Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/29733
Title: Mindfulness as a Coping Method: A Teacher's Experiences
Contributor(s): Santos, Anabela Caetano (author); Freitas, Eunice (author); Malouff, John  (author); Cefai, Carmel (author)
Publication Date: 2020-10-28
Open Access: Yes
Handle Link: https://hdl.handle.net/1959.11/29733
Open Access Link: https://medium.com/teachers-on-fire/mindfulness-as-a-coping-method-a-teachers-experiences-abdf718cea92Open Access Link
Field of Research (FoR) 2008: 170106 Health, Clinical and Counselling Psychology
Field of Research (FoR) 2020: 520303 Counselling psychology
520304 Health psychology
520302 Clinical psychology
Socio-Economic Objective (SEO) 2008: 920205 Health Education and Promotion
Socio-Economic Objective (SEO) 2020: 200203 Health education and promotion
Abstract: Daily teaching life at school, in person or online, goes hand in hand with a wide variety of tasks, bureaucratic requirements, and relationship management between colleagues, with parents and/or unmotivated students, classes to prepare, and assessments to grade.
Teaching is among the most stressful and exhausting professions (Lomas et al., 2017). And despite the high potential for satisfaction of this profession, teachers’ burnout is considered a global phenomenon, leading to symptoms such as emotional exhaustion, helplessness, and a feeling of incompetence (Skinner & Beers, 2016).
There are several ways to deal with stress effectively, preventing the physical, emotional, and occupational consequences of burnout. The use of coping methods, such as emotional regulation strategies, is strongly related to the reduction of stress symptoms (Pyhältö et al., 2020). The use of positive strategies to deal with stress can act as protective factor against stress, with the possibility of transforming challenges into growth opportunities, contributing to a higher quality involvement in teaching, greater satisfaction and better well-being (Skinner & Beers, 2016).
Publication Type: Journal Article
Source of Publication: Teachers on Fire Magazine, p. 1-5
HERDC Category Description: C3 Non-Refereed Article in a Professional Journal
Appears in Collections:Journal Article
School of Psychology

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