Habits of Mind: A Case Study of Three Teachers' Experiences with a Mindfulness-Based Intervention
Molly S. Dunn
University Libraries 2016 DOI: 10.13016/m24p2j (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Qualitative case study Case report Peer reviewed |
|---|---|
| Population | K-12 teachers participating in the CARE mindfulness-based intervention |
| Intervention | Cultivating Awareness and Resilience in Education (CARE) |
| Duration | Five-month follow-up |
| Topics | Meditation |
| Citations | 1 |
| Key findings | Participants reported immediate and longer-term benefits from the CARE mindfulness-based intervention, with compassion, adaptability, and community emerging as important factors. At five-month follow-up, participants reported incorporating aspects of the intervention into their daily and professional lives to varying degrees. |
Abstract
K-12 teachers encounter numerous occupational stressors as part of their profession, and these stressors place them at risk of job-related stress and burnout (Maslach & Jackson, 1981; Maslach, Schaufeli, & Leiter, 2001). Given the prevalence of stress and burnout among school personnel, concrete interventions designed to address the unique demands of teaching are necessary (Jennings & Greenberg, 2009; Jennings, Snowberg, Coccia, & Greenberg, 2011). This dissertation examined one mindfulness-based intervention (MBI) for teachers, Cultivating Awareness and Resilience in Education (CARE). The study employed a qualitative case study methodology; data sources included in-depth interviews, field observations of CARE, and analysis of documents such as the CARE Facilitator Manual and Participant Handbook. The current study investigated how participants perceived the MBI immediately after the completion of the intervention and how they utilized experiences from the intervention at a five-month follow-up point. This study reveals that participants identified immediate and longer-term benefits from participating in this MBI, with aspects of compassion, adaptability, and community emerging as important factors in MBI interventions for teachers. Subsequent follow-up interviews suggested that participants, to varying degrees, incorporated aspects of the intervention into their daily and professional lives. The study concludes with recommendations on how to strengthen MBIs as a professional development protocol and identifies areas for future research on how MBIs might influence teacher performance.
Comparable studies
Other case reports and case series on meditation, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| Brain sources of EEG gamma frequency during volitionally meditation-induced, altered states of consciousness, and experience of the self Advanced meditator | 2001 | Case study | n = 1 |
| Mindfulness Meditation for Alcohol Relapse Prevention: A Feasibility Pilot Study Adult alcohol-dependent graduates of an intensive outpatient program | 2008 | Prospective case series | n = 19 |
| How does it feel to lack a sense of boundaries? A case study of a long-term mindfulness meditator. A single long-term mindfulness practitioner (S) with 40 years of practice in... | 2015 | Qualitative case study | n = 1 |
| Loving‐kindness meditation to enhance recovery from negative symptoms of schizophrenia Individuals suffering from schizophrenia-spectrum disorders with persistent negative... | 2009 | Case study | |
| Mindfulness-Based Cognitive Therapy for Problem Gambling A female problem gambler | 2011 | Case study | n = 1 |