Investigating the Effects of a Dyad Intervention on Teacher Resilience, Mental Health, and Social Emotions and Behavior

NCT06477250 | Active Not Recruiting

• 1 other identifier: Edu:Social School Project
• Study Type: interventional
• Target: 200
• Locations: 1 country
• Sites: 1

Brief Summary

The COVID-19 pandemic increased psychological burdens in Germany, especially among teachers who have reported higher levels of emotional exhaustion and burnout compared to the general population. Even before the pandemic, teachers found their work highly stressful. Mindfulness- and compassion-based interventions, as well as socio-emotional learning interventions, show promise in combating burnout among educators. Despite increased research, partner-based Dyads have not been explored in schools. Recent studies suggest these social practice formats are more effective than solo mindfulness techniques in reducing loneliness, and social stress, and enhancing social connections and resilience. Additionally, the impact of these interventions on student, classroom, collegium, and system levels remains under-researched. This study extends the CovSocial project and the ReSource project, which showed the effectiveness of partner-based dyadic mental training on stress reduction, resilience, and social cohesion. The first goal is to test a 10-week online empathy-compassion (EmCo) Dyad training program, inspired by the Affect Dyad from the ReSource project and the online coaching Dyad from the CovSocial project, incorporating empathic and compassionate listening. The second goal is to evaluate the Dyad intervention's effects in an educational context, focusing on teachers' mental health, social capacities, social networks, and classroom climate, measured across: 1) mental health and resilience, 2) social emotions, 3) social interaction, 4) communication and listening skills, and 5) classroom climate. The third aim is to develop and validate the Teacher Autonomic Voice Assessment (TAVA) and the Egocentric Social Network Analysis Paradigm (e-SNAP), using autonomic measures and voice recordings to assess teachers' emotional states. The final aim is to investigate the cognitive and affective mechanisms driving changes in teachers' mental health, resilience, and social-emotional competencies.

Conditions

Burnout

Keywords

Resilience; Burnout; Psychological distress; Stress; Mental health; Empathy; Compassion; Prosocial Behavior; Classroom climate; Teachers

Outcome Measures

Primary Outcomes (37)

• Change from baseline Depression Anxiety Stress Scale - 21 (DASS-21) scores at 5 and 10 weeks

  A scale measuring depression, anxiety, and stress (Henry \& Crawford, 2005; Nilges \& Essau, 2021). The scale ranges from 0 to 3, where higher scores indicate more depression, anxiety, and stress.

  Assessed at pre-intervention (Baseline), after the first 5 weeks of training (Mid-Test), and then after the second 5 weeks of training (Post-Test)

• Change from baseline Maslach Burnout Inventory-Educators Survey (MBI-ES) scores at 5 and 10 weeks

  A scale measuring burnout (Maslach \& Jackson, 1981; Schwarzer et al., 2000). The scale ranges from 1 to 5, where higher scores indicate more burnout.

  Assessed at pre-intervention (Baseline), after the first 5 weeks of training (Mid-Test), and then after the second 5 weeks of training (Post-Test)

• Change from baseline Connor Davidson Resilience Scale (CD-RISC) score at 5 and 10 weeks

  A scale measuring psychological resilience (Connor \& Davidson, 2003; Sarubin et al., 2015). The scale ranges from 1 to 5, where higher scores indicate more resilience.

  Assessed at pre-intervention (Baseline), after the first 5 weeks of training (Mid-Test), and then after the second 5 weeks of training (Post-Test)

• Change from baseline Sussex-Oxford Compassion Scale for Self and Others (SOCS) scores at 10 weeks

  A scale measuring self-compassion (SOCS-S) and compassion for others (SOCS-O; Gu et al., 2020). The scale ranges from 1 to5, where higher scores indicate more compassion.

  Assessed at pre-intervention (Baseline), at week 5 (after empathic listening training) and then again at week 10 (after compassionate listening training)

• Change from baseline Active Listening Attitude Scale (ALAS) scores at 5 and 10 weeks

  A scale measuring active listening (Mishima et al., 2000). The scale ranges from 1 to 5, where, higher scores indicate more active listening.

  Assessed at pre-intervention (Baseline), after the first 5 weeks of training (Mid-Test), and then after the second 5 weeks of training (Post-Test)

• Change from baseline Socio-Affective Video Task (SoVT) scores at 5 and 10 weeks

  This task assesses behavioral empathy and compassion using emotional video clips (Kanske et al., 2015; Klimecki et al., 2013; Valk et al., 2016). Higher scores indicate more empathy or more compassion.

  Assessed at pre-intervention (Baseline), at week 5 (after empathic listening training), and then again at week 10 (after compassionate listening training)

• Change from baseline Egocentric Social Network Analysis Paradigm (e-SNAP) scores at 5 and 10 weeks

  In this task, teacher-reported perceptions of their classroom and workplace networks are used to assess the frequency and pleasantness of interactions, as well as relationships within the network. Higher scores indicate more (a) Teacher-perceived interaction frequency (with pupils and teachers), (b) Teacher-perceived network density (% of total ties / all possible ties) (of the classroom, and of work colleagues), (c) Teacher-perceived interaction pleasantness ratio (pupil-pupil and teacher-teacher).

  Assessed at pre-intervention (Baseline), after the first 5 weeks of training (Mid-Test), and then after the second 5 weeks of training (Post-Test)

• Change from baseline Autonomic Nervous System (ANS) functioning at 10 weeks: Physiological Resting Baseline - electrocardiogram [ECG]

  Resting assessment of autonomic physiology. Participants sit quietly with eyes closed and no specific task is given. Autonomic activity will be measured with PLUX Biosignals sensors including a 3-point ECG sensor attached to the chest. Resting autonomic physiology data will be analyzed with PLUX OpenSignals software to assess Heart Rate Variability (HRV).

  Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention time points, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)

• Change from baseline Autonomic Nervous System (ANS) functioning at 10 weeks: Physiological Resting Baseline - electrodermal activity [EDA]

  Resting assessment of autonomic physiology. Participants sit quietly with eyes closed and no specific task is given. Autonomic activity will be measured with PLUX Biosignals sensors including a 2-point EDA sensor attached to the index and middle fingers of the non-dominant hand. Resting autonomic physiology data will be analyzed with PLUX OpenSignals software to assess Skin Conductance Response (SCR)

  Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention time points, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)

• Change from baseline Autonomic Nervous System (ANS) functioning at 10 weeks: Physiological Resting Baseline - inductive respiration

  Resting assessment of autonomic physiology. Participants sit quietly with eyes closed and no specific task is given. Autonomic activity will be measured with PLUX Biosignals sensors including an inductive respiration adjustable chest strap. Resting autonomic physiology data will be analyzed with PLUX OpenSignals software to assess Respiratory Sinus Arrhythmia (RSA) and breathing cycle amplitude and frequency

  Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention time points, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)

• Change from baseline Autonomic Nervous System (ANS) regulation at 10 weeks: Heart Rate Variability

  Phasic assessment of autonomic physiology as participants complete a semi-structured lesson plan in classrooms. Participants watch a series of short clips from Inside Out with their students. These clips have emotional (positive and negative) content. After watching the clips participants facilitate a class discussion encouraging students to consider the function of various emotions and self-regulation strategies for managing difficult emotional experiences. Following the discussion, participants are asked to sit quietly while students complete self-report surveys. Phasic autonomic physiology data will be analyzed with PLUX OpenSignals software to assess HRV and RSA (3-point ECG attached to the chest)

  Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention time points, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)

• Change from baseline Autonomic Nervous System (ANS) regulation at 10 weeks: Skin Conductance

  Phasic assessment of autonomic physiology as participants complete a semi-structured lesson plan in classrooms. Participants watch a series of short clips from Inside Out with their students. These clips have emotional (positive and negative) content. After watching the clips participants facilitate a class discussion encouraging students to consider the function of various emotions and self-regulation strategies for managing difficult emotional experiences. Following the discussion, participants are asked to sit quietly while students complete self-report surveys. Phasic autonomic physiology data will be analyzed with PLUX OpenSignals software to assess SCR (2-point EDA attached to the non-dominant hand)

  Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention time points, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)

• Change from baseline Autonomic Nervous System (ANS) regulation at 10 weeks: inductive respiration

  Phasic assessment of autonomic physiology as participants complete a semi-structured lesson plan in classrooms. Participants watch a series of short clips from Inside Out with their students. These clips have emotional (positive and negative) content. After watching the clips participants facilitate a class discussion encouraging students to consider the function of various emotions and self-regulation strategies for managing difficult emotional experiences. Following the discussion, participants are asked to sit quietly while students complete self-report surveys. Phasic autonomic physiology data will be analyzed with PLUX OpenSignals software to assess inductive Respiration (adjustable chest strap)

  Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention time points, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)

• Change from baseline Vocalized Emotional Expressions at 10 weeks - prosodic features

  Acoustic assessment of vocalized emotions as participants complete a semi-structured lesson plan in their classrooms. Participants record their own voices for 15 minutes as they encourage students' engagement during the classroom discussion component of the test lesson. Two sets of simultaneous voice recordings will be collected on participants' phones as well as a research phone. A lapel microphone connected to the research phone will be attached to the participants' collars. Participants' own phones will be placed in a phone case lanyard necklace worn around the neck. Vocalized emotions will be analyzed with audEERING devAIce software to assess prosodic features (e.g., pitch, voice quality \[jitter and shimmer\])

  the Teacher Autonomic Voice Assessment (TAVA)

• Change from baseline Vocalized Emotional Expressions at 10 weeks - affect dimensions

  Acoustic assessment of vocalized emotions as participants complete a semi-structured lesson plan in their classrooms. Participants record their own voices for 15 minutes as they encourage students' engagement during the classroom discussion component of the test lesson. Two sets of simultaneous voice recordings will be collected on participants' phones as well as a research phone. A lapel microphone connected to the research phone will be attached to the participants' collars. Participants' own phones will be placed in a phone case lanyard necklace worn around the neck. Vocalized emotions will be analyzed with audEERING devAIce software to assess affect dimensions (e.g., activation \[arousal\], valence, and dominance)

  the Teacher Autonomic Voice Assessment (TAVA)

• Change from baseline Vocalized Communication Behaviors at 10 weeks - sensitivity in communication

  Acoustic assessment of vocalized communication behaviors as participants complete a semi-structured lesson plan in their classrooms. Participants record their own voice for 15 minutes as they encourage students' engagement during the classroom discussion component of the test lesson. Two sets of simultaneous voice recordings will be collected on participants' personal phones as well as a research phone. A lapel microphone connected to the research phone will be attached to participants' collar. Participants' own phone will be placed in a phone case lanyard necklace worn around the neck. Vocalized communication behaviors will be analyzed with audEERING devAIce software to assess tone, rate, and dominance scores indicate sensitivity in communication. Lower tone, rate and dominance scores represent higher sensitivity in communication.

  Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention timepoints, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)

• Change from baseline Vocalized Communication Behaviors at 10 weeks - silence

  Acoustic assessment of vocalized communication behaviors as participants complete a semi-structured lesson plan in their classrooms. Participants record their own voice for 15 minutes as they encourage students' engagement during the classroom discussion component of the test lesson. Two sets of simultaneous voice recordings will be collected on participants' personal phones as well as a research phone. A lapel microphone connected to the research phone will be attached to participants' collar. Participants' own phone will be placed in a phone case lanyard necklace worn around the neck. Vocalized communication behaviors will be analyzed with audEERING devAIce software to assess the teacher's silence and background sounds indicate the teacher's listening. Higher rates of teacher's silence represent higher listening.

  Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention timepoints, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)

• Change from baseline listening at 10 weeks

  Self-generated items measure active listening during classroom discussions (Mishima et al., 2000). The scale ranges from 1 to 5. Higher scores indicate more active listening.

  Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention timepoints, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)

• Change from baseline Academic Productive Dialogue (APD) scores at 10 weeks

  A scale measuring the productivity of a classroom dialog (Gutentag et al., 2022). The scale ranges from 1 to 5. Higher scores mean more engagement and productivity in the dialog.

  Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention timepoints, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)

• Change from baseline Mindfulness in Teaching Scale (MTS) scores at 10 weeks

  A scale measuring mindfulness in teaching during the classroom discussion (Frank et al., 2016). The scale ranges from 1 to 5, where higher scores indicate more mindfulness in teaching.

  Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention timepoints, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)

• Change from baseline Teacher Self-Efficacy Scale (TSES) scores at 10 weeks

  A scale measuring teacher self-efficacy when engaging students (Pfitzner-Eden, 2016; Tschannen-Moran \& Hoy, 2001).The scale ranges from 1 to 5, where higher scores indicate more self-efficacy.

  Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention timepoints, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)

• Change from baseline Affect Grid scores at 10 weeks

  A scale measuring emotional state (valence) and arousal (Russell et al., 1989). Higher scores on valence and arousal indicate more positive affect and arousal.

  Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention time points, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)

• Change from baseline Stress levels at 10 weeks

  Custom items based on the Stress Appraisal Measure (SAM; Delahaye et al., 2015; Peacock \& Wong, 1990) and the Cognitive Control and Flexibility Questionnaire (CCFQ; Gabrys et al., 2018) measuring stress intensity and feelings of emotional control. The scale ranges from 1 to 5, where higher scores indicate more intense stress or higher emotional control.

  Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention time points, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)

• Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention time points, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)

  Custom items based on the Brief-COPE (Carver, 1997; Knoll et al., 2005), Cognitive Emotion Regulation Questionnaire (CERQ; Garnefski et al., 2001; Loch et al., 2011) and Self-Compassion Scale (SCS; Albertson et al., 2015; Hupfeld \& Ruffieux, 2011) measuring Coping Strategies (Acceptance and Curiosity, Positive Reinterpretation, Rumination, Self-Blame). The scale ranges from 1 to 5, where higher scores indicate a higher use of the specified coping strategies.

  Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention timepoints, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)

• Change from baseline emotional expressions at 10 weeks

  Custom items based on an Emotional Labor Strategy Questionnaire (ELSQ; Diefendorff et al., 2005) measure Emotional Expressions (surface acting, emotional dissonance, emotional congruence, emotional authenticity). The scale ranges from 1 to 5, where higher scores indicate more surface acting / emotional dissonance or emotional congruence / emotional authenticity.

  Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention timepoints, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)

• Change from baseline student-reported Student Personal Perception of Classroom Climate (SPPCC) scores at 10 weeks

  A scale measuring classroom climate (Rowe et al., 2010).The scale ranges from 1 to 5, where higher scores indicate a better classroom climate. Completed by the pupils.

  Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention time points, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)

• Change from baseline student-reported Classroom Belonging Scale (CBS) scores at 10 weeks

  A scale measuring classroom belonging (Dong Zhao et al., 2019). The scale ranges from 1 to 5, where higher scores indicate more classroom belonging. Completed by the pupils.

  Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention time points, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)

• Change from baseline classroom discussion climate at 10 weeks

  Custom items measuring students' perception of classroom discussion. The scale ranges from 1 to 5, where higher scores indicate a better classroom discussion climate. Completed by the pupils.

  Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention time points, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)

• Change from baseline observer-rated Affect Grid scores at 10 weeks

  A scale measuring emotional state (valence) and arousal (Russell et al., 1989). Higher scores on valence and arousal indicate more positive affect and arousal. Completed by independent observers.

  Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention time points, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)

• Change from baseline observer-rated teacher listening and communication behaviors at 10 weeks

  Custom items based on a Psychological Safety Coding Scheme (O'Donovan et al., 2021) measuring teacher listening and communication behaviors. The scale ranges from 1 to 5, where higher scores indicate more listening and communication skills. Completed by independent observers.

  Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention timepoints, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)

• Change from baseline observer-rated student engagement & communication behaviors at 10 weeks

  Custom items based on a Psychological Safety Coding Scheme (O'Donovan et al., 2021) measuring student engagement and communication. The scale ranges from 1 to 5, where higher scores indicate more observer-rated student engagement and communication. Completed by independent observers.

  Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention timepoints, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)

• Change from baseline Affect Grid scores at 10 weeks

  A scale measuring emotional state (valence) and arousal (Russell et al., 1989). Higher scores on valence and arousal indicate more positive affect and arousal.

  Assessed at pre-intervention over a two-week period (Baseline), at week 5 (once), and then after a 10-week intervention period at post-intervention timepoint again for two-week

• Change from baseline Positive Teaching Practices Scale (PTPS) scores at 10 weeks

  A scale measuring positive teaching practices (Baumgartner et al., 2021). The scale ranges from 1 to 5, where higher scores indicate more positive teaching practices.

  Assessed at pre-intervention over a two-week period (Baseline), at week 5 (once), and then after a 10-week intervention period at post-intervention timepoint again for two-week

• Change from baseline Stress levels at 10 weeks

  Custom items based on the Stress Appraisal Measure (SAM; Delahaye et al., 2015; Peacock \& Wong, 1990) and the Cognitive Control and Flexibility Questionnaire (CCFQ; Gabrys et al., 2018) measuring stress intensity and feelings of emotional control. The scale ranges from 1 to 5, where higher scores indicate more intense stress.

  Assessed at pre-intervention over a two-week period (Baseline), at week 5 (once), and then after a 10-week intervention period at post-intervention timepoint again for two-week

• Change from baseline coping strategies at 10 weeks

  Custom items based on the Brief-COPE (Carver, 1997; Knoll et al., 2005), Cognitive Emotion Regulation Questionnaire (CERQ; Garnefski et al., 2001; Loch et al., 2011) and Self-Compassion Scale (SCS; Albertson et al., 2015; Hupfeld \& Ruffieux, 2011) measuring Coping Strategies (Acceptance and Curiosity, Positive Reinterpretation, Rumination, Self-Blame). The scale ranges from 1 to 5, where higher scores indicate a higher use of the specified coping strategies.

  Assessed at pre-intervention over a two-week period (Baseline), at week 5 (once), and then after a 10-week intervention period at post-intervention timepoint again for two-week

• Change from baseline Empathy Scale for Teachers (EST) scores at 10 weeks

  A scale measuring teacher empathy (Wang et al., 2022). The scale ranges from 1 to 5, where higher scores indicate more empathy

  Assessed at pre-intervention over a two-week period (Baseline), at week 5 (once), and then after 10-week intervention period at post-intervention timepoint again for two-week

• Change from baseline Compassionate Love Scale (Close Others Version) scores at 10 weeks

  A scale measuring teacher compassion (Sprecher \& Fehr, 2005). The scale ranges from 1 to 5, where higher scores indicate more compassion.

  Assessed at pre-intervention over a two-week period (Baseline), at week 5 (once), and then after a 10-week intervention period at post-intervention timepoint again for two-week

Secondary Outcomes (16)

• Cognitive Control and Flexibility Questionnaire (CCFQ) (explanatory mechanism)

  Assessed weekly during the course of 10 weeks

• Multidimensional Assessment of Interoceptive Awareness (MAIA) scores - Self-Regulation (explanatory mechanisms)

  Assessed weekly during the course of 10 weeks

• Philadelphia Mindfulness Scale (PHLMS) (explanatory mechanism)

  Assessed weekly during the course of 10 weeks

• Difficulties in Emotion Regulation Scale Short Form (DERS-SF) (explanatory mechanism)

  Assessed weekly during the course of 10 weeks

• Interpersonal Reactivity Index (IRI) (explanatory mechanism)

  Assessed weekly during the course of 10 weeks

Other Outcomes (7)

• Health Screener

  Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention time points, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)

• Classroom and Student Demographics

  Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention time points, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)

• Patient Health Questionnaire (PHQ-9; pre-screening)

  Assessed before the intervention, only once, to pre-screen out from the study individuals who have clinical levels of depressive symptoms

Study Arms (2)

Empathy- and compassion-based socio-emotional mental training

EXPERIMENTAL

Core practice: In the EmCo Dyad, participants perform a 13-minute partner-based exercise that involves contemplating over one difficult situation and one situation that incurred gratitude in the past 24 hours. Both partners take turns speaking about the two situations while the other partner listens in a non-judgmental manner. While the participants elaborate on the situations, they are asked to focus on the bodily experience of the emotions generated during the situation. The focus is on empathic listening in the first 5 weeks, and on compassionate listening in the remaining 5 weeks. The coaching sessions help deepen the Dyad practice and educate teachers about body language, coping better with difficult emotions/stress, the benefits of empathy versus compassion and the act of listening from a mindset of empathy versus compassion.

Behavioral: Empathy-based socio-emotional mental training

Control Group (Waitlist control)

NO INTERVENTION

The control group will not undergo an intervention. This group will complete the self-report questionnaires but not the EMA and the pre-post dyad practice ratings. In a second step, the waitlist control group will also undergo a 5-week period of empathy-based socio-emotional intervention, followed by another 5-week period of compassion-based socio-emotional intervention, using the same protocol and testing as above (sequential intervention approach).

Interventions

Empathy-based socio-emotional mental training BEHAVIORAL

The goal of the EmCo dyad practice is to enhance coping with difficult emotions, empathic and compassionate listening, social sharing, acceptance, and gratitude. It involves a daily partner-based practice and weekly coaching sessions with expert teachers.

Empathy- and compassion-based socio-emotional mental training

Eligibility Criteria

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

You may qualify if:

• between 18- and 65-years old
• registered residents of Germany
• currently employed as a teacher in Germany
• proficient in the German language

You may not qualify if:

• Participants would be excluded:
• if they do not have access to the internet or technical equipment necessary.
• if they have a history of or current psychiatric diagnosis.
• Toronto Alexithymia Scale-20 (TAS-20; Bagby et al., 1994; Brähler et al., 2000; exclude if score greater than 60)
• Patient Health Questionnaire-9 (PHQ-9; Gräfe et al., 2004; Löwe et al., 2004; exclude if scores greater than 19) low 2004
• Generalized Anxiety Disorder-7 (GAD-7; Löwe et al., 2007; Spitzer et al., 2006; exclude if scores greater than 15)
• if endorsing suicidality on the PHQ-9.
• if endorsing personality disorder on the Standardized Assessment of Severity of Personality Disorder Questionnaire (SAPAS; Moran et al., 2003; Söchtig et al., 2012).

Sponsors & Collaborators

• Max Planck Social Neuroscience Lab: lead
• Humboldt-Universität zu Berlin: collaborator

Study Sites (1)

Social NeuroScience Lab, Max Planck, Berlin

Berlin, 10557, Germany

Location

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MeSH Terms

Conditions

Burnout, Psychological; Psychological Well-Being; Altruism

Condition Hierarchy (Ancestors)

Stress, Psychological; Behavioral Symptoms; Behavior; Personal Satisfaction; Social Behavior

Study Officials

• Tania Singer, PhD

  Social Neuroscience Lab of the Max Planck Society

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NON RANDOMIZED
• Masking: NONE
• Masking Details: No masking will be used since both participants and staff need to be aware which condition the participant belongs to in order to be able to attain and provide the appropriate training and practice prior to starting the actual interventions.
• Purpose: SUPPORTIVE CARE
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Study Record Dates

• First Submitted: June 18, 2024
• First Posted: June 27, 2024
• Study Start: June 20, 2024
• Primary Completion: December 31, 2025
• Study Completion: December 31, 2025
• Last Updated: September 26, 2025

Record last verified: 2025-09

Locations

DE (1)