A Well-being Training for Preservice Teachers
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 98
- 试验地点
- 2
- 主要终点
- Change from baseline on CLASS assessment tool (La Paro, Pianta, & Stuhlman, 2004)
研究概览
简要总结
The purpose of this project is to study whether a mindfulness-based training program supports self-regulation, resiliency, effective classroom behaviors, and persistence in teaching.
详细描述
Participants in this study will be undergraduate pre-service teachers already enrolled in the Early Elementary Certification Program (EECP) in the School of Education. This competitive admission program is four semesters long and consists of 4 certificate granting areas. Over the course of 2 years (i.e., 4 semesters), the investigators will recruit a total of 8 cohorts; 2 from each certificate granting area. Participants will be recruited during their second semester in the program for enrollment during the third semester (i.e., enrollment first semester of senior year). Cohorts will be match randomized by cohort type, ensuring that 4 cohorts are randomized to treatment and 4 cohorts are randomized to teacher education as usual, and that one of each type of cohort is randomized to treatment and control, respectively.
All participants will complete a battery of self-report and behavioral tasks, as well as undergo a standardized classroom observation prior to the start of the intervention, immediately after the intervention, and at follow-up (5-8 months post intervention). Follow-up testing will occur during the final month of the final semester in the EECP program, a time during which participants will be full-time student teaching, training that best approximates in-service teaching. The qualitative component of this study will involve participants partaking in approximately four-hours of interviews (either group or individual based on a hierarchal sampling criterion), before and after the intervention period. In addition, all student EECP records will be qualitatively analyzed (i.e., supervisor notes, state certification portfolios). Each September for three years post-graduation, participants will be contacted and instructed to complete an online survey consisting of self-report inventories and information about whether they are continuing to teach and if so, the name and district of the school they currently work.
Participants randomized to treatment will receive 1.5 hours of mindfulness training for 8 to 10 weeks during their third semester. Thirty minutes of this will occur during mandatory cohort seminar time, with the remaining one-hour after the end of cohort seminar time. In addition, during the intervention period they will participate in two 4-hour "Days of Mindfulness." In total, intervention participants will receive about 21 hours of instruction in mindfulness over the intervention period. During the following semester (4th semester), intervention participants will receive 15 minutes of mindfulness "booster" practice each week as part of their mandatory cohort seminar.
This novel mindfulness based intervention is incorporates elements of Mindfulness Based Stress Reduction (Kabat-Zinn, 1982), as well as contemplative practices that might be defined as social connectedness practices or constructivist practices (Dahl, Lutz, & Davidson, 2015). The curriculum has been developed by experienced mindfulness teachers (>10 years teaching experience, on average), all of whom have extensive meditation histories and most of whom have long-term experience as classroom teachers. The training will consist of formal and informal mindfulness meditation practices.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Prevention
- 盲法
- Single (Outcomes Assessor)
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Undergraduate students in good academic standing entering their third semester of one of the following teacher education certificate programs (Early Education ESL, Middle Education SPED, Middle Education Content, Middle Education ESL). Note that good academic standing is a requirement for continuation in the certification program.
排除标准
- •A history of schizophrenia-spectrum, bipolar disorder, or other psychotic disorders
结局指标
主要结局
Change from baseline on CLASS assessment tool (La Paro, Pianta, & Stuhlman, 2004)
时间窗: 1-2 weeks before intervention (i.e., baseline), 11 - 12 weeks after baseline (1-2 weeks post-intervention), 8 - 11 months after baseline ( 5-8 months post intervention)
A standardized classroom observation tool assessing teacher classroom behaviors.
Change from baseline on Symptoms Checklist 90 Revised (Derogatis, 1994)
时间窗: 1-2 weeks before intervention (i.e., baseline), 11 - 12 weeks after baseline (1-2 weeks post-intervention), 8 - 11 months after baseline ( 5-8 months post intervention)
a 90-item self-report of psychological symptoms comprised of 9 symptom axes (somatization, obsessive-compulsive, interpersonal sensitivity, depression, anxiety, hostility, phobic anxiety, paranoid ideation and psychoticism). An aggregated score across all 9 domains provides a Global Severity Index score of psychological health.
Change from baseline on Maslach Burnout Inventory - Education Survey (Maslach, Jackson, & Leiter, 1996)
时间窗: 1-2 weeks before intervention (i.e., baseline), 11-12 weeks after baseline (1-2 weeks post-intervention), 8-11 months after baseline (5-8 months post-intervention): ~14 months after baseline, ~26 months after baseline, and ~38 months after baseline
a 22-item self-report of teaching related burnout
Persistence in teaching: Current profession and role (if teaching, name of school)
时间窗: ~ 14 months after baseline, ~ 26 months after baseline, and ~ 38 months after baseline.
Self-report on employment status following graduation and teacher licensure.
Change from baseline on Emotional go/nogo (Hare et al., 2008)
时间窗: 1-2 weeks before intervention (i.e., baseline), 11 - 12 weeks after baseline (1-2 weeks post-intervention), 8 - 11 months after baseline ( 5-8 months post intervention)
An emotional inhibition paradigm.
次要结局
- Change from baseline on Five Facet Mindfulness Questionnaire (Baer et al., 2008)(1-2 weeks before intervention (i.e., baseline), 11 - 12 weeks after baseline (1-2 weeks post-intervention), 8 - 11 months after baseline ( 5-8 months post intervention))
- Change from baseline on Breath Count Task (Levinson et al., 2014)(1-2 weeks before intervention (i.e., baseline), 11 - 12 weeks after baseline (1-2 weeks post-intervention), 8 - 11 months after baseline ( 5-8 months post intervention))
- Change from baseline on Open response on difficulties in teaching(1-2 weeks before intervention (i.e., baseline), 11 - 12 weeks after baseline (1-2 weeks post-intervention), 8 - 11 months after baseline ( 5-8 months post intervention))
- Change from baseline on Perceived Stress Scale (Cohen, Kamarck, & Mermelstein, 1983)(1-2 weeks before intervention (i.e., baseline), 11 - 12 weeks after baseline (1-2 weeks post-intervention), 8 - 11 months after baseline ( 5-8 months post intervention))
- Change from baseline on Implicit Positive and Negative Affect Test (Quirin, Kazen, & Kuhl, 2009)(1-2 weeks before intervention (i.e., baseline), 11-12 weeks after baseline (1-2 weeks post-intervention), 8-11 months after baseline (5-8 months post-intervention): ~14 months after baseline, ~26 months after baseline, and ~38 months after baseline)
- Change from baseline on General Self-efficacy Scale (Jerusalem & Schwarzer, 1992)(1-2 weeks before intervention (i.e., baseline), 11 - 12 weeks after baseline (1-2 weeks post-intervention), 8 - 11 months after baseline ( 5-8 months post intervention))
- Change from baseline on Positive and Negative Affect Schedule (Watson, Clark, & Tellegen, 1988)(1-2 weeks before intervention (i.e., baseline), 11 - 12 weeks after baseline (1-2 weeks post-intervention), 8 - 11 months after baseline ( 5-8 months post intervention))
- Change from baseline on Emotional Styles Questionnaire (under development)(1-2 weeks before intervention (i.e., baseline), 11-12 weeks after baseline (1-2 weeks post-intervention), 8-11 months after baseline (5-8 months post-intervention): ~14 months after baseline, ~26 months after baseline, and ~38 months after baseline)
- Change from baseline on Implicit Association Task (Race, child and adult versions; Baron & Banaji, 2006)(1-2 weeks before intervention (i.e., baseline), 11 - 12 weeks after baseline (1-2 weeks post-intervention), 8 - 11 months after baseline ( 5-8 months post intervention))
- Change from baseline on Psychological Well-Being Scale (Ryff & Keyes, 1995)(1-2 weeks before intervention (i.e., baseline), 11-12 weeks after baseline (1-2 weeks post-intervention), 8-11 months after baseline (5-8 months post-intervention): ~14 months after baseline, ~26 months after baseline, and ~38 months after baseline)