Una intervención centrada en prácticas de atención plena (mindfulness) promueve la regulación emocional y la reducción del estrés en profesores: An intervention based in mindfulness practices promotes emotion regulation and stress reduction in teachers

• Autores: Paola D’Adamo, Mariana Lozada
• Localización: Ansiedad y estrés, ISSN 1134-7937, Vol. 25, Nº 2-3 (Julio - Diciembre 2019), 2019, págs. 66-71
• Idioma: español
• DOI: 10.1016/j.anyes.2019.10.002
• Títulos paralelos:
  • An intervention based in mindfulness practices promotes emotion regulation and stress reduction in teachers
• Enlaces
  • Texto Completo Ejemplar
• Dialnet Métricas: 7 Citas
• Resumen
  • español

    Diversas investigaciones dan cuenta de altos niveles de estrés y burnout en profesores, pero pocos estudios analizan intervenciones que busquen aliviar esta problemática.

    Se realizó una intervención centrada en prácticas de atención plena (mindfulness) con el objetivo de promover la autorregulación emocional y disminuir el estrés en profesores de diversos niveles educativos.

    Se llevaron a cabo encuentros semanales en los cuales se realizaron diversas prácticas de atención plena y en los que también se abordaron estas temáticas de forma teórica. Se registraron estados iniciales y finales de estrés percibido y afecto positivo y negativo utilizando la Escala de Estrés Percibido y la Escala de Afectividad Positiva y Negativa. Asimismo, cada profesor realizó autorregistros detallando su proceso de cambio.

    Al evaluar los cambios pre-postintervención se encontraron diferencias significativas en ambas escalas. Luego de la intervención, disminuyó el estrés, aumentó el afecto positivo y disminuyó el afecto negativo. Los profesores expresaron haber adquirido mayor conciencia del impacto de su estado psicoemocional sobre la relación con sus alumnos.

    Este tipo de intervención basada en la realización de prácticas de atención plena podría favorecer no solo la salud de los profesores, sino también la calidad de los intercambios intersubjetivos.

  • English

    Several studies report high levels of stress and burnout in teachers, but few studies analyze interventions that seek to alleviate this problem.

    A mindfulness-based intervention was carried out with the objective to promote awareness, emotion self-regulation, and stress reduction in teachers.

    Weekly meetings were held addressing these issues in a theoretical and practical way. Initial and final states of perceived stress, and positive and negative affect were assessed, using the Perceived Stress Scale, and the Positive and Negative Affect Schedule. Furthermore, teachers carried out written records of the performed practices, detailing their processes.

    When evaluating pre-postintervention changes, significant differences were found in both scales. After the intervention, stress decreased and there was an increase in positive emotions and a decrease in negative ones. Likewise, teachers became more aware of the impact that their psycho-emotional state has on the relationship with their students.

    This mindfulness based intervention could favor not only teachers’ health but also improve intersubjective interactions with their students.

• Referencias bibliográficas
  • Alarcon, G. M. (2011). A meta-analysis of burnout with job demands, resources, and attitudes. Journal of Vocational Behavior, 79(2), 549-562....
  • Bothe, D. A., Grignon, J. B., & Olness, K. N. (2014). The effects of a stress management intervention in elementary school children. Journal...
  • Ciaramicoli, A. P. (2016). The stress solution: Using empathy and cognitive behavioral therapy to reduce anxiety and develop resilience. Retrieved...
  • Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24(4),...
  • Coles, E., Cheyne, H., & Daniel, B. (2015). Early years interventions to improve child health and wellbeing: What works, for whom and...
  • Dalcin, L., & Carlotto, M. S. (2018). Evaluation of the effect of an intervention for burnout syndrome in teachers. [Avaliação de efeito...
  • Davidson, R. J., & Mcewen, B. S. (2012). Social influences on neuroplasticity: Stress and interventions to promote well-being. Nature...
  • Delgado, L. C., Guerra, P., Perakakis, P., Viedma, M. I., Robles, H., & Vila, J. (2010). Human values education and mindfulness meditation...
  • Emerson, L. -., de Diaz, N. N., Sherwood, A., Waters, A., & Farrell, L. (2020). Mindfulness interventions in schools: Integrity and feasibility...
  • Farb, N., Daubenmier, J., Price, C. J., Gard, T., Kerr, C., Dunn, B. D., . . . Mehling, W. E. (2015). Interoception, contemplative practice,...
  • Flook, L., Goldberg, S. B., Pinger, L., Bonus, K., & Davidson, R. J. (2013). Mindfulness for teachers: A pilot study to assess effects...
  • Fortney, L., & Taylor, M. (2010). Meditation in medical practice: A review of the evidence and practice. Primary Care - Clinics in Office...
  • Fredrickson, B. L., & Losada, M. F. (2005). Positive affect and the complex dynamics of human flourishing. American Psychologist, 60(7),...
  • Gluschkoff, K., Elovainio, M., Kinnunen, U., Mullola, S., Hintsanen, M., Keltikangas-Järvinen, L., & Hintsa, T. (2016). Work stress, poor...
  • Goldin, P. R., & Gross, J. J. (2010). Effects of mindfulness-based stress reduction (MBSR) on emotion regulation in social anxiety disorder....
  • Grynberg, D., & Pollatos, O. (2015). Perceiving one's body shapes empathy. Physiology and Behavior, 140, 54-60. doi:10.1016/j.physbeh.2014.12.026
  • Harmsen, R., Helms-Lorenz, M., Maulana, R., & van Veen, K. (2018). The relationship between beginning teachers’ stress causes, stress...
  • Hölzel, B. K., Carmody, J., Vangel, M., Congleton, C., Yerramsetti, S. M., Gard, T., & Lazar, S. W. (2011). Mindfulness practice leads...
  • Igbokwe, U. L., Onyechi, K. C. N., Ogbonna, C. S., Eseadi, C., Onwuegbuchulam, A. C., Nwajiuba, C. A., . . . Anyaegbunam, E. N. (2019). Rational...
  • Killingsworth, M. A., & Gilbert, D. T. (2010). A wandering mind is an unhappy mind. Science, 330(6006), 932. doi:10.1126/science.1192439
  • Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27-35. doi:10.1080/00131910120033628
  • Lozada, M., Carro, N., D'Adamo, P., & Barclay, C. (2014). Stress management in children: A pilot study in 7 to 9 year olds. Journal...
  • Lozada, M., Carro, N., Kapelmayer, M., Kelmanowicz, V., Czar, A., & D'Adamo, P. (2017). Fostering positive changes in health and social...
  • Marqués-Pinto, A., Lima, M. L., & Lopes da Silva, A. (2005). Fuentes de estrés, burnout y estrategias de coping en profesores portugueses....
  • Maturana, A., & Vargas, A. (2015). El estrés escolar. Revista Médica Clínica Las Condes, 26(1), 34-41. Retrieved from www.scopus.com
  • Moreno, B., Arcenillas, M. V., Morante, M. E., & Garrosa, E. (2005). Burnout en profesores de primaria: Personalidad y sintomatología....
  • Moriondo, M., De Palma, P., Medrano, L. A., & Murillo, P. (2012). Adaptation of positive and negative affectivity scale (PANAS) to adults...
  • Ozawa-de Silva, B., & Dodson-Lavelle, B. (2011). An education of heart and mind: Practical and theoretical issues in teaching cognitive-based...
  • Pace, T. W. W., Negi, L. T., Sivilli, T. I., Issa, M. J., Cole, S. P., Adame, D. D., & Raison, C. L. (2010). Innate immune, neuroendocrine...
  • Park, K. H., Kim, D., Kim, S. K., Yi, Y. H., Jeong, J. H., Chae, J., . . . Roh, H. (2015). The relationships between empathy, stress and social...
  • Rahal, G. M. (2018). Mindfulness in the school context: Benefits and possibilities of integration. [Atenção plena no contexto escolar: Benefícios...
  • Remor, E. (2006). Psychometric properties of a european spanish version of the perceived stress scale (PSS). Spanish Journal of Psychology,...
  • Remor, E., & Carrobles, J. A. (2001). Versión española de la escala de estrés percibido (PSS-14): Estudio psicométrico en una muestra...
  • Rodríguez-Mantilla, J. M., & Fernández-Díaz, M. J. (2017). The effect of interpersonal relationships on burnout syndrome in secondary...
  • Sandín, B., Chorot, P., Lostao, L., Joiner, T. E., Santed, M. A., & Valiente, R. M. (1999). The PANAS scales of positive and negative...
  • Santoro, D. A. (2018). Demoralized: Why teachers leave the profession they love and how they can stay. Demoralized: Why Teachers Leave the...
  • Sapthiang, S., Van Gordon, W., & Shonin, E. (2019). Mindfulness in schools: A health promotion approach to improving adolescent mental...
  • Skaalvik, E. M., & Skaalvik, S. (2015). Job satisfaction, stress and coping strategies in the teaching profession-what do teachers say?...
  • Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS...
  • Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2014). Mindfulness-based interventions in schools-A systematic review and meta-analysis....