Effects of mindfulness based therapy on compassion and response to stress in special education teachers
Encouragement is an important concept of Adlerian psychology and refers to the expression of confirmation through language or other symbolic illustration to instill courage in a person within the context of addressing a challenging situation or recognizing a potential. Receiving encouragement would...
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| Format: | Article |
| Language: | English |
| Published: |
University of Hormozgan
2022-01-01
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| Series: | Iranian Journal of Educational Research |
| Subjects: | |
| Online Access: | http://ijer.hormozgan.ac.ir/article-1-22-en.pdf |
| _version_ | 1797374694624591872 |
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| author | Saeideh Zare Nooshin Taghinejad |
| author_facet | Saeideh Zare Nooshin Taghinejad |
| author_sort | Saeideh Zare |
| collection | DOAJ |
| description | Encouragement is an important concept of Adlerian psychology and refers to the expression of confirmation through language or other symbolic illustration to instill courage in a person within the context of addressing a challenging situation or recognizing a potential. Receiving encouragement would enhance social connectedness, academic performance, motivation and self-efficacy in students. The present study was conducted with the aim of determining the effect of mindfulness-based therapy on compassion and response to stress of special needs school teachers. The study was a pretest-posttest control group quasi-experimental design. Statistical population included all special needs school teachers of Bandar Abbas (Iran) in 2022. Participants were 30 special needs school teachers were selected by accessible sampling and randomly assigned to in experimental and control groups (15 people in each group). Participants responded to Stress Response Inventory (SRI) and Compassion of Others' Lives (COOL) Scale. The experimental group received eight two-hour sessions of mindfulness training and the control group did not receive any training. Data were analyzed by univariate and multivariate analysis of covariance. The results indicated that intervention decreased the response to stress and increased compassion in teachers (p<.01). Therefore, providing this training is considered useful strategy for improving the health outcomes in teachers. |
| first_indexed | 2024-03-08T19:09:31Z |
| format | Article |
| id | doaj.art-435f95dfc96d49908cb74962d873333e |
| institution | Directory Open Access Journal |
| issn | 1735-563X 2980-874X |
| language | English |
| last_indexed | 2024-03-08T19:09:31Z |
| publishDate | 2022-01-01 |
| publisher | University of Hormozgan |
| record_format | Article |
| series | Iranian Journal of Educational Research |
| spelling | doaj.art-435f95dfc96d49908cb74962d873333e2023-12-27T18:58:22ZengUniversity of HormozganIranian Journal of Educational Research1735-563X2980-874X2022-01-0111113Effects of mindfulness based therapy on compassion and response to stress in special education teachersSaeideh Zare0Nooshin Taghinejad1 MA in Psychology, Islamic Azad University, Bandar Abbas Branch, Bandar Abbas, Iran Assistant Professor, Department of Psychology, Islamic Azad University, Bandar Abbas Branch, Bandar Abbas, Iran Encouragement is an important concept of Adlerian psychology and refers to the expression of confirmation through language or other symbolic illustration to instill courage in a person within the context of addressing a challenging situation or recognizing a potential. Receiving encouragement would enhance social connectedness, academic performance, motivation and self-efficacy in students. The present study was conducted with the aim of determining the effect of mindfulness-based therapy on compassion and response to stress of special needs school teachers. The study was a pretest-posttest control group quasi-experimental design. Statistical population included all special needs school teachers of Bandar Abbas (Iran) in 2022. Participants were 30 special needs school teachers were selected by accessible sampling and randomly assigned to in experimental and control groups (15 people in each group). Participants responded to Stress Response Inventory (SRI) and Compassion of Others' Lives (COOL) Scale. The experimental group received eight two-hour sessions of mindfulness training and the control group did not receive any training. Data were analyzed by univariate and multivariate analysis of covariance. The results indicated that intervention decreased the response to stress and increased compassion in teachers (p<.01). Therefore, providing this training is considered useful strategy for improving the health outcomes in teachers.http://ijer.hormozgan.ac.ir/article-1-22-en.pdfmindfulnessspecial education schoolsteachersresponse to stresscompassion |
| spellingShingle | Saeideh Zare Nooshin Taghinejad Effects of mindfulness based therapy on compassion and response to stress in special education teachers Iranian Journal of Educational Research mindfulness special education schools teachers response to stress compassion |
| title | Effects of mindfulness based therapy on compassion and response to stress in special education teachers |
| title_full | Effects of mindfulness based therapy on compassion and response to stress in special education teachers |
| title_fullStr | Effects of mindfulness based therapy on compassion and response to stress in special education teachers |
| title_full_unstemmed | Effects of mindfulness based therapy on compassion and response to stress in special education teachers |
| title_short | Effects of mindfulness based therapy on compassion and response to stress in special education teachers |
| title_sort | effects of mindfulness based therapy on compassion and response to stress in special education teachers |
| topic | mindfulness special education schools teachers response to stress compassion |
| url | http://ijer.hormozgan.ac.ir/article-1-22-en.pdf |
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