Reducing Teachers' Psychological Distress through a Mindfulness Training Program

  1. Franco, Clemente
  2. Mañas Mañas, Israel
  3. Cangas, Adolfo J.
  4. Moreno San Pedro, Emilio
  5. Gallego Gámez, Alfonso
Revista:
The Spanish Journal of Psychology

ISSN: 1138-7416

Año de publicación: 2010

Volumen: 13

Número: 2

Páginas: 655-666

Tipo: Artículo

DOI: 10.1017/S1138741600002328 DIALNET GOOGLE SCHOLAR

Otras publicaciones en: The Spanish Journal of Psychology

Referencias bibliográficas

  • Abramowitz, J. S., Tolin, D. F., & Street, G. P. (2001). Paradoxical effects of thought suppression: A meta-analysis of controlled studies. Clinical Psychology Review, 21, 683-703.
  • Anadón, O. (2005). La formación en estrés para la prevención del síndrome de burnout en cl currículo de formación inicial de los maestros [Training about stress to prevent burnout syndrome in the initial educational curriculum for teachers]. Revista Universitaria de Formación del Profesorado, 19, 197-220.
  • ANPE. (2005). El 73% de los profesores de la enseñanza pública están en riesgo de desarrollar ansiedad o depresión [Seventythree percent of Secondary School teachers are at risk of developing anxiety or depression]. ANPE Revista Profesional, 488, 16-18.
  • Arias A.J. Steinberg K. Banga A. Trestman R.L. Systematic review of the efficacy of meditation techniques as treatments for medical illness Journal of Alternative and Complementary Medicine 2006 12 8 817-832 DOI 10.1089/acm.2006.12.817 Arias, A. J., Steinberg, K., Banga, A., & Trestman, R. L. (2006). Systematic review of the efficacy of meditation techniques as treatments for medical illness. Journal of Alternative & Complementary Medicine, 12, 817-832. (Pubitemid 44934097)
  • Baer, R. (2003). Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical Psychology: Science and Practice, 10, 125-142.
  • Bech, P., Maier, W., Albus, M., & Allerup, P. ( 1992). The Hamilton scales and the Hopkins Symptoms (SCL-90). A cross-national validity study in patients with panic disorders. The British Journal of Psychiatry, 160, 206-211.
  • Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N., Cardomy, J., et al., (2004). Mindfulness: A proposed operational definition. Clinical Psychology: Science and Practice, 10, 230-241.
  • Bisquerra, R. (2005). Orientación y educación emocional [Orientation and emotional education]. Poster session presented at the Second Meeting of Orientation and Attention to the Diversity, Zaragoza, Spain.
  • Botero, C. (2005). Efectividad de una técnica de intervención cognitivo-conductual para cl trastorno por estrés postraumático en excombatientes colombianos [Cognitive behavioral intervention for PTSD in Colombian combat veterans]. Universitas Psicológica, 4, 205-219.
  • Brown, K. W., Ryan, R. M., & Creswell, J. D. (2007). Mindfulness: Theoretical foundations and evidence for its salutary effects. Psychological Inquiry, 4, 211 -237.
  • Caparros, B., Villar, E., Juan, J., & Viñas, F. (2007). Symptom Check-List-90-R: Fiabilidad, datos normativos y estructura factorial en estudiantes universitarios [Symptom CheckList-90-R: Fiability, normative data and factorial structure in university students]. International Journal of Clinical and Health Psychology, 7, 781-794.
  • Campbell-Sills L. Barlow D.H. Brown T.A. Hofmann S.G. Effects of suppression and acceptance on emotional responses of individuals with anxiety and mood disorders Behaviour Research and Therapy 2006 44 9 1251-1263 DOI 10.1016/j.brat.2005.10.001, PII S0005796705002068 Campbell-Sills, L., Barlow, D. H., Brown, T. A., & Hoffman, S. G. (2006). Effects of suppression and acceptance on emotional responses of individuals with anxiety and mood disorders. Behaviour Research and Therapy, 44, 1251-1263. (Pubitemid 44109838)
  • Carrasco, M. A., Sánchez, V., Ciccotelli, H., & del Barrio, V. (2003). Listado de síntomas SCL-90-R: Análisis de su comportamiento en una muestra clínica [Symptom check list SCL-90-revised: analysis in psychiatric patients]. Acción Psicológica, 2, 149-161.
  • Carrillo J.M. Rojo N. Staats A.W. Women and vulnerability to depression: Some personality and clinical factors Spanish Journal of Psychology 2004 7 1 29-39 (Pubitemid 38586572)
  • Chiesa, A., & Serretti, A. (2009). Mindfulness-based stress reduction for stress management in healthy people: A review and meta-analysis. The Journal of Alternative and Complementary Medicine, 15, 593-600.
  • Cioffi, D., & Holloway, J. (1993). Delayed costs of suppressed pain. Journal of Personality and Social Psychology, 64, 274-282.
  • Coelho, H. F., Canter, P. H., & Ernst, E. (2007). Mindfulnessbased cognitive therapy: Evaluating current evidence and informing future research. Journal of Consulting and Clinical Psychology, 75, 1000-1005.
  • Coffey, K. A., & Hartman, M. (2008). Mechanisms of action in the inverse relationship between mindfulness and psychological distress. Complementary Health Practice Review, 13, 79-91.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Laurence Erlbaum Associates.
  • Del Pozo, A. (2000). Repercusiones de la depresión de los docentes en el ámbito escolar [The repercussions of depression in teachers in the school environment]. Revista Complutense de Educación, 11, 85-103.
  • Derogatis, L. R. (2002). SCL-90-R. Manual. Madrid: TEA.
  • Eifert, G. H., & Forsyth, J. P. (2005). Acceptance & commitment therapy for anxiety disorders: A practitioner's treatment guide to using mindfulness, acceptance, and values-based behaviour change strategies. Oakland, CA: New Harbinger Publications.
  • Ferguson, P. C. (1981). The integrative meta-analysis of psychological studies investigating the treatment outcomes of meditation techniques. Dissertation Abstracts International, 42, 1547.
  • Franco, C. (2007). Técnicas de relajación y desarrollo personal [Relaxation techniques and personal development]. Granada: Cepa.
  • Franco, C. (2009a). Reducción de la percepción del estrés en estudiantes de Magisterio meditante la práctica de la Meditación Fluir [Reducing stress perception in students of teacher education through the practice of Flow Meditation]. Apuntes de Psicología, 27, 99-109.
  • Franco, C. (2009b). Efectos de un programa de meditación sobre los niveles de creatividad verbal de un grupo de alumnos de Bachillerato [Effects of a meditation program on verbal creativity levels in a group of students in late secondary education]. Suma Psicológica, 16(2), 113-120.
  • Franco, C. (2009c). Meditación Fluir para serenar el cuerpo y la mente [Flow Meditation for tranquilizing body and mind]. Madrid: Bubok.
  • Franco, C., & Navas, M. (2009). Efectos de un programa de meditación sobre los valores en una muestra de estudiantes universitarios [Effects of a meditation program on values in a sample of university students]. Electronic Journal of Research In Educational Psychology, 19, 1157-1174.
  • Fueguel, C., & Montoliu, M. R. (2005). El malestar docente: Propuestas creativas para reducir el estrés del profesorado [Teacher distress: Creative proposals for reducing teacher stress]. Barcelona: Octaedro.
  • Germer, C. K., Siegel, R. D., & Fulton, P. R. (2005). Mindfulness and psychotherapy. Nueva York: Guilford Press.
  • González, J. L., De las Cuevas, C., Rodríguez, M., & Rodríguez, F. (2002). Cuestionario de 90 sintomas SCL-90-R de L. Derogatis. Adaptación española [Questionnaire of 90 Symptoms SCL90-R of L. Derogatis. Spanish adaptation]. Madrid: TEA.
  • Gross J.J. Levenson R.W. Hiding feelings: The acute effects of inhibiting negative and positive emotion Journal of Abnormal Psychology 1997 106 1 95-103 DOI 10.1037/0021-843X.106.1.95 Gross, J. J., & Levenson, R. W. (1997). Hiding feelings. The acute effects of inhibiting negative and positive emotion. Journal of Abnormal Psychology, 106, 95-103. (Pubitemid 27063195)
  • Grossman P. Niemann L. Schmidt S. Walach H. Mindfulness-based stress reduction and health benefits: A meta-analysis Journal of Psychosomatic Research 2004 57 1 35-43 DOI 10.1016/S0022-3999(03)00573-7, PII S0022399903005737 Grossman, P., Niemann, L., Schmidt, S., & Walach, H. (2004). Mindfulness-based stress reduction and health benefits: A meta-analysis. Journal of Psychosomatic Research, 51, 35-43. (Pubitemid 38901093)
  • Gutierrez O. Luciano C. Rodriguez M. Fink B.C. Comparison between an acceptance-based and a cognitive-control-based protocol for coping with pain Behavior Therapy 2004 35 4 767-783 DOI 10.1016/S0005-7894(04)80019-4 Gutiérrez, O., Luciano, M. C., Rodriguez, M., & Fink, B. (2004). Comparison between an acceptance-based and a cognitivecontrol-based protocol for coping with pain. Behavior Therapy, 35, 767-783. (Pubitemid 41057876)
  • Hafkenscheid, A. ( 1993). Psychometric evaluation of the symptom Check-List (SCL-90) in psychiatric inpatients. Personality and Individual Differences, 14, 751-756.
  • Hayes, S. C. (2004). Acceptance and commitment therapy and the new behaviour therapies. In S. C. Hayes, V. M. Follette, & M. M. Linehan (Eds.), Mindfulness and acceptance: Expanding the cognitive behavioral tradition (pp. 1-29). New York: The Guilford Press.
  • Hayes, S. C. Follette, V. M., & Linehan, M. M. (2004). Mindfulness and acceptance: Expanding the cognitive behavioral tradition. New York: The Guilford Press.
  • Hayes S.C. Luoma J.B. Bond F.W. Masuda A. Lillis J. Acceptance and Commitment Therapy: Model, processes and outcomes Behaviour Research and Therapy 2006 44 1 1-25 DOI 10.1016/j.brat.2005.06.006, PII S0005796705002147 Hayes, S. C., Luoma, J. B., Bond, F. W., Masuda, A., & Lillis, J. (2006). Acceptance and commitment therapy: model, processes and outcomes. Behaviour Research and Therapy, 44, 1-25. (Pubitemid 41656034)
  • Hayes S.C. Masuda A. Bissett R. Luoma J. Guerrero L.F. DBT, FAP, and ACT: How empirically oriented are the new behavior therapy technologies? Behavior Therapy 2004 35 1 35-54 DOI 10.1016/S0005-7894(04)80003-0 Hayes, S. C., Masuda, A., Bissett, R., Luoma, J., & Guerrero, L. F. (2004). DBT, FAP, and ACT: How empirically oriented are the new behavior therapy technologies? Behavior Therapy, 35, 35-54. (Pubitemid 38821741)
  • Hayes, S. C., & Strosahl, K. D. (2004). A practical guide to acceptance and commitment therapy. New York: SpringerVerlag.
  • Hayes, S. C., Strosahl, K. D., & Wilson, K. G. (1999). Acceptance and commitment therapy: An experiential approach to behavior change. New York: Guilford Press.
  • Hayes, S. C., & Wilson, K. G. (2003). Mindfulness: Method and process. Clinical Psychology: Science and Practice, 10, 161-165.
  • Holen, A. (2006). Inner Strength: free mental attitude in Acem meditation. Oslo: Acem International.
  • Holen, A., & Halvor, E. (2007). Acem Meditation: An introductory companion. Oslo: Acem International.
  • Irving, J. A., Dobkin, P., & Park, J. (2009). Cultivating mindfulness in health care professionals: A review of empirical studies of Mindfulness-Based Stress Reduction (MBSR) program. Complementary Therapies in Clinical Practice, 15, 61-66.
  • Jain, S., Shapiro, S. L., Swanick, S., Bell, I., & Schwartz, G. E. (2004, marzo). Mindfulness meditation versus relaxation training for medical, premedical, nursing, and prehealth students: Differential effects on response style and psychological distress. Poster session presented at the Second Annual Mindfulness in Medicine and Health Care Conference, Worcester, MA.
  • Kabat-Zinn, J. (1982). An outpatient program in behavioral medicine for chronic pain patients based on the practice of mindfulness meditation. General Hospital Psychiatry, 4, 33-47.
  • Kabat-Zinn, J. (1990). Full catastrophe living. New York: Delacorte.
  • Kabat-Zinn, J. (1994). Wherever you go, there you are: Mindfulness meditation in everyday life. New York: Hyperion.
  • Kumar, S. M. (2002). An introduction to Buddhism for the cognitive-behavioral therapist. Cognitive and Behavioral Practice, 9, 40-43.
  • Linehan, M. M. (1993). Cognitive-behavioral treatment of borderline personality disorder. New York: The Guilford Press.
  • Mañas, I., Sánchez, L. C., & Luciano, M. C. (2008, abril). Efectos producidos por un ejercicio de mindfulness (body-scan): Un estudio piloto [Effects of a mindfulness exercise (body-scan): A pilot study]. Poster session presented at the VII Congress of the Spanish Society of Experimental Psychology, San Sebastián-Donostia, Spain.
  • Mañas, I., Luciano, M. C., & Sánchez, L. C. (2008). Beginners practising a basic mindfulness technique: An experimental analysis. Paper presented at 4th Conference of the European Association for Behaviour Analysis, Madrid, Spain.
  • Mañas, I. (2009). Mindfulness: La meditación en psicología clínica [Mindfulness: Meditation in clinical psychology]. Gaceta de Psicologia, 50, 13-29.
  • Marlatt, G. A. (1994). Addiction, mindfulness, and acceptance. In S. C. Hayes, N. S. Jacobson, V. M. Follette & M. J. Dougher (Eds.), Acceptance and change: Content and context in psychotherapy (pp. 175-197). Reno, NV: Context Press.
  • Martín-Asuero, A., & García de la Banda, G. (2007). Las ventajas de estar presente: desarrollando una conciencia plena para reducir el malestar psicológico [The advantages of being present: Developing full awareness in order to reduce psychological distress]. International Journal of Clinical and Health Psychology, 7, 369-384.
  • Martín-Asuero, A., García de la Banda, G., & Benito, E. (2005). Reducción de estrés mediante atención plena: La técnica MBSR en la formación de profesionales de la salud [Stress reduction through mindfulness: The MBSR technique in training health professionals]. Análisis y Modificación de Conducta, 31, 557-572.
  • Martínez, J. (1997). El malestar docente en profesores de E.G.B [Teacher distress in primary school teachers]. (Unpublished doctoral thesis). University of Sevilla, Spain.
  • Matud, M. P., Garcia, M. A., & Matud, M. J. (2002). Estrés laboral y salud en el profesorado: Un análisis diferencial en función del género y del tipo de enseñanza [Work stress and health in the teaching profession: A differential analysis in function of gender and teaching type]. International Journal of Clinical and Health Psychology, 2, 451-465.
  • Moreno, B., Garrosa, E., & González, J. L. (2000). Personalidad resistente, burnout y salud [Hardiness, burnout and health]. Escritos de Psicología, 4, 64-77.
  • Moriana, J. A., & Herruzo, J. (2004). Estrés y burnout en profesores [Stress and burnout in teachers]. International Journal of Clinical and Health Psychology, 4, 597-621.
  • Ostafin B.D. Chawla N. Bowen S. Dillworth T.M. Witkiewitz K. Marlatt G.A. Intensive Mindfulness Training and the Reduction of Psychological Distress: A Preliminary Study Cognitive and Behavioral Practice 2006 13 3 191-197 DOI 10.1016/j.cbpra.2005.12.001, PII S1077722906000630 Ostafin, B. D, Chawla, N., Browen, S., Dillworth, T. M., Witkiewitz, K., & Marlatt, G. A. (2006). Intensive mindfulness training and the reduction of psychological distress: A preliminary study. Cognitive and Behavioral Practice, 13, 191-197. (Pubitemid 44016100)
  • Pérez, M. (2001 ). Afinidades entre las nuevas terapias de conducta y las terapias tradicionales con otras orientaciones [Affinity between new behavioral therapies and traditional therapies with other orientations]. International Journal of Clinical and Health Psychology, 1, 15-33.
  • Purdon, C. (1999). Thought suppression and psychopathology. Behaviour Research and Therapy, 37, 1029-1054.
  • Rassin, E., Merckelbach, H., & Muris, P. (2000). Paradoxical and less pradoxical effects of thought suppression: A critical review. Clinical Psychology Review, 20, 973-995.
  • Reibel, D. K., Greeson, J. M., Brainard, G. C., & Rosenzweig, S. (2001). Mindfulness-based stress reduction and health-related quality of life in a heterogeneous patient population. General Hospital Psychiatry, 23, 183-192.
  • Rial, A., & Valera, J. (2008). Estadística práctica para la Investigación en ciencias de la salud [Practical statistics for investigation in health sciences]. A Coruña: Netbiblo.
  • Riquelme, A., Buendía, J., & Rodríguez, M. C. (1993). Estrategias de afrontamiento y apoyo social en personas con estrés económico [Coping and social support in persons under financial stress]. Psicothema, 5, 83-89.
  • Robins, C. J. (2002). Zen principles and mindfulness practice in dialectical behavior therapy. Cognitive and Behavioral Practice, 9, 50-57.
  • Robins C.J. Chapman A.L. Dialectical behavior therapy: Current status, recent developments, and future directions Journal of Personality Disorders 2004 18 1 73-89 DOI 10.1521/pedi.18.1.73.32771 Robins, C. J., & Chapman, A. L. (2004). Dialectical behaviour therapy: current status, recent developments, and future directions. Journal of Personality Disorders, 18, 73-89. (Pubitemid 38338011)
  • Rosenzweig S. Reibel D.K. Greeson J.M. Brainard G.C. Hojat M. Mindfulness-based stress reduction lowers psychological distress in medical students Teaching and Learning in Medicine 2003 15 2 88-92 Rosenzweig, S., Reibel, D. K., Greeson, J. M., Brainard, G. C., & Hojat, M. (2003). Mindfulness-based stress reduction lowers psychological distress in medical students. Teaching and Learning in Medicine, 15, 88-92 (Pubitemid 37026171)
  • Santiago, M. J., Otero, J. M., Castro, C., & Villaderfrancos, E. (2008). Occupational stress in secondary school teachers: examining the role of student's disruptive behaviour and/or attitudes and the perceived difficulty in conflict management. European Journal of Education and Psychology, 1, 39-50.
  • Schauenberg, H. (1999). Measuring psychotherapeutic change with the Symptom Checklist SCL 90 R. Psychotherapy and Psychosomatics, 68, 199-206.
  • Segal, Z. V., Williams, J. M., & Teasdale, J. D. (2002). Mindfulnessbased cognitive therapy for depression: A new approach to preventing relapse. New York: Guilford Press.
  • Sevilla, U., & Villanueva, R. (2000). La salud laboral docente en la enseñanza pública [Teacher work health in state school teaching]. Madrid: Federación de Enseñanza de CCOO.
  • Shapiro, S. L., Schwartz, G. E., & Bonner, G. (1998). Effects of mindfulness-based stress reduction on medical and premedical students. Journal of Behavioral Medicine, 21, 581-599.
  • Shear, J. (2006). The exerience of meditation. New York: Paragon House Publishers.
  • Smith, P. E., (2001). Collaborative teaching. ADE Bulletin, 1, 60-65.
  • Vallejo, M. A. (2006). Mindfulness. Papeles del Psicólogo, 27, 92-99.
  • Wegner, D. M., & Erber, R. (1992). The hyperacccssibitily of suppressed thoughts. Journal of Personality and Social Psychology, 63, 903-912.
  • Wilson, K. G., & Luciano, M. C. (2002). Terapia de Aceptación y Compromiso (ACT): Un tratamiento conductual orientado a los valores [Acceptance and commitment therapy: A behavioral therapy oriented to values]. Madrid: Pirámide.