Mindfulness-Based Intervention for Schoolteachers: Comparison of Video-Conferencing Group with Face-to-Face Group

IF 3.1 2区心理学 Q2 PSYCHIATRY Mindfulness Pub Date : 2024-09-03 DOI:10.1007/s12671-024-02430-6

Winnie W. L. Chan, Ka Chun Wu, Shirley X. Li, Kitty K. Y. Tsang, Kathy K. Shum, Hong Wang Kwan, Michael R. Su, Shui-fong Lam

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Abstract

Objectives

The COVID-19 pandemic has brought substantial mental health challenges as well as significant changes in the delivery of clinical care and interventions, such as switching from traditional face-to-face to online mode. This study aimed to compare the effectiveness and the course experience of a video-conferencing mindfulness-based intervention (MBI) with that delivered face-to-face.

Method

Schoolteachers (N = 170) were randomly assigned to face-to-face group (n = 94) and video-conferencing group (n = 76) for an 8-week MBI. The schoolteachers’ well-being, including psychological distress, insomnia, perceived stress, mindfulness, positive and negative affect, and life satisfaction, was measured before and after the MBI. Attendance, treatment fidelity, home practice compliance, and program acceptability were collected after the MBI. Qualitative feedback from the two groups was also collected to explore the differences in participants’ subjective experiences.

Results

Both face-to-face and video-conferencing formats of MBI resulted in better general mental health, more positive affect, and higher life satisfaction, as well as significantly lower levels of insomnia, stress, and negative affect. Observed improvement was comparable between face-to-face and video-conferencing MBI. The two groups also showed comparable adherence, intervention fidelity, and program acceptability. Qualitative results showed that while video-conferencing MBI might be weaker in group process, it provided better accessibility for participants.

Conclusions

This study supported the effectiveness and feasibility of video-conferencing MBIs, which are highly accessible for teachers in need of mental health support. Further research exploring enhancements to the group process in video-conferencing MBIs may further improve the effectiveness of online programs.

Preregistration

This study is not pre-registered.

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以正念为基础的学校教师干预：视频会议小组与面对面小组的比较

目的COVID-19大流行带来了巨大的心理健康挑战，也给临床护理和干预的提供带来了重大变化，例如从传统的面对面模式转变为在线模式。本研究旨在比较视频会议正念干预（MBI）与面对面干预的效果和课程体验。方法将学校教师（170 人）随机分配到面对面组（94 人）和视频会议组（76 人），进行为期 8 周的正念干预。在 MBI 前后，对教师的幸福感进行了测量，包括心理困扰、失眠、感知压力、正念、积极和消极情绪以及生活满意度。在 MBI 结束后，还收集了教师的出勤率、治疗忠诚度、家庭练习依从性和项目可接受性。结果面对面和视频会议两种形式的 MBI 都能改善参与者的总体心理健康水平，提高积极情绪和生活满意度，并显著降低失眠、压力和消极情绪的水平。面对面和视频会议 MBI 的观察改善效果相当。两组的坚持率、干预忠实度和项目可接受性也相当。定性结果表明，虽然视频会议式 MBI 在小组进程方面可能较弱，但它为参与者提供了更好的可及性。结论这项研究支持了视频会议式 MBI 的有效性和可行性，对于需要心理健康支持的教师来说，视频会议式 MBI 具有很高的可及性。进一步研究探索视频会议 MBI 中小组过程的改进措施，可能会进一步提高在线项目的有效性。

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来源期刊

Mindfulness Multiple-

CiteScore

6.10

自引率

19.40%

发文量

224

期刊介绍： Mindfulness seeks to advance research, clinical practice, and theory on mindfulness. It is interested in manuscripts from diverse viewpoints, including psychology, psychiatry, medicine, neurobiology, psychoneuroendocrinology, cognitive, behavioral, cultural, philosophy, spirituality, and wisdom traditions. Mindfulness encourages research submissions on the reliability and validity of assessment of mindfulness; clinical uses of mindfulness in psychological distress, psychiatric disorders, and medical conditions; alleviation of personal and societal suffering; the nature and foundations of mindfulness; mechanisms of action; and the use of mindfulness across cultures. The Journal also seeks to promote the use of mindfulness by publishing scholarly papers on the training of clinicians, institutional staff, teachers, parents, and industry personnel in mindful provision of services. Examples of topics include: Mindfulness-based psycho-educational interventions for children with learning, emotional, and behavioral disorders Treating depression and clinical symptoms in patients with chronic heart failure Yoga and mindfulness Cognitive-behavioral mindfulness group therapy interventions Mindfulnessness and emotional regulation difficulties in children Loving-kindness meditation to increase social connectedness Training for parents and children with ADHD Recovery from substance abuse Changing parents’ mindfulness Child management skills Treating childhood anxiety and depression