS-spezifischen Stress und Persönlichkeitseigenschaften zusammenhängen. Einige Faktoren wie Einstellungen, ADHS-spezifisches Wissen, psychische Belastung und ADHS-spezifischer Stress waren für ausgebildete Lehrkräfte und Lehramtsstudierende unterschiedlich bedeutsam. Die Ergebnisse sind praktisch relevant, um das Lehramtsstudium hinsichtlich eines Bildungsschwerpunkts zum Thema ADHS im Klassenzimmer (Störungswissen, Wirksamkeit von Klassenmanagement-Interventionen, Stressregulation usw.) zu optimieren.
... Organizations have been treating conscientiousness as an important predictor in personnel selection and tend to hire job candidates scoring high on this personality trait (Liu et al., 2013). The prevalence of the use of conscientiousness as a selection criterion along with the growing level of challenge stressors (e.g., workload, time pressure, and job complexity) in modern organizations necessitates the implementation of stress management and health-promotion interventions in place, such as relaxation exercises (Kaspereen, 2012), mindfulness-based stress reduction programs (Shapiro et al., 2005), peer-support programs (Peterson et al., 2008), and workplace wellness programs (Tetrick & Winslow, 2015). Evidence from different industries and occupations shows that these interventions can mitigate job stress and facilitate employee recovery from stress (for a review, see Tetrick & Winslow, 2015). ...
The challenge-hindrance model deems primary appraisal the central mechanism underlying the effects of challenge and hindrance stressors on employee outcomes. However, the literature has reported conflicting findings on the relationships between challenge/hindrance stressors and challenge/hindrance appraisals. Drawing upon transactional theory (Lazarus & Folkman, 1984), the current study aims to address these conflicting findings by investigating the moderating effect of conscientiousness on stressor-appraisal relationships. On this basis, we further demonstrate when challenge and hindrance appraisals mediate the effects of challenge and hindrance stressors on work motivation (i.e., work engagement) and job strain (i.e., job-related anxiety). We conducted two substudies to examine the research model at the between-person level (Study 1) and the within-person level (Study 2). The results of both studies were highly convergent. Challenge stressors were more positively related to both challenge and hindrance appraisals for employees high in conscientiousness. Hindrance stressors were also more positively related to hindrance appraisal for employees high in conscientiousness. By exacerbating the stressor-appraisal relationships, conscientiousness was found to strengthen the indirect relationship of challenge stressors with work engagement via challenge appraisal and the indirect relationships of challenge and hindrance stressors with job-related anxiety via hindrance appraisal. We conclude that conscientiousness functions as a double-edged sword in the process of making primary appraisals. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
... This suggests that handling stress and improving mental health are key influencing factors to target. One approach would be to integrate a relaxation program [63], which could be the first step in reducing the pressure on teachers. We need to examine whether that would in turn lead to the better implementation of CMS. ...
Students with attention deficit/hyperactivity disorder (ADHD) show reduced on-task behavior at school and educational problems due to the symptoms associated with this diagnosis. Classroom management strategies (CMS) are important to reduce impairment by ADHD but are not yet well implemented. In this study we analyzed whether the facilitators and barriers regarding the intention to apply CMS identified for pre-service teachers are replicable in a sample of teachers in service. Overall, 599 teachers in service completed an online survey on the intention to apply CMS, their attitude towards CMS and towards students with ADHD, direct experiences, individual differences, and social influences. We calculated path models that significantly clarified variance in the intention to apply CMS (R2intention to use effective CMS = 0.47, p < 0.01 and R2intention to use ineffective CMS = 0.39, p < 0.01). It turns out that similar variables are relevant to teachers in service as well as pre-service teachers. A models’ extension to include variables that do justice to the difference between the two groups, such as work experience, shows a better model fit. Especially, attitude towards CMS, attitude towards students with ADHD, strain, perceived behavioral control and teachers’ affiliation with primary or special needs schools are important variables regarding the intention to apply CMS. The implementation of effective and elimination of ineffective CMS should thus be addressed by targeting teacher’s attitudes towards children with ADHD. Furthermore, strain prevention and education might enhance the application of effective CMS.
... This study shows that from the perspective of psychophysiological condition of the pilots, the group of the pilots that went through the training of relaxation activation techniques, has a lower level of the stress indicators. Outside the aviation field, the positive influence of using the relaxation activation techniques has been also confirmed to suppress the stress indicating factors (Gardiner et al., 2015, Kaspereen, 2012, Wetzel et al., 2006. ...
There is a great emphasis on safety in the field of aviation. Advanced technologies open new possibilities and allow objective measurements of specific safety factors. One of these factors is undoubtedly human performance which is already a significant element within a training of aviation personnel. The area of the highest interest is focused on pilot training. The aim of this study is to examine whether a specific psychological training can be considered as a positive performance influencing factor. Subjects underwent an experimental training schedule which was designed for the purpose of this study. Subjects were divided into control (n=20) and experimental (n=20) groups. The experimental group underwent Jacobson progressive relaxation psychological training. Both groups were evaluated during the experimental training schedule; accuracy and precision of piloting was measured during the second and eleventh hour of training. This study focused on basic flight maneuvers, i.e. straight and level flight, 360° horizontal turn with 30° bank and 180° climbing/descending turn with 15° bank and vertical speed of ± 500 ft/min. For the purpose of maneuver identification, Density-based spatial clustering of applications with noise algorithm was used. Each maneuver was evaluated for precision and accuracy and at the same time and used for a performance comparison between groups. Paired and between subject statistical testing were performed using appropriate statistical methods at the level of significance p<0.05. The results indicated that the implemented psychological training did not affect the performance of pilots in terms of precision and accuracy.
... Such information affects efficacy beliefs via a cognitive appraisal that is made of the nature of the situation connected to the indicators (Poulou, 2007). Efficacy beliefs of teachers, as well as other positive outcomes, can be improved through interventions that enhance physiological states and positive mood, and reduce stress levels (Kaspereen, 2012;Siu, Cooper & Phillips, 2014). Further, efficacy beliefs influence how individuals interpret and integrate information and play an important role in attention and regulation processes (Bandura, 1997). ...
... As Roeser et al. (2012) and Eva and Thayer (2017) reviewed, there are a growing number of mindfulness-based interventions and these may impact both teacher outcomes, for example, increasing teacher's occupational health, general well-being and professional engagement, as well as classroom or student outcomes, such as better student-teacher relationships, positive classroom climate, and increases in students' sense of belonging and motivation, and decreases in disciplinary issues. Other kinds of strategies, such as relaxation therapy (Kaspereen, 2012) have also demonstrated effectiveness with high school teachers in reducing perceived stress and increasing life satisfaction scores. However, most of these trainings have been offered in-person, involve an extensive time investment (involving multiple days or multiple weeks), or, for those few opportunities offered online, involve a cost to the teacher or organization (see trainings highlighted in Roeser et al., 2012 review;Eva & Thayer, 2017 review). ...
Early childhood teachers’ social emotional well-being is important for their quality of life, and is associated with their classroom practices, their relationships with children, and with child functioning. This study examines the impact of an intervention; a brief, online course to support teachers’ use of stress-management and resiliency practices. Sixty-three, center-based, early childhood teachers completed pre- and post-surveys to assess their knowledge of stress and stress reduction, use of prevention strategies, use of emotion regulation strategies, self-reported stress, and their social and emotional responsiveness to children. Participants also provided feedback about the course design, content, and applicability. Research Findings: After the intervention, teachers demonstrated greater knowledge of stress, stress-reduction and use of prevention strategies, and greater use of reappraisal emotion regulation. Teachers indicated the course was useful, positively affected their work with children, and demonstrated positive changes in their self-reported responsiveness to children. However, after the intervention, they also reported higher levels of personal stress and negative reactions to children’s emotions. Practice or Policy: This research provides some evidence that a low-dose intervention delivered online can affect teachers’ knowledge and use of resiliency practices. Differences in effects based on teachers’ social identities and experiences, and updates to the original course content, are discussed.
... These studies demonstrated that teachers face job demands, such as high workload and time pressure, problems with students' learning and students' behavior, staff conflicts, lack of autonomy and self-motivation (Antoniou, Polychroni, & Vlachaki, 2006;Austin, Shah, & Muncer, 2005;Olivier & Williams, 2005;Shonfeld, 2001). While these demands have consistently appeared in the teacher stress literature for over 30 years (Kyriakou, 2000), it is commonly accepted that in the last decade teaching has become more demanding than ever before (Esteve, 2000;Kaspereen, 2012). ...
The aim of the present study was to investigate the potential burnout syndrome and its relations with stressors such as job demands in different stages of teachers' professional development. Further, the study aimed at determining the mediating role of coping strategies in the relationship between job demands and dimensions of burnout. Participants were 1447 pre-primary, primary and secondary school teachers. They completed the "Ways of Coping Questionnaire" (Lazarus & Folkman, 1984), the "Maslach Burnout Inventory" (Maslach & Jackson, 1986) and the "Teachers' Professional Stress Questionnaire" (Μούζουρα, 2005). The results of the study revealed changes in the three burnout dimensions across the different stages of teachers' professional development. Specifically, teachers appear to be moving from lower (novice and advanced beginner stage) to higher scores (expert stage) in emotional exhaustion, whereas teachers at the competent stage (4-5 years of teaching experience) reported the highest score in depersonalization and the lowest score in personal accomplishment. The results also showed that "workload and time pressure" as well as "problems related to students' behavior" were the most prevalent job demands that predicted the three burnout dimensions.Moreover, emotion-focused coping strategies acted as partial mediators in the relation between job demands and burnout dimensions, such as emotional exhaustion and depersonalization.
... SantaBarbara, Grey, Moyer, & Lobel, 2018), as well as teachers (Kaspereen, 2012). The aim of our stress management intervention was to give residents an understanding of how stress responses can be activated under pressure and then provide them with simple techniques to manage. ...
The high prevalence of medical residents' stress and burnout raises important questions about how to address this issue effectively and feasibly. The aim of this study was to assess the effect of a stress management intervention on residents' burnout and stress management behaviors and outcomes. We conducted a 1-day workshop for residents in Qatar. The objectives were to help residents identify stressors, identify early warning signs of stress, and practice intervention techniques. Participants completed a precourse survey, a course evaluation, and a 1-month-postcourse survey. Guided by the Kirkpatrick evaluation model, we measured participants' reactions, learning, behavior, and the results of the training. A total of 256 residents participated in the course. In all, 92 % reported at least one piece of knowledge or skill that they could put into practice. At 1-month postcourse, 83.6% listed at least one piece of knowledge or skill that they had put into practice since the course. Using the abbreviated version of the Maslach Burnout Inventory, residents improved in three of the four burnout constructs: emotional exhaustion, depersonalization, and satisfaction with the practice of medicine. An effective stress management intervention implemented in an international context resulted in residents applying the skills that they learned and a reduction of levels of burnout.
... Para poder transmitir el mindfulness a sus alumnos, el investigador ha aprendido primero a aplicarlo a su vida cotidiana. El desarrollo de estas habilidades en el profesorado mejora sustancialmente sus habilidades para crear un clima cooperativo y de cuidado del aula que ayude a los alumnos en los conflictos emocionales (Felver y Jennings, 2016;Kaspereen, 2012). ...
La educación emocional es una innovación educativa que se propone educar para la vida y tiene como punto de partida un conjunto de necesidades sociales que no están suficientemente atendidas a través de las áreas académicas ordinarias, como por ejemplo la prevalencia de violencia, ansiedad , estrés, depresión, comportamientos de riesgo, etc. La educación emocional se enmarca dentro de los movimientos de renovación pedagógica, de larga tradición en Cataluña, que se proponen educar para la vida. Manifestaciones recientes de estos movimientos son Escuela Nueva 21y Redes para el cambio. Consideramos que hay argumentos de peso para que la educación emocional esté en el centro del cambio educativo y, por tanto, creemos que debería ocupar un espacio de relevancia dentro de estos movimientos de innovación pedagógica. Con este objetivo se organizan estas Jornadas. La intención es impulsar proyectos que dejen clara la relación entre la educación emocional y la innovación educativa, que la educación emocional esté presente en los procesos de innovación pedagógica y que estos la incorporen como un elemento esencial.
... These studies demonstrated that teachers face job demands, such as high workload and time pressure, problems with students' learning and students' behavior, staff conflicts, lack of autonomy and self-motivation (Antoniou, Polychroni, & Vlachaki, 2006;Austin, Shah, & Muncer, 2005;Olivier & Williams, 2005;Shonfeld, 2001). While these demands have consistently appeared in the teacher stress literature for over 30 years (Kyriakou, 2000), it is commonly accepted that in the last decade teaching has become more demanding than ever before (Esteve, 2000;Kaspereen, 2012). ...
The aim of the present study was to investigate the potential burnout syndrome and its relations with stressors such as job demands in different stages of teachers' professional development. Further, the study aimed at determining the mediating role of coping strategies in the relationship between job demands and dimensions of burnout. Participants were 1447 pre-primary, primary and secondary school teachers. They completed the "Ways of Coping Questionnaire" (Lazarus & Folkman, 1984), the "Maslach Burnout Inventory" (Maslach & Jackson, 1986) and the "Teachers' Professional Stress Questionnaire" (Μούζουρα, 2005). The results of the study revealed changes in the three burnout dimensions across the different stages of teachers' professional development. Specifically, teachers appear to be moving from lower (novice and advanced beginner stage) to higher scores (expert stage) in emotional exhaustion, whereas teachers at the competent stage (4-5 years of teaching experience) reported the highest score in depersonalization and the lowest score in personal accomplishment. The results also showed that "workload and time pressure" as well as "problems related to students' behavior" were the most prevalent job demands that predicted the three burnout dimensions. Moreover, emotion-focused coping strategies acted as partial mediators in the relation between job demands and burnout dimensions, such as emotional exhaustion and depersonalization.
... Berkaitan dengan penanganan stres yang disertai dengan gejala somatis, sebuah penelitian menemukan bahwa relaksasi imajeri dan relaksasi otot progresif mampu menurunkan tingkat stres psikologis dan menurunkan gejala tukak lambung (Subekti & Utami, 2011). Penelitian lainnya menyebutkan bahwa intervensi relaksasi mampu menurunkan tingkat stres pada dosen dan staf universitas akibat dari beban kerja yang diterimanya (Kaspereen, 2012). Salah satu cara untuk mengelola stress dan patologis yang spesifik untuk orang tua di antaranya adalah Mindfulness (Bogels & Restifo, 2014). ...
The purpose of this research is to reduce parents’ stress by increasing their mindfulness ability using Mindfulness intervention. Participants in this study consisted of 15 mothers with stress from mild to severe. The design use in this study is quasi experimental design with untreated control group with pretest and postest. The program consists of 8 session intervention. The instruments used in this research are DASS Scale and KIMS scale. Quantitaive analysis was conducted through statistical test using Mann-Whitney and also qualitative analysist. The result of this study showed that intervention with mindfulness was effective to reduce stress in parents (U=0,000; p<0,001).
... The systematic practice of REMIND improves the attentional skills in adolescent students (Bogels et al., 2008) and activates their internal resources (Kaspereen, 2012;Zenner, Herrnleben-Kurz, & Walach, 2014) which, in the long run, has a positive influence on the CC and on the learning process and AP (López-González et al., 2016a;Schonert-Reichl & Lawlor, 2010;Schonert-Reichl & Roeser, 2016). Likewise, there are some studies demonstrating the direct influence of REMIND on AP (Amutio, Franco, Gázquez, & Mañas, 2015;Franco, 2009). ...
... The systematic practice of REMIND improves the attentional skills in adolescent students (Bogels et al., 2008) and activates their internal resources (Kaspereen, 2012;Zenner, Herrnleben-Kurz, & Walach, 2014) which, in the long run, has a positive influence on the CC and on the learning process and AP (López-González et al., 2016a;Schonert-Reichl & Lawlor, 2010;Schonert-Reichl & Roeser, 2016). Likewise, there are some studies demonstrating the direct influence of REMIND on AP (Amutio, Franco, Gázquez, & Mañas, 2015;Franco, 2009). ...
El objetivo de este trabajo es, por una parte, averiguar si existen diferencias por género y nivel académico en la competencia en relajación y mindfulness en el alumnado de Educación Secundaria Obligatoria y Bachillerato. Por otra, se pretende analizar la relación existente entre relajación-mindfulness (REMIND), clima de aula (CA) y rendimiento académico (RA) partiendo de la hipótesis de que el clima de aula ejerce de mediador. El estudio se realizó durante una intervención del Programa TREVA de REMIND sobre una muestra de 420 alumnos/as de Educación Secundaria Obligatoria y Bachillerato con una media de edad de 14.29. Los resultados no muestran diferencias en REMIND por género pero sí, parcialmente, por nivel educativo. Se comprobó que el CA ejerce como variable mediadora entre REMIND y RA. Se recomienda la implementación de programas de relajación-mindfulness en los centros educativos de Secundaria y Bachillerato.
... Thus, although the adagium of Wolpe that 'when relaxed, one cannot be anxious' is not generally true, for some clients it is true (Wolpe, 1958). Once really relaxed, the world looks a different place (Kaspereen, 2012). Every practitioner of relaxation strategies will recognize this. ...
Introduction In a review of classical relaxation therapy for anxiety a moderate effect size was found. From the perspective of a process oriented approach to relaxation therapy, this means that some clients are responsive and have habitual high tension, while in others background factors are present that maintain a high tension and require other treatment as well. This idea was tested on outcome data in daily practice.
... Finally, we propose that life satisfaction will be enhanced through our intervention. In general, life satisfaction has been shown to be malleable through interventions (Kaspereen, 2012). If life satisfaction is seen as a function of satisfaction with life domains (Pavot & Diener, 2008), an intervention that enables participants to better segment their life domains according to their needs by supporting them to be actively present in their current role should increase satisfaction with the life domains. ...
Changes in technology, economy, and demography have generated today’s mobile and flexible workplace. Leading to more permeable boundaries, these aspects make it more difficult to manage the boundaries between life domains. The authors of this article conducted a quasi-experimental study to evaluate the effects of an intervention teaching mindfulness as a cognitive–emotional segmentation strategy to promote well-being. 191 employees participated in the three-week online self-training intervention and completed the pre-post and follow-up questionnaires. As expected, experimental group participants compared with control group participants, experienced significantly less emotional exhaustion and negative affect and significantly more life satisfaction. Moreover it could be shown that boundary management competency can be improved with an online based self-training intervention.
... The high rate of school failure, along with the increase of emotional disorders, related to stress, anxiety, and aggressive behavior found in Secondary Education and High School students, and even among university students (Amutio and Smith, 2008;Inglés et al., 2014), requires the implementation of psycho-educational programs and emotional self-regulation strategies aimed at activating students' internal resources, including self-efficacy in order to promote the improvement of interpersonal relationships and academic performance (León, 2008;Amutio et al., 2015a;Gouda et al., 2016), and reducing the risk of school failure. All of the above also implies the need for providing special training to teachers (Kaspereen, 2012;Kemeny et al., 2012;Gouda et al., 2016). ...
... The high rate of school failure, along with the increase of emotional disorders, related to stress, anxiety, and aggressive behavior found in Secondary Education and High School students, and even among university students (Amutio and Smith, 2008;Inglés et al., 2014), requires the implementation of psycho-educational programs and emotional self-regulation strategies aimed at activating students' internal resources, including self-efficacy in order to promote the improvement of interpersonal relationships and academic performance (León, 2008;Amutio et al., 2015a;Gouda et al., 2016), and reducing the risk of school failure. All of the above also implies the need for providing special training to teachers (Kaspereen, 2012;Kemeny et al., 2012;Gouda et al., 2016). ...
Objective: The aim of the present study was to analyze the effects of a mindfulness training psycho-educative program on impulsivity and aggression levels in a sample of high school students.
Methods: A randomized controlled trial with pre-test–post-test measurements was applied to an experimental group and a control group (waiting list). The Barratt Impulsivity Scale (BIS-11) Patton et al. (1995) and the Aggression Questionnaire (Buss and Perry, 1992) were used.
Results: Statistical analyses showed a significant decrease in the levels of impulsivity and aggressiveness in the experimental group compared with the control group. These results have important implications for improving the level of academic engagement and self-efficacy of students and for reducing school failure.
Conclusion: This is one of the first studies showing the effectiveness of mindfulness training at reducing impulsive and aggressive behaviors in the classroom. The efficacy of mindfulness-based programs is emphasized.
... Froeschle and Crews 31 suggested in their study that reducing the stress levels in teachers would cause the teachers to become more effective and this would be a positive influence on students' behavior and their academic achievements. Kaspereen 32 concluded that RT can, among other things, help teachers to decrease perceptions of stress and increase an overall life satisfaction which may improve their teaching and their relationship with their students and colleagues. ...
Objectives: We evaluated the efficacy of daily relaxation training on psychosomatic symptoms during one school year among 8-year-old children. Methods: Cortisol in saliva, abdominal circumference including body mass index (BMI), heart rate, rate pressure product (RPP), and stress in children (SIC) were measured. Teachers in the intervention classes were interviewed. The intervention consisted of a daily relaxation therapy (RT). Results: The intervention group showed reduced heart rate. Individuals of the intervention group showed an improvement regarding headaches and the ability to fall asleep. The qualitative results showed that the RT had a calming effect on both the children and the teachers. Conclusions: RT among children may be of use to cope with stress as interpreted by some improved parameters in the intervention group.
... Asuero, Rodríguez, Puyol-Ribera, Berenguera, & Moix, 2013). En cuanto al ámbito escolar, diferentes investigadores han demostrado la utilidad de la aplicación de las técnicas de relajación y meditación/mindfulness en el ámbito escolar, con el fin de aprender la relajación y de este modo activar los recursos internos de los estudiantes (Calvo, Betancort, & Díaz, 2009;Delgado et al., 2010;Franco, 2009b;Kaspereen, 2012;López, 2007;Schonert-Reichl & Lawlor, 2010). Entre los diferentes estudios realizados, cabe destacar el de Beaucheim, Hutchins y Patterson (2008), donde se aplicó un programa de mindfulness a un grupo de 34 estudiantes con problemas de aprendizaje y bajo rendimiento académico, encontrando que después del entrenamiento dicho grupo obtuvo una mejora significativa de su rendimiento académico, el autoconcepto, un aumento de sus habilidades sociales y una disminución de la ansiedad rasgo. ...
... Finally, we propose that life satisfaction will be enhanced through our intervention. In general life satisfaction has been shown malleable through interventions (Kaspereen, 2012). When life satisfaction is seen as a function of satisfaction with life domains (Pavot & Diener, 2008) its requirements is one form of control (Chambers, Lo, & Allen, 2008). ...
Den Anforderungen aus Arbeit und Privatleben gerecht zu werden und beide miteinander zu vereinbaren, ist von jeher eine Herausforderung, da beide Lebensbereiche Zeit und Energie beanspruchen. Jedoch sind in den letzten Jahren im Zuge der technologischen Entwicklungen neue Lösungsmöglichkeiten entstanden. Die Arbeit ist nicht mehr an feste Orte oder Zeiten gebunden, sondern Menschen können sich theoretisch jederzeit beruflicher Anforderung widmen. Die Dauer eines Arbeitstages ist nicht länger durch Bürozeiten bestimmt, sondern kann abhängig von den Erfordernissen der Organisation und des Privatlebens gestaltet werden. Die technischen Entwicklungen führen aber auch zu einer Entgrenzung der Arbeitszeit und der Auflösung fester Arbeitsorte und verwischen so die Grenzen zwischen den Lebensbereichen und den damit einhergehenden Rollen. Die Folgen dieser Entwicklungen für Wohlbefinden und Work-Life-Balance sind bisher wenig erforscht. Hier setzt die vorliegende Dissertation an, indem sie die Konsequenzen einer fehlenden Segmentation der Lebensbereiche untersucht sowie Interventionsmaßnahmen evaluiert, welche an den Grenzen zwischen den Lebensbereichen ansetzen. Dabei liegt der Fokus der Studie 1 auf den Auswirkungen der fehlenden Segmentation der Lebensbereiche auf Wohlbefinden und Work-Life-Balance und untersucht weiterhin, basierend auf einem Ressourcenansatz, soziale Unterstützung durch Kollegen als mögliche puffernde Variable. Studie 2, 3 und 4 untersuchen unterschiedliche Interventionsansätze, welche das Ziel haben zu prüfen ob Boundary Management zur besseren Abgrenzung der Lebensbereiche erlernbar ist. Weiterhin wird der Einfluss dieser Interventionen auf Wohlbefinden und Work-Life-Balance geprüft, wobei Studien 2 und 4 Wohlbefinden in den Fokus nehmen und Studie 3 die Einflüsse auf die Work-Life-Balance beleuchtet.
In Studie 1 (Rexroth, Sonntag, & Michel, 2014) wurde geprüft, wie sich eine fehlende Segmentation der Lebensbereiche auf emotionale Erschöpfung und Zufriedenheit mit der Work-Life-Balance auswirkt. Es wurde basierend auf Ressourcenmodellen (Hobfoll, 1989; Sonntag, 2010) angenommen, dass durch eine fehlende Segmentation der Lebensbereiche Ressourcen einerseits zeitgleich auf mehrere Lebensbereiche verwendet werden und andererseits eine Regeneration der Ressourcen nicht möglich ist. Werden zu viele Ressourcen verbraucht oder können nicht wieder aufgebaut und regeneriert werden, kann dies zu negativen Konsequenzen führen (Hobfoll, 1989). Weiterhin wurde, basierend auf dem Ressourcenansatz, geprüft, ob die Unterstützung durch Kollegen für die Vereinbarkeit von Arbeit und Privatleben puffernde Effekte haben kann. Die mittels hierarchischen Regressionsanalysen durchgeführten Auswertungen der längsschnittlichen Daten von 608 Mitarbeitern eines großen, deutschen Automobilkonzerns konnten die drei aufgestellten Hypothesen bestätigen.
In Studie 2 (Rexroth, Feldmann, Peters, & Sonntag, 2015) wurde eine zweitägige Intervention entwickelt und basierend auf einem quasiexperimentellen Design in der Praxis durchgeführt, welche zum Ziel hatte die Boundary Management Kompetenzen der Teilnehmenden zu fördern. Basierend auf der Conservation of Resources Theory (COR-Theorie) (Hobfoll, 1989), wurden die Effekte der Intervention auf Boundary Management, Erholung und Wohlbefinden untersucht. Die finale Stichprobe umfasste 64 Mitarbeiter eines großen, international tätigen deutschen Unternehmens: 37 Mitarbeiter befanden sich in der Experimentalgruppe und 27 Mitarbeiter in der Kontrollgruppe. Die Variablen wurden direkt vor der Intervention und zwei Wochen nach der Intervention erfasst. Kovarianzanalysen zeigten in der Experimentalgruppe im Vergleich mit der Kontrollgruppe einen Anstieg im Boundary Management und in dem gedanklichen Abschalten von der Arbeit nach der Intervention. Konträr zu den Hypothesen wurde ein geringeres Maß an Kontrolle während der Freizeit festgestellt. Für die Wohlbefindensindikatoren konnten keine Effekte gefunden werden.
Eine weitere Intervention mit einem Warte-Kontrollgruppen-Design wurde entwickelt und ihre Effekte in den Studien 3 (Michel, Bosch, & Rexroth, 2014) und 4 (Rexroth, Michel, & Bosch, submitted) überprüft. Die Intervention stellt mit einem onlinebasierten Selbstcoachingansatz eine kosten- und zeiteffektive Möglichkeit dar, das Boundary Management der Teilnehmenden zu fördern. Mit Mindfulness wurde eine spezifische kognitiv-emotionale Boundary Management Strategie gefördert. In Studie 3 wurde, basierend auf dem Mindfulness Zwei-Komponenten-Modell von Bishop et al. (2004), der Einfluss der Intervention auf die Work-Life-Balance der Teilnehmenden untersucht, und in Studie 4 die Effekte auf das Wohlbefinden. Die Ergebnisse der Studie 3 zeigen, dass Teilnehmende der Intervention nach der Intervention weniger Work-Family-Conflict und mehr Zufriedenheit mit der Work-Life-Balance sowie besseres gedankliches Abschalten von der Arbeit berichten als Teilnehmende der Kontrollgruppe. Die Ergebnisse der Studie 4 zeigen, dass Teilnehmende der Intervention nach der Intervention weniger emotionale Erschöpfung und negativen Affekt sowie mehr Lebenszufriedenheit berichten als Teilnehmende der Kontrollgruppe.
Die Ergebnisse der vier Dissertationsstudien zusammengefasst weisen darauf hin, dass sich eine fehlende Abgrenzung der Lebensbereiche negativ auf Wohlbefinden und Work-Life-Balance auswirken kann, es aber Möglichkeiten gibt, durch die Stärkung von Ressourcen und vor allem durch eine Förderung der Boundary Management Kompetenzen, hier entgegenzuwirken
The COVID-19 pandemic presents challenges to psychological well-being, but how can we predict when people suffer or cope during sustained stress? Here, we test the prediction that specific types of momentary emotional experiences are differently linked to psychological well-being during the pandemic. Study 1 used survey data collected from 24,221 participants in 51 countries during the COVID-19 outbreak. We show that, across countries, well-being is linked to individuals' recent emotional experiences, including calm, hope, anxiety, loneliness, and sadness. Consistent results are found in two age, sex, and ethnicity-representative samples in the United Kingdom (n = 971) and the United States (n = 961) with preregistered analyses (Study 2). A prospective 30-day daily diary study conducted in the United Kingdom (n = 110) confirms the key role of these five emotions and demonstrates that emotional experiences precede changes in well-being (Study 3). Our findings highlight differential relationships between specific types of momentary emotional experiences and well-being and point to the cultivation of calm and hope as candidate routes for well-being interventions during periods of sustained stress. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
Unlabelled:
This paper outlines a systematic review and meta-analyses to identify, describe, and evaluate randomised and non-randomised controlled trials of psychological programs targeting the mental health, professional burnout, and/or wellbeing of school classroom teachers. Eighty-eight unique studies were identified for inclusion in the review, and of those 46 were included in the meta-analyses (23 randomised controlled trials). In randomised controlled trials, the programs examined had large effects on stress (g=0.93), and moderate effects on anxiety (g=0.65), depression (g=0.51), professional burnout (g=0.57), and wellbeing (g=0.56) at post. In non-randomised controlled trials, programs had moderate effects on stress (g=0.50), and small effects on anxiety (g=0.38) and wellbeing (g=0.38) at post. Studies were heterogeneous in design and methodological quality was generally poor, particularly in non-randomised controlled trials. There was an inadequate number of comparisons to perform sub-group analyses, meta-regression, or publication bias analyses. Most of the programs examined required significant time, effort, and resources to deliver and complete. These programs may not translate well outside of research trials to real-world contexts due to teachers being time-poor. Priorities for research include using methodologically rigorous designs, developing programs for teachers with teachers (i.e. co-design), and considering implementation factors to ensure feasibility, acceptability, and uptake. Systematic Review Registration Number: PROPSERO - CRD42020159805.
Supplementary information:
The online version contains supplementary material available at 10.1007/s10648-023-09720-w.
The present study investigated the relationship between teacher stress and job satisfaction, and examined the role of coping as a moderator. Based on the transactional and Coping‐Competence‐Context models of stress we expected that coping would serve as a protective factor in the relationship between teacher stress and their job satisfaction. Stress, coping, and satisfaction were measured using single‐item scales which are cost‐effective and practical instruments for measuring and monitoring teacher stress. A total of 2347 teachers from 93 schools formed the sample for this study. Regression analysis with job satisfaction as the outcome, and stress, coping, and their interaction entered separately were used to test the primary hypothesis. Results showed that there was a negative correlation between stress and job satisfaction, and coping had a significant moderating effect. Increasing levels of stress had less of a negative impact on job satisfaction for teachers with high coping ratings compared to those with average or low coping ratings. Overall, our results suggest that the development of coping skills could be beneficial for mitigating the effects of stress on job satisfaction. 1.Coping is a statistically significant moderator between stress and satisfaction. 2.As stress increases, those with high coping see smaller drops in satisfaction. 3.Conducted using single‐item measures, making it easy for practitioners to utilize. Coping is a statistically significant moderator between stress and satisfaction. As stress increases, those with high coping see smaller drops in satisfaction. Conducted using single‐item measures, making it easy for practitioners to utilize.
Objectives
Sexual health includes the state of physical, emotional, mental, and social well-being related to sexuality. Masturbation is an important sexual activity with many potential benefits which has gained considerable interest in sexuality research in the past twenty years; however, this research is the first of its kind within the Aotearoa/New Zealand context. In this in-depth investigation, we examined frequencies of, reasons for, and activities during masturbation as well as the relationship between masturbation and other factors.
Methods
Participants were 698 New Zealand women at least 18 years of age participating in a 42-item anonymous online survey collecting comprehensive information about sexual practices and related factors.
Results
The results indicated that female masturbation has high prevalence in the New Zealand population.
Conclusion
The pattern of results enabled us to identify the positive effects of masturbation, masturbation practices commonly used by New Zealand women and the differences between New Zealand women who masturbate frequently and less frequently.
Background:
Older adults and their caregivers often believe it is either too late or too difficult to make health-focused lifestyle changes. However, this is inaccurate, as older adults can make health promotion focused lifestyle changes thereby improving their health. This study developed and evaluated a self-care education program using Pender's Health Promotion Model and its influence on health-focused behaviour changes among older Iranians.
Method:
This was a quasi-experimental study with a convenience sample of 136 community-living older adults from Tabriz, Iran. The participants were randomly assigned to either an intervention (n = 69) or control (n = 67) group. Chi-square test, independent t tests and Analysis of covariance (ANCOVA) statistical methods were used to compare pre- and post-intervention data, control and intervention groups and changes over time. The intervention was an eight-week educational program with pre- and post-intervention data collected using the Health Promoting Lifestyle Profile II (HPLP II) questionnaire.
Results:
The mean difference and confidence limits of the older adults' health behaviours pre- and post-intervention scores were 2.228 (-5.450 - 9.916) and - 35.820 (-32.051 - 39.588). The covariance analysis adjusting for the baseline values showed significant differences post-intervention (p<0.0001) in the areas of interpersonal communication, physical activity, nutrition, stress management and spiritual growth.
Conclusion:
The health promotion education intervention illustrated that older Iranians could improve their health outcomes in several areas. Thus, culturally tailored intervention programs can be successful in challenging the opinion that older adults cannot make behaviour changes supporting their health.
Given the alarming increase in teacher stress, and the association between high levels of stress and negative outcomes for teachers, students, and relevant educational stakeholders, it is necessary to determine methods school psychologists might implement to decrease teacher stress and improve teacher well-being. Specifically, stress has been shown to negatively impact teachers’ physical and mental well-being, teacher-student relationships, and retention in the field. This review focuses on identifying stress-reduction interventions evaluated with teachers and associated outcomes. Results indicate the most commonly evaluated stress-reduction intervention incorporated meditation or mindfulness-based practices. Findings further identify a need for future research to examine theoretically and empirically based theories of change to facilitate future research within the area of teacher stress.
Teaching has been identified as one of the most stressful professions, with a high attrition rate resulting from teacher stress and burnout. This chapter addresses the problem of how to enhance teaching quality and effectiveness by providing teachers with professional development in stress management, specific to the stressors of teaching. Existing research has clearly identified the key stressors for teachers, and evidence-based stress management approaches have been shown to be effective in mitigating teacher stress and improving teaching quality. However, there is little evidence that such professional development approaches have become integrated into the teacher training or continuing professional development curricula for teachers. Consequently, the aim of this chapter is to provide an overview of how teaching quality can be improved with a professional development framework of targeted approaches in stress management, which are aligned with the needs of individual teachers and whole schools.
Teacher resilience is regarded as a complex, multidimensional, dynamic construct. Enhancing teacher resilience can potentially increase teacher commitment, yet interventions to build resilience in pre-service programmes are scarce. This chapter examines the effectiveness of the BRiTE (Building Resilience in Teacher Education) online modules to develop pre-service teachers’ capacity for resilience in Australia. The modules are briefly described. Perceptions of 146 final year pre-service teachers were gathered regarding resilience, self-efficacy, commitment and coping before completing the BRiTE modules and their final professional experience school placement. Both pre- and post-school placement measures were completed by 49 participants. To determine the impact of using the modules, matched data sets were divided with “users” (n = 32) scoring significantly higher scores than “non-users” (n = 17) on five post-placement survey scales. Despite some limitations, there was an indication that using the online modules assisted pre-service teachers develop their capacity for resilience. Adapting the modules for use with in-service teachers and other professionals is an avenue for future research. This study has significance, given the importance of teacher professional resilience, and suggests that interventions developed for pre-service contexts can make a difference.
El objetivo de este trabajo es la validación de la Escala de
Habilidades y Estados de Relajación-Mindfulness para Adolescentes
(EHERMA). Para ello se analizaron las propiedades
psicométricas del instrumento, la validez de contenido y de
criterio y su fiabilidad. El estudio se realizó durante una intervención
del Programa TREVA sobre una muestra de 420
alumnos y alumnas de ESO y Bachillerato con una media de
edad de 14.29 (DT=1.52). Los resultados indican unas propiedades
psicométricas del instrumento aceptables con una
solución factorial de 19 ítems agrupados en tres factores:
Enfoque, Pasividad-Receptividad y Estados de Relajación-
Mindfulness. La validez de contenido y de criterio son buenas
y su fiabilidad alfa de Cronbach =.90.
This exploratory study evaluated a short-term (6–8 weeks) psychoeducation and support group for teachers focused on stress prevention and mindfulness (labeled SPAM group). A total of 4 groups were implemented in different schools, and evaluation was conducted with quantitative (pre- and post-measures of teacher vulnerability to stress, job satisfaction, and mindfulness) and qualitative (post-intervention interviews) elements using a quasi-experimental mixed methods design. Members reported higher mindfulness scores than participants in the comparison condition, which consisted of teachers in the same school who did not complete the group, and qualitative analyses were supportive of teachers’ satisfaction.
To increase employees’ psychological health and to achieve a competitive advantage, organizations are increasingly introducing flexible work arrangements (FWAs) and stress management training (SMT). This paper provides meta-analytic evidence of the effects of two forms of FWA (flexitime and telecommuting) and three forms of SMT (cognitive-behavioural skills training, relaxation techniques and multiple SMT) on employees’ psychological health, job satisfaction, job performance and absenteeism. Applying the conservation of resource theory, we conjecture that both FWAs and SMT improve all four employee-related outcomes. Quantitative meta-analyses based on 43 primary studies and 22,882 employees show that both FWAs and SMT are positively associated with psychological health and job satisfaction. However, due to a lack of primary studies we were mostly unable to analyse the effects on performance and absenteeism. Although we found a large heterogeneity in the hypothesized relationships, additional moderator analyses of study quality, age, gender, duration and intention of intervention yielded no significant effects. We discuss limitations and implications for practice and for future research.
Action research conducted by eight teachers plus the main researcher in a secondary school
with all students (n = 420) (the TREVA Program). Its objective is the design, development and
evaluation of 12 relaxation-mindfulness study lessons, which would lead to the TREVA Program.
The process involved six phases: diagnosis, hypothesis-action program design, implementation
of the program (teacher training: 10 weeks and classroom intervention: 13 weeks), presentation
of results and evaluation-monitoring. The TREVA Program consisted of 12 weekly study lessons (nine basic and three special). Qualitative and quantitative collection and analysis techniques
were used. It was evaluated with the CIPP model and Stufflebeam criteria. Several individual
and group effects were observed. The impact and effectiveness of the program was high. It is
sustainable and transportable.
Action research conducted by eight teachers plus the main researcher in a secondary school
with all students (n = 420) (the TREVA Program). Its objective is the design, development and
evaluation of 12 relaxation-mindfulness study lessons, which would lead to the TREVA Program.
The process involved six phases: diagnosis, hypothesis-action program design, implementation
of the program (teacher training: 10 weeks and classroom intervention: 13 weeks), presentation
of results and evaluation-monitoring. The TREVA Program consisted of 12 weekly study lessons
(nine basic and three special). Qualitative and quantitative collection and analysis techniques
were used. It was evaluated with the CIPP model and Stufflebeam criteria. Several individual
and group effects were observed. The impact and effectiveness of the program was high. It is
sustainable and transportable.
The aim of this work is to discover the psychometric properties of the Relaxation-Mindfulness
Skills and States Scale for Adolescents. The study was conducted during an intervention of the
TREVA Relaxation-Mindfulness Program on a sample of 420 students at secondary school and
high school with an average age of 14.29 (DT = 1.52). The outcomes showed acceptable
psychometric properties of the scale. The scale is composed of three factors: Focusing,
Passivity-Receptivity and Relaxation-Mindfulness States. Alpha Cronbach reliability was .90.
A stress prevention and mindfulness (SPAM) group is described, which is a 6-week psychoeducational and support group for teachers. The group incorporated psychoeducation about stress and utilized elements of Mindfulness-Based Stress Reduction (MBSR). The group was implemented in a public charter school in the Southwest. Preliminary evaluation conducted with two elements (session ratings and pre- and post-measures of mindfulness, teacher perceptions of demands and resources in their classroom, and job satisfaction) was supportive of teachers’ satisfaction with the group. Implications and future research directions are discussed.
This article discusses the results of three elementary school teachers’ feedback from a mindfulness-training program. Mindfulness is the ability to pay attention to what’s happening now without judgment. The training consisted of breathwork, bodyscan, movement, and sensorimotor activities. Results of interviews with the teachers revealed that teachers used the mindfulness skills to (a) aid in curriculum development and implementation, (b) deal with conflict and anxiety, (c) improve the quality of their personal lives, and (d) facilitate positive changes in the classroom.
Teacher stress has been the focus of educational concern and research for decades, and has resulted in the development of several teacher stress scales and various strategies to address the negative effects of stress and burnout. Promising results in reducing teacher stress have come from the practice of standardized meditation (SM). The current study employed a pretest–posttest control group design and used the Teacher's Stress Inventory, State–Trait Anxiety Inventory, and the Maslach Burnout Inventory to assess the effect of a 5-week standardized meditation class on the perceived occupational stress of 91 full-time elementary, middle, and high school teachers (aged 22–60 yrs) from suburban districts in three states. Results were consistent with previous studies and offered support for the hypothesis that SM significantly reduces teachers' perceived stress. Teachers perceived a reduction in stress using SM only 2–5 times per week. The use of SM by school psychologists to assist in reducing teacher stress is discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A sample of 171 members of the Association for Family Therapy (UK) was surveyed and data obtained on their general level of experienced stress, the sources and levels of experienced stresses they encountered in their practica, and the professional and private coping strategies they used to mitigate the effects of these stressors. The results indicate that stress can be experienced in all practice contexts, with important factors in its overall configuration being personal/professional worth and agency expectation. Family therapists appear to prefer coping strategies of a more social nature and there is an ambivalent attitude towards‘therapy for therapists’.
This study investigated elements of school environments that explain variance in burnout scores in a sample of university graduates from Brisbane, Australia, two years after they commenced work as teachers. Using a longitudinal survey methodology, 79 beginning teachers completed the Maslach Burnout Inventory (MBI) on four occasions over a two‐year period, first, six weeks after they commenced work as teachers and finally, in the concluding term of their second year of teaching. Beginning teachers also completed the Work Environment Scale each time they were surveyed. The revised Eysenck Personality Questionnaire was administered when the graduands were first surveyed. In a series of hierarchical regression analyses, reports of how innovative the work environment was perceived to be added significantly to the explanation of variance in all three MBI subscales after first controlling for initial levels of burnout and the personality trait Neuroticism.
The purpose of the present study was to meta-analytically investigate the score reliability for the Satisfaction With Life Scale. Four-hundred and sixteen articles using the measure were located through electronic database searches and then separated to identify studies which had calculated reliability estimates from their own data. Sixty-two articles met this criterion, providing 76 reliability coefficients. The articles comprising the sample were next coded to identify potential sample or test characteristics that might affect the variation in reliability estimates. Results indicate that score standard deviation, mean, percent female, US samples, English test version, and youth samples demonstrated significant relationships with score reliability. Results from this study provide useful information, in terms of scale performance, for researchers interested in using the measure for future academic endeavors.
The study reports an investigation of stress levels, gender and personality dimensions in a sample of school teachers. The Professional Life Stress Scale (PLSS) was used to assess teachers' stress levels and the Eysenck Personality Questionnaire (EPQ) was used to define their personality dimensions (Extroversion-Introversion, Neuroticism-High Psychoticism-Low Psychoticism). The study sample consisted of 95 teachers, 51 females and 44 males. Results revealed that the majority of teachers sampled, 72.6 per cent, were experiencing moderate levels of stress, and 23.2 per cent serious levels. T-test results showed no significant difference between male and female teachers in stress levels. Correlation analysis between stress level and personality dimensions revealed significant positive correlation between stress and psychoticism. A significant negative correlation emerged between stress and extroversion, and a significant positive correlation between stress and neuroticism. A multiple regression analysis revealed that extroversion and neuroticism were the best predictors of stress levels. Overall, the results therefore indicated that personality dimensions appear to contribute more to stress levels than do the variables of either age or gender.
To establish the effects of relaxation therapy on the recovery from a cardiac ischaemic event and secondary prevention.
A search was conducted for controlled trials in which patients with myocardial ischaemia were taught relaxation therapy, and outcomes were measured with respect to physiological, psychological, cardiac effects, return to work and cardiac events. A total of 27 studies were located. Six studies used abbreviated relaxation therapy (3 h or less of instruction), 13 studies used full relaxation therapy (9 h of supervised instruction and discussion), and in eight studies full relaxation therapy was expanded with cognitive therapy (11 h on average). Physiological outcomes: reduction in resting heart rate, increased heart rate variability, improved exercise tolerance and increased high-density lipoprotein cholesterol were found. No effect was found on blood pressure or cholesterol. Psychological outcome: state anxiety was reduced, trait anxiety was not, depression was reduced. Cardiac effects: the frequency of occurrence of angina pectoris was reduced, the occurrence of arrhythmia and exercise induced ischaemia were reduced. Return to work was improved. Cardiac events occurred less frequently, as well as cardiac deaths. With the exception of resting heart rate, the effects were small, absent or not measured in studies in which abbreviated relaxation therapy was given. No difference was found between the effects of full or expanded relaxation therapy.
Intensive supervised relaxation practice enhances recovery from an ischaemic cardiac event and contributes to secondary prevention. It is an important ingredient of cardiac rehabilitation, in addition to exercise and psycho-education.