Exploring the International Utility of Progressing Compassionate Mind Training in School Settings: A Comparison of Implementation Effectiveness of the Same Curricula in the UK and Portugal

Autor/inn/en	Maratos, Frances A.; Matos, Marcela; Albuquerque, Isabel; Wood, Wendy; Palmeira, Lara; Cunha, Marina; Lima, Margarida P.; Gilbert, Paul
Titel	Exploring the International Utility of Progressing Compassionate Mind Training in School Settings: A Comparison of Implementation Effectiveness of the Same Curricula in the UK and Portugal
Quelle	In: Psychology of Education Review, 44 (2020) 2, S.73-82 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9807
Schlagwörter	Cross Cultural Studies; Altruism; Program Implementation; Well Being; Curriculum Implementation; Teacher Attitudes; Positive Attitudes; Stress Management; Foreign Countries; Metacognition; Daily Living Skills; Program Evaluation; Stress Variables; Elementary School Teachers; Portugal; United Kingdom + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Altruistic behavior; Altruismus; Well-being; Wellness; Wohlbefinden; Lehrerverhalten; Stressmanagement; Stressbewältigung; Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Alltagsfertigkeit; Programme evaluation; Programmevaluation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Großbritannien
Abstract	Given current retention and well-being crises within the teaching profession worldwide, this research sought to explore implementation efficacy of a Compassionate Mind Training (CMT) programme in cross-cultural school-settings. A six-module CMT curriculum was implemented in teaching staff of two primary schools in the UK (N = 76) and one primary school in Portugal (N = 41). Results revealed that high-quality implementation was achieved across the UK and Portuguese cohorts, with the majority of staff providing extremely positive ratings regarding all aspects of module content, delivery, and interest/relevance. Moreover, recommendation of the CMT to others was the modal response across cohorts. These findings indicate that CMT in school settings has international appeal and utility in helping educators manage educational-based stresses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01