Mindfulness Based Education for Emotional Awareness and Prevent Burn-out Syndrome: An Educational Experience with Teachers from Kindergarten to High School
Keywords:Teacher training, Mindfulness, Awareness, Emotional education, Burn-out, Transformative learning, Reflexivity
Mindfulness is the interconnection between the ability to direct attention to the present moment (self-regulation of attention) and the attitude connected to this moment, characterized by curiosity, openness and acceptance. Clinical efficacy of indfulness has been demonstrated over the past two decades. Its potential within both nursing contests and formal learning for adult education has recently been investigated. Aims of the research: to evaluate and describe the effects of a professional training for teachers of all levels, examining the pedagogical implications, in terms of personal transformation and in the professional context. Methodology: the research presents and discusses - through the data emerging from a questionnaire - the professional training of n. 57 teachers entitled «Take the Next Step - Conscious Learning». The course was structured inspired by the Mindfulness-Based Stress Reduction (MBSR) program and the work of Jon Kabat-Zinn and Saki Santorelli of the Center for Mindfulness in Medicine, Health Care and Society University of Massachusetts (USA). Results: the data showed that the teachers participating in the training course understood its meaning, usefulness and the importance of the experiential and reflective-transformative nature of the tools presented. Conclusions: the possible implications of the results of this study concern the ability to use and promote the mindfulness techniques beyond clinical effectiveness, as important tools for growth and development within formal learning contexts.
Copyright (c) 2022 Maria Buccolo , Valerio Ferro Allodola
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors that publish in Formazione & insegnamento accept the following conditions:
- Authors keep their copy rights for their work and give the journal only the right of first publication and distribution of it. Concurrently, the work is licensed under Attribution 4.0 International (CC BY 4.0), which allows others to share their work porovided they attribute it to their original author and acknowledge its first appearance in this journal.
- Authors might engage in other licensing agreements, provided such agreements are non exclusive regarding the distribution of the published work (e.g., place a copy in a physical institutional repository, or publish it in a book). In this case, the authors must acknowledge in the new version of the work that it was first published on this journal.
- Authors may distribute their accepted manuscripts (pre-print) online (e.g., online repositories, personal website) during the publication process. This is allowed because it is the source of informed exchange with peers and increases the value of the published work. Please be aware that the distribution and dissemination to peer and through archives does not constitute a "publication" in a volume belonging to a series (ISSN): Formazione & insegnamento publishes previously unpublished works.