Two for one: Effectiveness of a mandatory personal and classroom stress management program for preservice teachers.

School psychology (Washington, D.C.) Pub Date : 2024-05-01 Epub Date: 2023-12-21 DOI:10.1037/spq0000611

Bilun Naz Böke, Julia Petrovic, Stephanie Zito, Isabel Sadowski, Dana Carsley, Susan Rodger, Nancy L Heath

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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).

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一举两得：针对职前教师的个人和课堂压力管理必修课程的有效性。

本研究采用准实验设计，评估了针对职前教师的 6 小时强制性压力管理和幸福感计划的有效性和可接受性。由 157 名在职教师（年龄 22.46 岁，88% 为女性）组成的项目组完成了该项目以及基线、项目后和跟踪测量。对比组有 63 名职前教师（年龄 = 23.50 岁；85% 为女性），他们在类似的时间点完成了测量，但没有参加该计划。所有参与者都完成了压力、应对自我效能感、焦虑、正念和幸福感的测量。项目组完成了幸福感、情感和项目满意度的额外测量。研究结果表明，与对比组相比，项目组的参与者在心理健康和幸福感的主要指标上都有明显改善，而且对项目的满意度也很高。讨论的重点是本研究结果对在教师培养计划中强制纳入健康课程的影响，以及对提高教师自身和学生幸福感的指导。(PsycInfo Database Record (c) 2023 APA, 版权所有）。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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School psychology (Washington, D.C.)

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