Training School Teachers to Deliver a Mindfulness Program: Exploring Scalability, Acceptability, Effectiveness, and Cost-effectiveness
| Autor: | Willem Kuyken, Susan Ball, Sarah-Jayne Blakemore, Anna Sonley MEd, Obioha C Ukoumunne, Tim Dalgleish, Laura K. Taylor, Jesus Montero-Marin, Poushali Ganguli, Tamsin Ford, Catherine Crane, Liz Lord Ma, Sarah Byford, Mark T. Greenberg, J. Mark G. Williams |
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| Přispěvatelé: | Kuyken, PhD, Willem [0000-0002-8596-5252], Lord, MA, Liz [0000-0002-1160-4948], Montero-Marin, PhD, Jesus [0000-0001-5677-1662], Apollo - University of Cambridge Repository, Kuyken PhD, Willem [0000-0002-8596-5252], Lord Ma, Liz [0000-0002-1160-4948], Montero-Marin PhD, Jesus [0000-0001-5677-1662] |
| Jazyk: | angličtina |
| Rok vydání: | 2020 |
| Předmět: |
050103 clinical psychology
Medicine (General) Mindfulness Cost effectiveness effectiveness implementation and dissemination Training (civil) School teachers R5-920 acceptability ComputingMilieux_COMPUTERSANDEDUCATION 0501 psychology and cognitive sciences mindfulness-based programs teaching competency Medical education training 4. Education 05 social sciences 050301 education General Medicine Scalability Original Article Intervention Fidelity in Mindfulness-Based Research and Practice Public aspects of medicine RA1-1270 Psychology 0503 education |
| Zdroj: | Global Advances in Health and Medicine Global Advances in Health and Medicine, Vol 9 (2020) |
| ISSN: | 2164-9561 2164-957X |
| Popis: | BackgroundThere is growing research support for the use of mindfulness training (MT) in schools, but almost no high-quality evidence about different training models for people wishing to teach mindfulness in this setting. Effective dissemination of MT relies on the development of scalable training routes.ObjectiveTo compare 4 training routes for school teachers wishing to deliver MT differing in intensity and potential scalability, considering teaching competency, training acceptability, and cost-effectiveness.MethodsSchools were randomized to an existing route comprising an 8-session instructor-led personal mindfulness course, combined with 4-day MT program training, or 1 of 3 more scalable, lower intensity, alternatives: an instructor-led personal mindfulness course combined with 1-day MT program training, a self-taught personal mindfulness course (delivered through a course book) combined with 4-day MT program training, and a self-taught personal mindfulness course combined with 1-day MT program training.ResultsAttrition from training was substantial across all routes. The instructor-led course was more effective than the self-taught course in increasing teachers’ personal mindfulness skills. Even the most intensive (existing) training route brought only 29% of the teachers commencing training, and 56% of those completing the study protocol, to the required minimum competency threshold (an advanced beginner rating on an adapted version of the Mindfulness-based Interventions Teaching Assessment Criteria). The differences in levels of competency achieved by existing training compared with the more scalable alternatives were modest, with economic evaluation suggesting that the existing route was both more expensive and more effective than lower intensity alternatives, but with no statistically significant differences between routes.ConclusionsThis research questions the move toward abbreviating teacher training to increase scalability and suggests instead that many teachers require additional support to ensure competency from first delivery of MT in the classroom. |
| Databáze: | OpenAIRE |
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