Mindfulness-based intervention for college faculties and students in Brazil

IF 0.9 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Health Pub Date : 2021-09-01 DOI:10.4103/efh.efh_340_17

S. Cunha Paiva, Fernanda Freire Campos Nunes, Bráulio Roberto Gonçalves Marinho Couto, Lucas Pires Trindade, Lidia Christina Guimaraes Pereira, Talita de Almeida, Carolina Tornovsky Bridi, L. Caldeira, C. Veloso

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Abstract

Background: Teacher and students' stress has been a challenge in education. An approach to stress reduction is mindfulness training. The Mindfulness-based stress reduction (MBSR) has been used to improve the condition of individuals with various health outcomes. The aim of this study was to examine whether MBSR may improve depression, well-being, and perceived stress of Brazilian college faculty and students. Methods: MBSR was performed with college faculty and students from Centro Universitario de Belo Horizonte (UniBH). Participants answered questionnaires (Psychological General Well-Being Index, Perceived Stress Scale, and Beck Depression Index) at the beginning and end of the intervention. A control group of teachers also answered the questionnaires but did not participate in the MBSR intervention. Statistical analyses were performed using paired Student's t-test (P < 0.05 significance). Results: The MBSR intervention positively impacted all conditions measured in the questionnaires in faculty and students who attended the intervention. Faculty and students in the control group had shown conditions being maintained or worsened. Discussion: The MBSR was effective as faculty and students from the experimental group exhibited improvement in general well-being, depression levels, and perceived stress after attending the intervention.

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巴西大学教师和学生的正念干预

背景:师生压力一直是教育领域面临的挑战。减压的一种方法是正念训练。正念减压(MBSR)已被用于改善个体的各种健康状况。本研究的目的是检验正念减压是否可以改善巴西大学教师和学生的抑郁、幸福感和感知压力。方法:以贝洛奥里藏特大学(UniBH)的大学教师和学生为研究对象进行MBSR。参与者在干预开始和结束时回答问卷(心理一般健康指数、感知压力量表和贝克抑郁指数)。对照组的教师也回答了问卷，但没有参与正念减压干预。采用配对Student’st检验进行统计学分析(P < 0.05)。结果:正念减压干预对参与干预的教师和学生的问卷测量结果均有积极影响。控制组的教师和学生表现出病情维持或恶化。讨论:正念减压是有效的，实验组的教师和学生在参加干预后表现出总体幸福感、抑郁水平和感知压力的改善。

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来源期刊

Education for Health EDUCATION, SCIENTIFIC DISCIPLINES-

CiteScore

1.10

自引率

0.00%

发文量

期刊介绍： Education for Health: Change in Learning and Practice (EfH) is the scholarly, peer-reviewed journal of The Network: Towards Unity for Health. Our readers are health professionals, health professions educators and learners, health care researchers, policymakers, community leaders and administrators from all over the world. We publish original studies, reviews, think pieces, works in progress and commentaries on current trends, issues, and controversies. We especially want to provide our international readers with fresh ideas and innovative models of education and health services that can enable them to be maximally responsive to the healthcare needs of the communities in which they work and learn.