A Well-being Training for Preservice Teachers

NCT02544412 | Completed

• 3 other identifiers: 2014-1263A487400L&S/PSYCHOLOGY/PSYCHOLOGY
• Study Type: interventional
• Target: 98
• Locations: 1 country
• Sites: 1

Brief Summary

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.

Conditions

Burnout, Professional; Stress, Psychological; Well-being; Psychological Adjustment; Self-regulation

Keywords

Mindfulness; School Teachers; preservice teachers; teacher education

Outcome Measures

Primary Outcomes (5)

• Change from baseline on CLASS assessment tool (La Paro, Pianta, & Stuhlman, 2004)

  A standardized classroom observation tool assessing teacher classroom behaviors.

  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 Symptoms Checklist 90 Revised (Derogatis, 1994)

  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.

  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 Maslach Burnout Inventory - Education Survey (Maslach, Jackson, & Leiter, 1996)

  a 22-item self-report of teaching related burnout

  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 Emotional go/nogo (Hare et al., 2008)

  An emotional inhibition paradigm.

  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)

• Persistence in teaching: Current profession and role (if teaching, name of school)

  Self-report on employment status following graduation and teacher licensure.

  ~ 14 months after baseline, ~ 26 months after baseline, and ~ 38 months after baseline.

Secondary Outcomes (10)

• 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 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

• 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

Study Arms (2)

Intervention Group

EXPERIMENTAL

A novel mindfulness-based well-being training for preservice teachers will be employed. The intervention will be held once a week for 8-10 weeks. Two 4-hour "days of mindfulness" will also be implemented during the intervention period. The intervention will involve training in a range of attentional and constructive (Dahl, Lutz, \& Davidson) contemplative practices. During the follow-up period participants will receive weekly 15 minute "booster" trainings.

Behavioral: novel mindfulness-based well-being training

Control Group

NO INTERVENTION

Teacher education as usual. These participants will continue with the prescribed teacher training regime established by the Early Education Certification Program at the university.

Interventions

novel mindfulness-based well-being training BEHAVIORAL

Intervention Group

Eligibility Criteria

• Age: 18 Years+
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• 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.

You may not qualify if:

• A history of schizophrenia-spectrum, bipolar disorder, or other psychotic disorders

Sponsors & Collaborators

• University of Wisconsin, Madison: lead
• Mind and Life Institute, Hadley, Massachusetts: collaborator
• The Trust for the Meditation Process: collaborator

Study Sites (1)

UW Madison Department of Curriculum and Instruction

Madison, Wisconsin, 53706, United States

Location

Related Publications (14)

• Kabat-Zinn J. An outpatient program in behavioral medicine for chronic pain patients based on the practice of mindfulness meditation: theoretical considerations and preliminary results. Gen Hosp Psychiatry. 1982 Apr;4(1):33-47. doi: 10.1016/0163-8343(82)90026-3.

  PMID: 7042457 BACKGROUND

• La Paro, K. M., Pianta, R. C., & Stuhlman, M. (2004). The Classroom Assessment Scoring System: Findings from the prekindergarten year. The Elementary School Journal, 104(5), 409-426. http://doi.org/10.1086/499760

  BACKGROUND

• Levinson DB, Stoll EL, Kindy SD, Merry HL, Davidson RJ. A mind you can count on: validating breath counting as a behavioral measure of mindfulness. Front Psychol. 2014 Oct 24;5:1202. doi: 10.3389/fpsyg.2014.01202. eCollection 2014.

  PMID: 25386148 BACKGROUND

• Dahl CJ, Lutz A, Davidson RJ. Reconstructing and deconstructing the self: cognitive mechanisms in meditation practice. Trends Cogn Sci. 2015 Sep;19(9):515-23. doi: 10.1016/j.tics.2015.07.001. Epub 2015 Jul 28.

  PMID: 26231761 BACKGROUND

• Derogatis, L. R. (1994). SCL-90-R Symptom Checklist-90-R administration, scoring and procedures manual. Minneapolis, MN: National Computer Systems.

  BACKGROUND

• Maslach, C., Jackson, S. E., & Leiter, M. P. (1996). Maslach burnout inventory manual . Mountain View, CA: CPP. Inc., and Davies-Black.

  BACKGROUND

• Baron AS, Banaji MR. The development of implicit attitudes. Evidence of race evaluations from ages 6 and 10 and adulthood. Psychol Sci. 2006 Jan;17(1):53-8. doi: 10.1111/j.1467-9280.2005.01664.x.

  PMID: 16371144 BACKGROUND

• Baer RA, Smith GT, Lykins E, Button D, Krietemeyer J, Sauer S, Walsh E, Duggan D, Williams JM. Construct validity of the five facet mindfulness questionnaire in meditating and nonmeditating samples. Assessment. 2008 Sep;15(3):329-42. doi: 10.1177/1073191107313003. Epub 2008 Feb 29.

  PMID: 18310597 BACKGROUND

• Quirin M, Kazen M, Kuhl J. When nonsense sounds happy or helpless: The Implicit Positive and Negative Affect Test (IPANAT). J Pers Soc Psychol. 2009 Sep;97(3):500-16. doi: 10.1037/a0016063.

  PMID: 19686004 BACKGROUND

• Jerusalem, M., & Schwarzer, R. (1992). Self-efficacy as a resource factor in stress appraisal processes. Self-efficacy: Thought control of action, 195-213.

  BACKGROUND

• Ryff CD, Keyes CL. The structure of psychological well-being revisited. J Pers Soc Psychol. 1995 Oct;69(4):719-27. doi: 10.1037//0022-3514.69.4.719.

  PMID: 7473027 BACKGROUND

• Watson D, Clark LA, Tellegen A. Development and validation of brief measures of positive and negative affect: the PANAS scales. J Pers Soc Psychol. 1988 Jun;54(6):1063-70. doi: 10.1037//0022-3514.54.6.1063.

  PMID: 3397865 BACKGROUND

• Cohen S, Kamarck T, Mermelstein R. A global measure of perceived stress. J Health Soc Behav. 1983 Dec;24(4):385-96. No abstract available.

  PMID: 6668417 BACKGROUND

• Hare TA, Tottenham N, Galvan A, Voss HU, Glover GH, Casey BJ. Biological substrates of emotional reactivity and regulation in adolescence during an emotional go-nogo task. Biol Psychiatry. 2008 May 15;63(10):927-34. doi: 10.1016/j.biopsych.2008.03.015.

  PMID: 18452757 BACKGROUND

MeSH Terms

Conditions

Burnout, Professional; Stress, Psychological; Self-Control

Condition Hierarchy (Ancestors)

Occupational Stress; Occupational Diseases; Burnout, Psychological; Behavioral Symptoms; Behavior; Social Behavior

Study Officials

• Lisa Flook, PhD

  University of Wisconsin, Madison

  PRINCIPAL INVESTIGATOR

• Matthew J Hirshberg, PhD

  University of Wisconsin, Madison

  STUDY DIRECTOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Purpose: PREVENTION
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Study Record Dates

• First Submitted: September 2, 2015
• First Posted: September 9, 2015
• Study Start: September 1, 2015
• Primary Completion: December 14, 2017
• Study Completion: December 11, 2020
• Last Updated: January 26, 2021

Record last verified: 2021-01

Locations

US (1)