Exploring a Complementary Stress Management and Wellbeing Intervention Model for Teachers: Participant Experience

Background: work-related stress can have alarming physiological and psychological health impacts, which may permeate into personal and professional contexts. Teachers need to be supported to develop the skills and strategies to effectively identify how stress manifests and how to use simple, practic...
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Autor*in:	Stevie-Jae Hepburn [verfasserIn] Annemaree Carroll [verfasserIn] Louise McCuaig [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2021

Schlagwörter:	wellbeing mindfulness yoga stress management health teachers

Übergeordnetes Werk:	In: International Journal of Environmental Research and Public Health - MDPI AG, 2005, 18(2021), 9009, p 9009
Übergeordnetes Werk:	volume:18 ; year:2021 ; number:9009, p 9009

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc Journal toc

DOI / URN:	10.3390/ijerph18179009

Katalog-ID:	DOAJ057726116

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spelling	10.3390/ijerph18179009 doi (DE-627)DOAJ057726116 (DE-599)DOAJ82a8a153dbe54f7bad6120f0347c6a98 DE-627 ger DE-627 rakwb eng Stevie-Jae Hepburn verfasserin aut Exploring a Complementary Stress Management and Wellbeing Intervention Model for Teachers: Participant Experience 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Background: work-related stress can have alarming physiological and psychological health impacts, which may permeate into personal and professional contexts. Teachers need to be supported to develop the skills and strategies to effectively identify how stress manifests and how to use simple, practical techniques to manage and reduce the impact of stress. Complementary interventions (CIs) for educators may provide stress management and assist with supporting wellbeing at the individual level. Methods: the convergent mixed-methods study included participant reflections, self-report measures for perceived stress, mindful attention awareness, and subjective wellbeing and biological measures (salivary cortisol levels). Data analysis: inductive thematic analysis and mixed-methods case study design. Results: the participants shared that they experienced benefits in personal and professional contexts, behavioural changes, increased awareness of the impact of stress, and a decrease in the stress response. The participant reflections provided contextual information surrounding the self-report and biological measures. The inferences generated were reflected in both datasets. The findings supported the proposed model linking the mechanisms present in the techniques from the system of yoga and the dimensions of wellbeing. Conclusions: the findings suggest that a CI for educators may provide strategies for supporting wellbeing and assisting with stress management. wellbeing mindfulness yoga stress management health teachers Medicine R Annemaree Carroll verfasserin aut Louise McCuaig verfasserin aut In International Journal of Environmental Research and Public Health MDPI AG, 2005 18(2021), 9009, p 9009 (DE-627)477992463 (DE-600)2175195-X 16604601 nnns volume:18 year:2021 number:9009, p 9009 https://doi.org/10.3390/ijerph18179009 kostenfrei https://doaj.org/article/82a8a153dbe54f7bad6120f0347c6a98 kostenfrei https://www.mdpi.com/1660-4601/18/17/9009 kostenfrei https://doaj.org/toc/1661-7827 Journal toc kostenfrei https://doaj.org/toc/1660-4601 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2153 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 18 2021 9009, p 9009
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allfieldsGer	10.3390/ijerph18179009 doi (DE-627)DOAJ057726116 (DE-599)DOAJ82a8a153dbe54f7bad6120f0347c6a98 DE-627 ger DE-627 rakwb eng Stevie-Jae Hepburn verfasserin aut Exploring a Complementary Stress Management and Wellbeing Intervention Model for Teachers: Participant Experience 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Background: work-related stress can have alarming physiological and psychological health impacts, which may permeate into personal and professional contexts. Teachers need to be supported to develop the skills and strategies to effectively identify how stress manifests and how to use simple, practical techniques to manage and reduce the impact of stress. Complementary interventions (CIs) for educators may provide stress management and assist with supporting wellbeing at the individual level. Methods: the convergent mixed-methods study included participant reflections, self-report measures for perceived stress, mindful attention awareness, and subjective wellbeing and biological measures (salivary cortisol levels). Data analysis: inductive thematic analysis and mixed-methods case study design. Results: the participants shared that they experienced benefits in personal and professional contexts, behavioural changes, increased awareness of the impact of stress, and a decrease in the stress response. The participant reflections provided contextual information surrounding the self-report and biological measures. The inferences generated were reflected in both datasets. The findings supported the proposed model linking the mechanisms present in the techniques from the system of yoga and the dimensions of wellbeing. Conclusions: the findings suggest that a CI for educators may provide strategies for supporting wellbeing and assisting with stress management. wellbeing mindfulness yoga stress management health teachers Medicine R Annemaree Carroll verfasserin aut Louise McCuaig verfasserin aut In International Journal of Environmental Research and Public Health MDPI AG, 2005 18(2021), 9009, p 9009 (DE-627)477992463 (DE-600)2175195-X 16604601 nnns volume:18 year:2021 number:9009, p 9009 https://doi.org/10.3390/ijerph18179009 kostenfrei https://doaj.org/article/82a8a153dbe54f7bad6120f0347c6a98 kostenfrei https://www.mdpi.com/1660-4601/18/17/9009 kostenfrei https://doaj.org/toc/1661-7827 Journal toc kostenfrei https://doaj.org/toc/1660-4601 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2153 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 18 2021 9009, p 9009
allfieldsSound	10.3390/ijerph18179009 doi (DE-627)DOAJ057726116 (DE-599)DOAJ82a8a153dbe54f7bad6120f0347c6a98 DE-627 ger DE-627 rakwb eng Stevie-Jae Hepburn verfasserin aut Exploring a Complementary Stress Management and Wellbeing Intervention Model for Teachers: Participant Experience 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Background: work-related stress can have alarming physiological and psychological health impacts, which may permeate into personal and professional contexts. Teachers need to be supported to develop the skills and strategies to effectively identify how stress manifests and how to use simple, practical techniques to manage and reduce the impact of stress. Complementary interventions (CIs) for educators may provide stress management and assist with supporting wellbeing at the individual level. Methods: the convergent mixed-methods study included participant reflections, self-report measures for perceived stress, mindful attention awareness, and subjective wellbeing and biological measures (salivary cortisol levels). Data analysis: inductive thematic analysis and mixed-methods case study design. Results: the participants shared that they experienced benefits in personal and professional contexts, behavioural changes, increased awareness of the impact of stress, and a decrease in the stress response. The participant reflections provided contextual information surrounding the self-report and biological measures. The inferences generated were reflected in both datasets. The findings supported the proposed model linking the mechanisms present in the techniques from the system of yoga and the dimensions of wellbeing. Conclusions: the findings suggest that a CI for educators may provide strategies for supporting wellbeing and assisting with stress management. wellbeing mindfulness yoga stress management health teachers Medicine R Annemaree Carroll verfasserin aut Louise McCuaig verfasserin aut In International Journal of Environmental Research and Public Health MDPI AG, 2005 18(2021), 9009, p 9009 (DE-627)477992463 (DE-600)2175195-X 16604601 nnns volume:18 year:2021 number:9009, p 9009 https://doi.org/10.3390/ijerph18179009 kostenfrei https://doaj.org/article/82a8a153dbe54f7bad6120f0347c6a98 kostenfrei https://www.mdpi.com/1660-4601/18/17/9009 kostenfrei https://doaj.org/toc/1661-7827 Journal toc kostenfrei https://doaj.org/toc/1660-4601 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2153 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 18 2021 9009, p 9009
language	English
source	In International Journal of Environmental Research and Public Health 18(2021), 9009, p 9009 volume:18 year:2021 number:9009, p 9009
sourceStr	In International Journal of Environmental Research and Public Health 18(2021), 9009, p 9009 volume:18 year:2021 number:9009, p 9009
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author	Stevie-Jae Hepburn
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title	Exploring a Complementary Stress Management and Wellbeing Intervention Model for Teachers: Participant Experience
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title_sort	exploring a complementary stress management and wellbeing intervention model for teachers: participant experience
title_auth	Exploring a Complementary Stress Management and Wellbeing Intervention Model for Teachers: Participant Experience
abstract	Background: work-related stress can have alarming physiological and psychological health impacts, which may permeate into personal and professional contexts. Teachers need to be supported to develop the skills and strategies to effectively identify how stress manifests and how to use simple, practical techniques to manage and reduce the impact of stress. Complementary interventions (CIs) for educators may provide stress management and assist with supporting wellbeing at the individual level. Methods: the convergent mixed-methods study included participant reflections, self-report measures for perceived stress, mindful attention awareness, and subjective wellbeing and biological measures (salivary cortisol levels). Data analysis: inductive thematic analysis and mixed-methods case study design. Results: the participants shared that they experienced benefits in personal and professional contexts, behavioural changes, increased awareness of the impact of stress, and a decrease in the stress response. The participant reflections provided contextual information surrounding the self-report and biological measures. The inferences generated were reflected in both datasets. The findings supported the proposed model linking the mechanisms present in the techniques from the system of yoga and the dimensions of wellbeing. Conclusions: the findings suggest that a CI for educators may provide strategies for supporting wellbeing and assisting with stress management.
abstractGer	Background: work-related stress can have alarming physiological and psychological health impacts, which may permeate into personal and professional contexts. Teachers need to be supported to develop the skills and strategies to effectively identify how stress manifests and how to use simple, practical techniques to manage and reduce the impact of stress. Complementary interventions (CIs) for educators may provide stress management and assist with supporting wellbeing at the individual level. Methods: the convergent mixed-methods study included participant reflections, self-report measures for perceived stress, mindful attention awareness, and subjective wellbeing and biological measures (salivary cortisol levels). Data analysis: inductive thematic analysis and mixed-methods case study design. Results: the participants shared that they experienced benefits in personal and professional contexts, behavioural changes, increased awareness of the impact of stress, and a decrease in the stress response. The participant reflections provided contextual information surrounding the self-report and biological measures. The inferences generated were reflected in both datasets. The findings supported the proposed model linking the mechanisms present in the techniques from the system of yoga and the dimensions of wellbeing. Conclusions: the findings suggest that a CI for educators may provide strategies for supporting wellbeing and assisting with stress management.
abstract_unstemmed	Background: work-related stress can have alarming physiological and psychological health impacts, which may permeate into personal and professional contexts. Teachers need to be supported to develop the skills and strategies to effectively identify how stress manifests and how to use simple, practical techniques to manage and reduce the impact of stress. Complementary interventions (CIs) for educators may provide stress management and assist with supporting wellbeing at the individual level. Methods: the convergent mixed-methods study included participant reflections, self-report measures for perceived stress, mindful attention awareness, and subjective wellbeing and biological measures (salivary cortisol levels). Data analysis: inductive thematic analysis and mixed-methods case study design. Results: the participants shared that they experienced benefits in personal and professional contexts, behavioural changes, increased awareness of the impact of stress, and a decrease in the stress response. The participant reflections provided contextual information surrounding the self-report and biological measures. The inferences generated were reflected in both datasets. The findings supported the proposed model linking the mechanisms present in the techniques from the system of yoga and the dimensions of wellbeing. Conclusions: the findings suggest that a CI for educators may provide strategies for supporting wellbeing and assisting with stress management.
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