Date of Award
1-15-2023
Document Type
Thesis
Degree Name
MA - Master of Arts
Department
Mindfulness Studies
First Advisor
Dr. Andrew Olendzki
Second Advisor
Dr. Melissa Jean
Abstract
Mindfulness-based interventions that include an element of self-compassion training are beneficial in mitigating burnout and increasing educator well-being when implemented in the educational workplace. The recent and continuing interaction with the COVID-19 pandemic has shown the importance of actively cultivating collective mental health. Schools can no longer take a passive stance when it comes to bolstering resilience regarding mental health and well-being of their educators. The impact of negative stressors precipitated by the COVID-19 pandemic, along with other recent cultural and occupational phenomena, have taken a toll on mental resilience. To support educators, mindfulness interventions may be offered as a new type of holistic benefit. The skills gained in these interventions will serve as tools to mitigate educators’ reactions to occupational stressors and the factors of secondary traumatic stress that threaten one’s well-being. When these interventions include elements of self-compassion practice, resilience training, and mindfulness practices, educators gain an understanding of how to strengthen their own resilience, mitigating the chance of burnout while increasing their own well-being.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Share Alike 4.0 License.
Language
English
Recommended Citation
Squyres, Emily, "A Mindfulness-Based Intervention for Educators: Cultivating Self-Awareness and Self-Compassion to Increase Well-Being and Mitigate Burnout" (2023). Mindfulness Studies Theses. 74.
https://digitalcommons.lesley.edu/mindfulness_theses/74
