Abstract
Objectives
In this qualitative study, we explored Dutch secondary vocational schoolteachers’ prior expectations of a Mindfulness-Based Stress Reduction (MBSR) training. We report on their short- and long-term experiences regarding mental health outcomes and personal or mindfulness/prosocial competencies.
Method
Between September 2016 and June 2020, we interviewed 32 teachers participating in a cluster randomised controlled trial prior to partaking in a MBSR training (T0); 27, immediately after the training (T1); and 16, 9 months after finishing the training (T3). No interviews were held on T2, 3 months after finishing the training. Qualitative data was analysed using directed content analysis.
Results
Analysis of the data at T0 resulted in five themes regarding the participants’ prior expectations related to the MBSR training. Data analysis at T1 and T3 resulted in 10 themes regarding their experiences, four of which were the same as at T0: one mental health outcome (i.e. stress and unpleasant feelings) and three personal competencies (i.e. being in the present, taking distance, and recognising and changing dysfunctional patterns). The fifth "other" theme at T0 was knowledge of mindfulness and of mindfulness skills. Six additional themes emerged related to a new mental health outcome (i.e. inner calmness and pleasant feelings) and five personal competencies (i.e. being aware, concentration, acceptance and non-judgment, communicating, and showing compassion towards yourself and others).
Conclusion
Our results suggest that MBSR can reduce teachers’ stress, increase inner calmness, and foster mindfulness and prosocial competencies.
In this qualitative study, we explored Dutch secondary vocational schoolteachers’ prior expectations of a Mindfulness-Based Stress Reduction (MBSR) training. We report on their short- and long-term experiences regarding mental health outcomes and personal or mindfulness/prosocial competencies.
Method
Between September 2016 and June 2020, we interviewed 32 teachers participating in a cluster randomised controlled trial prior to partaking in a MBSR training (T0); 27, immediately after the training (T1); and 16, 9 months after finishing the training (T3). No interviews were held on T2, 3 months after finishing the training. Qualitative data was analysed using directed content analysis.
Results
Analysis of the data at T0 resulted in five themes regarding the participants’ prior expectations related to the MBSR training. Data analysis at T1 and T3 resulted in 10 themes regarding their experiences, four of which were the same as at T0: one mental health outcome (i.e. stress and unpleasant feelings) and three personal competencies (i.e. being in the present, taking distance, and recognising and changing dysfunctional patterns). The fifth "other" theme at T0 was knowledge of mindfulness and of mindfulness skills. Six additional themes emerged related to a new mental health outcome (i.e. inner calmness and pleasant feelings) and five personal competencies (i.e. being aware, concentration, acceptance and non-judgment, communicating, and showing compassion towards yourself and others).
Conclusion
Our results suggest that MBSR can reduce teachers’ stress, increase inner calmness, and foster mindfulness and prosocial competencies.
| Original language | English |
|---|---|
| Pages (from-to) | 3153-3170 |
| Number of pages | 18 |
| Journal | Mindfulness |
| Volume | 15 |
| Early online date | 7 Dec 2024 |
| DOIs | |
| Publication status | Published - Dec 2024 |
Keywords
- Mental health outcomes
- Mindfulness-Based Stress Reduction
- Personal competencies
- Qualitative research
- Short- and long-term experiences
- Teachers