Long-term impacts of the CARE program on teachers' self-reported social and emotional competence and well-being
Journal of School Psychology, ISSN: 0022-4405, Vol: 76, Page: 186-202
2019
- 88Citations
- 392Captures
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
- Citations88
- Citation Indexes83
- 83
- CrossRef33
- Academic Citation Index (ACI) - airiti1
- Policy Citations5
- Policy Citation5
- Captures392
- Readers392
- 392
Article Description
Teacher stress is at an all-time high, negatively impacting the quality of education and student outcomes. In recent years, mindfulness-based interventions have been shown to promote well-being and reduce stress among healthy adults. In particular, mindfulness-based interventions enhance emotion regulation and reduce psychological distress. One such program specifically designed to address teacher stress is Cultivating Awareness and Resilience in Education (CARE). The present study examined teachers' self-reported data collected at three time points over two consecutive school years as part of a randomized controlled trial of CARE. The study involved 224 teachers in 36 elementary schools in high poverty areas of New York City. Teachers were randomly assigned within schools to receive CARE or to a waitlist control group. This study builds on previous experimental evidence of the impacts of CARE on teacher self-reported outcomes for this sample of teachers within one school year (Jennings et al., 2017). Results indicate that at the third assessment point (9.5 months after participating in the program), CARE teachers showed continued significant decreases in psychological distress, reductions in ache-related physical distress, continued significant increases in emotion regulation and some dimensions of mindfulness. Findings indicate that teachers who participated in mindfulness-based professional development through CARE reported both sustained and new benefits regarding their well-being at a follow-up assessment almost one-year post-intervention compared to teachers in the control condition. Implications for further research and policy are discussed.
Bibliographic Details
http://www.sciencedirect.com/science/article/pii/S0022440519300548; http://dx.doi.org/10.1016/j.jsp.2019.07.009; http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=85073813960&origin=inward; http://www.ncbi.nlm.nih.gov/pubmed/31759466; https://linkinghub.elsevier.com/retrieve/pii/S0022440519300548; https://dx.doi.org/10.1016/j.jsp.2019.07.009
Elsevier BV
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