학술논문
Two for one: Effectiveness of a mandatory personal and classroom stress management program for preservice teachers.
Document Type
Academic Journal
Author
Böke BN; Department of Educational and Counselling Psychology, Faculty of Education, McGill University.; Petrovic J; Department of Educational and Counselling Psychology, Faculty of Education, McGill University.; Zito S; Department of Educational and Counselling Psychology, Faculty of Education, McGill University.; Sadowski I; Department of Educational and Counselling Psychology, Faculty of Education, McGill University.; Carsley D; Student Wellness Hub, Student Services, McGill University.; Rodger S; 3 Graduate Program in Counselling Psychology, Faculty of Education, University of Western Ontario.; Heath NL; Department of Educational and Counselling Psychology, Faculty of Education, McGill University.
Source
Publisher: APA Division 16 (School Psychology) Country of Publication: United States NLM ID: 101743576 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 2578-4226 (Electronic) Linking ISSN: 25784218 NLM ISO Abbreviation: Sch Psychol Subsets: MEDLINE
Subject
Language
English
Abstract
The present study employed a quasi-experimental design to evaluate the effectiveness and acceptability of a 6-hr mandatory stress management and well-being program for preservice teachers. A program group of 157 preservice teachers ( M age = 22.46 years; 88% women) completed the program as well as baseline, postprogram, and follow-up measures. A comparison group of 63 preservice teachers ( M age = 23.50 years; 85% women) completed measures at similar time points but did not receive the program. All participants completed measures of stress, coping self-efficacy, anxiety, mindfulness, and well-being. The program group completed additional measures of well-being, affect, and program satisfaction. Findings revealed significant improvements in key indices of mental health and well-being for those in the program group relative to the comparison group and high ratings of program satisfaction. Discussion focuses on implications of present findings for mandatory inclusion of wellness curriculum in teacher preparation programs with instruction on enhancing their own and their students' well-being. (PsycInfo Database Record (c) 2024 APA, all rights reserved).