The Effects of a Relationship-Focused Professional Development Intervention on Infant and Toddler Teachers' Mindfulness-Based Strategies for Coping.
Holly E Brophy-Herb, Ann M Stacks, Cynthia Frosch, Ahnalee M Brincks, Jody L Cook, Claire D Vallotton, Haiden A Perkins, Loria E Kim, Russell Carson, Maria Muzik, Katherine Rosenblum, Patricia A. Jennings
Early childhood education journal February 2024 DOI: 10.1007/s10643-022-01416-0 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Randomized controlled trial Peer reviewed |
|---|---|
| Sample size | 81 |
| Population | Infant and toddler teachers from Early Head Start or Early Head Start childcare partnerships |
| Duration | 40 weeks |
| Topics | Meditation |
| Keywords | Coping Professional development Stress Teachers Toddlers |
| Key findings | The intervention produced no changes in teachers' stress or exhaustion trajectories over 40 weeks, but teachers in the intervention group increased their use of mindfulness-based coping strategies relative to controls, with use peaking and then declining. The authors suggest this indicates improved stress management despite unchanged stress and exhaustion, and that the decline highlights a need for ongoing workplace support. |
Abstract
Teaching is a demanding profession with teachers of very young children reporting high rates of stress and exhaustion. We tested the effects of a relationship-focused professional development intervention designed to enhance teachers' use of mindfulness-based strategies to support coping on trajectories of teachers' stress, exhaustion (emotional, physical, and mental), and coping. Infant and toddler teachers (N = 81) from Early Head Start (EHS) or EHS childcare partnerships (CCP) were randomized to the intervention or usual care control condition. Using ecological momentary assessment, teachers completed twice-weekly reports of stress, exhaustion, coping, and coping strategy effectiveness via smartphones for 40 weeks. Multilevel linear regression modeling, accounting for within-person repeated measures, showed no intervention effects on stress and exhaustion trajectories. Teachers in the intervention reported increased use of mindfulness-based strategies for coping over time as compared to the control group, although frequency of use peaked and then declined. While perceptions of stress and exhaustion did not change, teachers' increased use of mindfulness-based strategies suggests improvements in how teachers managed stress and exhaustion; however, the decline in use of coping suggests the need for ongoing support within the workplace.
Comparable studies
Other randomized controlled trials on meditation, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| Alterations in Brain and Immune Function Produced by Mindfulness Meditation Healthy employees in a work environment | 2003 | Randomized controlled trial | n = 41 |
| Prevention of relapse/recurrence in major depression by mindfulness-based cognitive therapy. Recovered recurrently depressed patients | 2000 | Randomized controlled trial | n = 145 |
| Open hearts build lives: Positive emotions, induced through loving-kindness meditation, build consequential personal resources. Working adults | 2008 | Randomized controlled trial | n = 139 |
| Short-term meditation training improves attention and self-regulation Undergraduate Chinese students | 2007 | Randomized controlled trial | n = 40 |
| Mindfulness-Based Cognitive Therapy for Depression: Replication and Exploration of Differential Relapse Prevention Effects. Recovered recurrently depressed patients | 2004 | Randomized controlled trial | n = 73 |
Citations in the library
Cites 4
- Students and Teachers Benefit from Mindfulness-Based Stress Reduction in a School-Embedded Pilot Study Frontiers in Psychology April 26, 2016
- Mindfulness Training for Teachers: A Pilot Program Complementary health practice review 2004
- Contemplative/emotion training reduces negative emotional behavior and promotes prosocial responses. Emotion December 12, 2011
- Reducing teachers' psychological distress through a mindfulness training program. The Spanish Journal of Psychology November 1, 2010