Feasibility and Effectiveness Study of a Compassionate Mind Training Program for Teachers

NCT05107323 | Completed

• 1 other identifier: CINEICC-01-MM
• Study Type: interventional
• Target: 155
• Locations: 1 country
• Sites: 1

Brief Summary

Given the growing research on the multidimensional benefits of compassion cultivation, the current study sought to explore the feasibility and effectiveness of a Compassionate Mind Training intervention for Teachers (CMT-T) on teachers' psychological distress, wellbeing and compassion to self and others using a randomised controlled and stepped wedge design. The CMT-T specifically aimed at promoting positive affect and satisfaction with professional life and reducing symptoms of depression, anxiety, stress, and burnout, by increasing the flows of compassion (for self, for others and from others), self-compassion and compassion to others motivations and actions, and by diminishing fears of compassion (for self, for others and from others) and self-criticism. Furthermore, the present study aimed to explore the impact of the CMT-T on heart rate variability (HRV), an indicator of vagal regulatory activity and a physiological marker of a person's ability to flexibly respond to environmental challenges and regulate emotional responses. In light of previous research pointing to the role of individual differences in self-criticism on how individuals respond to compassion-based interventions, this study aimed to examine how self-criticism would influence the effects of the CMT-T intervention. Baseline self-criticism was hypothesized to impact the CMT-T effects on the primary and secondary outcome variables. In addition, the current study aimed to examine whether the effects of attending the CMT-T were sustained at 3-month post-intervention. Given that the inter-relationship between the three flows of compassion (i.e., compassion for others, being open to compassion from others, and self-compassion) is a key aspect of the CMT approach, the study sought to explore whether the associations between the flows of compassion would change from before to after the CMT-T, particularly whether these were strengthened after training. Finally, this study aimed to examine the mechanisms of change for the primary outcome variables at post-intervention. It is hypothesized that the changes occurred after the CMT-T intervention were mediated by changes in competencies for compassion for self, for others and from others, decreased levels fears of compassion for self, from others and from others, enhanced affect regulation, diminished self-criticism.

Conditions

Teachers

Keywords

Compassionate Mind Training; Teachers; Feasibility study; Effectiveness study; Psychophysiological wellbeing

Outcome Measures

Primary Outcomes (4)

• Changes in positive affect

  Assessed by the Types of Positive Affect Scale (TPAS). The TPAS is an 18-item scale that measures the degree to which people experience different positive emotions. Each item is rated on a 5-point scale (ranging from 0 to 4). Higher scores mean higher levels of positive affect.

  up to 6 months (from baseline to 3-months follow-up)

• Changes in satisfaction with teachers' professional life

  Assessed by the Satisfaction with Teachers' Professional Life (SWTPL). The SWTPL is a 5-item scale aimed to assess global satisfaction with teachers' professional life. Each item is rated on a 5 Likert-type scale, ranging from I completely disagree (1) to I completely agree (5). Higher scores reflect higher satisfaction with teachers' life.

  up to 6 months (from baseline to 3-months follow-up)

• Changes in symptoms of depression, anxiety and stress

  Assessed by the Depression, Anxiety and Stress Scales-21(DASS-21). The DASS-21 is a self-report instrument comprising three subscales that address depressive (seven items), anxiety (seven items) and stress symptoms (seven items). Participants are asked to rate the frequency of symptoms during the previous week using a 4-point scale from did not apply to me at all (0) to applied to me very much, or most of the time (3). Higher scores in the each subscale indicate higher levels of depressive, anxiety or stress symptoms.

  up to 6 months (from baseline to 3-months follow-up)

• Changes in burnout

  Assessed by the Shirom-Melamed Burnout Measure (SMBM). The SMBM is a 14-items self-report measure addressing work-related burnout using a 7-point scale, ranging from never (1) to always (7). The SMBM comprises three dimensions associated with work: physical exhaustion, cognitive weariness, and emotional exhaustion, with higher scores reflecting greater burnout symptoms.

  up to 6 months (from baseline to 3-months follow-up)

Secondary Outcomes (5)

• Changes in the flows of compassion (self-compassion, compassion to others and compassion from others)

  up to 6 months (from baseline to 3-months follow-up)

• Changes in self-compassion and compassion to others motivation and action

  up to 6 months (from baseline to 3-months follow-up)

• Changes in fears of compassion (for self, for others, from others)

  up to 6 months (from baseline to 3-months follow-up)

• Changes in self-criticism

  up to 6 months (from baseline to 3-months follow-up)

• Changes in perceived emotional climate at work

  up to 6 months (from baseline to 3-months follow-up)

Other Outcomes (1)

• Changes in Heart-rate variability (HRV)

  up to 10 weeks (from baseline to post-intervention)

Study Arms (2)

CMT-T

EXPERIMENTAL

The CMT-T is a Compassionate Mind Training program tailored for teachers, delivered in a group format across eight sessions of approximately 2.5 hours each. In each session, besides presenting relevant theoretical constructs addressed in that session, participants are invited to complete experiential exercises, compassion and mindfulness meditation practices, and work in small groups to share their experiences, followed by a plenary session. There are six different modules addressed during the 8-sessions CMT-T

Behavioral: Compassionate Mind Training for Teachers

Waiting list

NO INTERVENTION

Participants in the waiting list control group were not offered an intervention.

Interventions

Compassionate Mind Training for Teachers BEHAVIORAL

Compassionate Mind Training for Teachers is a biopsychosocial evidence-based approach that aims to foster compassion, affect regulation, prosocial qualities and wellbeing in teachers.

CMT-T

Eligibility Criteria

• Age: 22 Years - 65 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• being a teacher in the enrolled schools
• provide informed consent

You may not qualify if:

• not being a teacher in the enrolled schools
• not provide informed consent

Sponsors & Collaborators

• University of Coimbra: lead
• Compassionate Mind Foundation: collaborator
• Reed Foundation: collaborator

Study Sites (1)

Center for Research in Neuropsychology and Cognitive and Behavioural Intervention (CINEICC)

Coimbra, 3000, Portugal

Location

Related Publications (2)

• Matos, M., Palmeira, L., Albuquerque, I., Cunha, M., Lima, M.P., Galhardo, A., Maratos, F., & Gilbert, P. (2021). Building Compassionate Schools: Pilot study of a Compassionate Mind Training intervention to promote teachers' well-being. Mindfulness. https://doi.org/10.1007/s12671-021-01778-3

  BACKGROUND

• Maratos, F.*, Matos, M.*, Albuquerque, I., Wood, W., Palmeira, L., Cunha, M., Lima, M.P., & Gilbert, P. (2020). Exploring the international utility of progressing Compassionate Mind Training in School Settings: A comparison of Implementation Effectiveness of the same curricula in the UK and Portugal. Psychology of Education Review, 44(2), 73-82

  BACKGROUND

Study Officials

• Paul Gilbert, PhD, OBE

  University of Derby; Compassionate Mind Foundation

  STUDY CHAIR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: SUPPORTIVE CARE
• Intervention Model: CROSSOVER
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Principal Investigator

Study Record Dates

• First Submitted: October 19, 2021
• First Posted: November 4, 2021
• Study Start: April 1, 2018
• Primary Completion: August 30, 2019
• Study Completion: August 30, 2019
• Last Updated: November 4, 2021

Record last verified: 2021-11

Data Sharing

• IPD Sharing: Will not share

Locations

PT (1)