Jesus Montero-Marin, Laura Taylor, Catherine Crane, Mark T Greenberg, Tamsin J Ford, J Mark G Williams, Javier García-Campayo, Anna Sonley, Liz Lord, Tim Dalgleish, Sarah-Jayne Blakemore, Willem Kuyken
Mindfulness training (MT) is considered appropriate for school teachers and enhances well-being. Most research has investigated the efficacy of instructor-led MT. However, little is known about the benefits of using self-taught formats, nor what the key mechanisms of change are that contribute to enhanced teacher well-being. This study compared instructor-led and self-taught MT based on a book (Williams & Penman, 2011) in a sample of secondary school teachers. We assessed expectancy, the degree to which participants believed the intervention was effective, their program engagement, well-being and psychological distress, and evaluated whether mindfulness and self-compassion skills acted as mediators of outcomes...
November 2021: Journal of Educational Psychology