TY - JOUR
T1 - Improving classroom learning environments by cultivating awareness and resilience in education (CARE)
T2 - Results of a randomized controlled trial
AU - Jennings, Patricia A.
AU - Frank, Jennifer L.
AU - Snowberg, Karin E.
AU - Coccia, Michael A.
AU - Greenberg, Mark T.
PY - 2013/12
Y1 - 2013/12
N2 - Cultivating Awareness and Resilience in Education (CARE for Teachers) is a mindfulness- based professional development program designed to reduce stress and improve teachers' performance and classroom learning environments. A randomized controlled trial examined program efficacy and acceptability among a sample of 50 teachers randomly assigned to CARE or waitlist control condition. Participants completed a battery of self-report measures at pre- and postintervention to assess the impact of the CARE program on general well-being, efficacy, burnout/time pressure, and mindfulness. Participants in the CARE group completed an evaluation of the program after completing the intervention. ANCOVAs were computed between the CARE group and control group for each outcome, and the pretest scores served as a covariate. Participation in the CARE program resulted in significant improvements in teacher wellbeing, efficacy, burnout/time-related stress, and mindfulness compared with controls. Evaluation data showed that teachers viewed CARE as a feasible, acceptable, and effective method for reducing stress and improving performance. Results suggest that the CARE program has promise to support teachers working in challenging settings and consequently improve classroom environments.
AB - Cultivating Awareness and Resilience in Education (CARE for Teachers) is a mindfulness- based professional development program designed to reduce stress and improve teachers' performance and classroom learning environments. A randomized controlled trial examined program efficacy and acceptability among a sample of 50 teachers randomly assigned to CARE or waitlist control condition. Participants completed a battery of self-report measures at pre- and postintervention to assess the impact of the CARE program on general well-being, efficacy, burnout/time pressure, and mindfulness. Participants in the CARE group completed an evaluation of the program after completing the intervention. ANCOVAs were computed between the CARE group and control group for each outcome, and the pretest scores served as a covariate. Participation in the CARE program resulted in significant improvements in teacher wellbeing, efficacy, burnout/time-related stress, and mindfulness compared with controls. Evaluation data showed that teachers viewed CARE as a feasible, acceptable, and effective method for reducing stress and improving performance. Results suggest that the CARE program has promise to support teachers working in challenging settings and consequently improve classroom environments.
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U2 - 10.1037/spq0000035
DO - 10.1037/spq0000035
M3 - Article
C2 - 24015983
AN - SCOPUS:84890504704
SN - 1045-3830
VL - 28
SP - 374
EP - 390
JO - School Psychology Quarterly
JF - School Psychology Quarterly
IS - 4
ER -