Addressing Compassion Fatigue and Stress of Special Education Teachers and Professional Staff Using Mindfulness and Prayer

Autor/inn/en	Sharp Donahoo, Lori M.; Siegrist, Beverly; Garrett-Wright, Dawn
Titel	Addressing Compassion Fatigue and Stress of Special Education Teachers and Professional Staff Using Mindfulness and Prayer
Quelle	In: Journal of School Nursing, 34 (2018) 6, S.442-448 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-8405
DOI	10.1177/1059840517725789
Schlagwörter	School Nurses; Fatigue (Biology); Metacognition; Religious Factors; Intervention; Special Education Teachers; Pretests Posttests; Social Support Groups; Asynchronous Communication; Scores; Quality of Life; Teacher Burnout; School Districts; Elementary School Teachers; Middle School Teachers; Secondary School Teachers; Kentucky + Suchen Sie Ihr Suchwort? Fatigue; Ermüdung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Social support; Soziale Unterstützung; Lebensqualität; Burnout-syndrom; Burnout; Burnout-Syndrom; School district; Schulbezirk; Elementary school; Grundschule; Volksschule; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	Alternative therapies are promising nursing interventions for improvement of compassion fatigue in educators working in special education. A convenience sample of 27 teachers and professional staff working in special education participated in a quasi-experimental pilot study and completed a pre/posttest of demographic questions, the Perceived Stress Scale (PSS) (10-item) and Professional Quality of Life (ProQOL). All attended a presentation on stress, compassion satisfaction (CS), mindfulness, prayer, and social support. Nearly, one half received weekly electronic text message reminders encouraging use of mindfulness and prayer. All were offered support groups. Use of alternative therapies was self-selected and self-reported. Significant improvement occurred in posttest PSS scores (p = 0.0485) of participants with the highest reported levels of use of mindfulness. ProQOL CS scores (p = 0.0289) and PSS scores (p = 0.0244) significantly improved when evaluating difference in means between groups with the highest levels and lowest levels of prayer and mindfulness. ProQOL burnout scores (p = <0.0001) increased from pretest to posttest. Findings were not significant in regard to reminders and social support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01