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Efeitos de uma intervenção baseada em mindfulness para professores do 1º ciclo : um estudo exploratório
Resumo(s)
A investigação sobre a saúde ocupacional dos professores evidencia um período crítico e necessidades de intervenção nesta classe profissional (Marques-Pinto & Alvarez, 2016). A prática de mindfulness tem, nesse sentido, sido referenciada como uma forma de intervenção promissora, contribuindo, entre outros fatores, para o aumento do bem-estar e diminuição da síndrome de burnout nos docentes (Jennings et al., 2017). Porém, existe uma necessidade proeminente de desenvolvimento de investigações metodologicamente cuidadas e culturalmente adaptadas, que permitam a validação dos resultados (Creswell, 2017). Este estudo tem como objetivo principal a avaliação dos efeitos de um programa de promoção de competências socioemocionais através de práticas de mindfulness, mediante a aplicação de instrumentos de autorrelato em pré e pós-teste a professores de 1º ciclo alvo dessa intervenção. Os resultados revelaram-se promissores e permitiram suportar parcialmente as duas hipóteses de investigação iniciais, destacando-se o efeito direto, positivo e significativo da intervenção no desenvolvimento de competências de mindfulness, auto-compaixão e bem-estar, bem como o efeito indireto, negativo e significativo da intervenção nas dimensões de burnout. No final, a par com a reflexão sobre as limitações do estudo, são discutidos os principais contributos do estudo e deixadas sugestões de investigação futura.
Investigation on teacher’s occupational health alerts for critical times and the need for intervention in this specific group (Marques-Pinto & Alvarez, 2016). The use of mindfulness practices has accordingly been referenced as a promising form of intervention contributing, among other factors, for the increase of well-being and decrease of the burnout syndrome amongst teachers (Jennings et al., 2017). However, there is an evident need for development of thorough, methodological and culturally adapted investigations that allow the validation of results (Creswell, 2017). The main goal of this study is to evaluate the effects of a program for socio-emotional skills development through mindful-based practices. For this, self-report instruments were used, in pre-posttest, within a sample of Elementary School teachers who participated in the intervention. The results revealed promising and allowed to partially support the two initial investigation hypotheses, highlighting the direct, positive, and significant effect of intervention in the development of mindfulness competences, self-compassion and well-being, as well as the indirect, negative, and significant effect of intervention in burnout dimensions. Additionally, detailed account is provided on the limitations of this study, alongside with its main contributions, and finally, suggestions for future investigations.
Investigation on teacher’s occupational health alerts for critical times and the need for intervention in this specific group (Marques-Pinto & Alvarez, 2016). The use of mindfulness practices has accordingly been referenced as a promising form of intervention contributing, among other factors, for the increase of well-being and decrease of the burnout syndrome amongst teachers (Jennings et al., 2017). However, there is an evident need for development of thorough, methodological and culturally adapted investigations that allow the validation of results (Creswell, 2017). The main goal of this study is to evaluate the effects of a program for socio-emotional skills development through mindful-based practices. For this, self-report instruments were used, in pre-posttest, within a sample of Elementary School teachers who participated in the intervention. The results revealed promising and allowed to partially support the two initial investigation hypotheses, highlighting the direct, positive, and significant effect of intervention in the development of mindfulness competences, self-compassion and well-being, as well as the indirect, negative, and significant effect of intervention in burnout dimensions. Additionally, detailed account is provided on the limitations of this study, alongside with its main contributions, and finally, suggestions for future investigations.
Descrição
Tese de mestrado, Psicologia (Secção de Psicologia da Educação e da Orientação), Universidade de Lisboa, Faculdade de Psicologia, 2017
Palavras-chave
Mindfulness Bem-estar Burnout - professores Teses de mestrado - 2017