基于正念的认知行为治疗干预对学校教师职业倦怠的影响
Netra Raj Paudel1,2, Prakash K C1,3, Clas-Håkan Nygård1,3
1Unit of Health Sciences, Faculty of Social Sciences, Tampere University, Tampere, Finland.
Frontiers in psychiatry
|February 10, 2025
概括
基于正念的认知行为疗法 (MB-CBT) 并没有显著减少尼泊尔的教师倦怠. 虽然MB-CBT和对照组都显示出一些倦怠减少,但它们之间没有发现显著差异.
科学领域:
- 心理学 心理学 心理学
- 教育教育教育教育教育教育.
- 公共卫生 公共卫生
背景情况:
- 教师倦怠是中学的一个重要问题.
- 基于正念的认知行为疗法 (MB-CBT) 被探索为一种潜在的干预.
- 尼泊尔的中学教师是目标人群.
研究的目的:
- 评估MB-CBT在减少尼泊尔中学教师的倦怠方面的有效性.
- 评估MB-CBT对情绪疲劳,非个性化和个人成就的影响.
主要方法:
- 在加德满都37所学校的218名教师中进行了一项随机对照试验.
- 参与者被分配到MB-CBT干预或对照组.
- 在基线和一个月的随访期间,使用MBI-ES (Maslach Burnout Inventory for Educators) 测量了燃烧状态.
主要成果:
- 无论是MB-CBT还是对照组,都显示了情绪疲劳的减少和个人成就的增加.
- 与MB-CBT组相比,对照组表现出非个性化的急剧下降.
- 在干预后的MB-CBT和对照组之间没有观察到统计学上显著的倦怠程度差异.
结论:
- 虚拟MB-CBT干预没有显著影响减少教师倦怠.
- 在干预组和对照组中,人们注意到倦怠症状的轻微减少.
- 可能需要进一步的研究来探索教育工作者有效的倦怠干预措施.
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