Mindfulness Based Education for Emotional Awareness and Prevent Burn-out Syndrome: An Educational Experience with Teachers from Kindergarten to High School

Authors

DOI:

https://doi.org/10.7346/-fei-XX-01-22_30

Keywords:

Teacher training, Mindfulness, Awareness, Emotional education, Burn-out, Transformative learning, Reflexivity

Abstract

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. 

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Published

2022-04-30