Sponsor
Portland State University. Department of Psychology
First Advisor
Robert W. Roeser
Date of Publication
Fall 12-2-2014
Document Type
Thesis
Degree Name
Master of Science (M.S.) in Psychology
Department
Psychology
Language
English
Subjects
Teachers -- Job stress -- Prevention, Teachers -- Job stress -- Management, Mindfulness (Psychology) -- Physiological aspects
DOI
10.15760/etd.2105
Physical Description
1 online resource (v, 91 pages)
Abstract
Teaching is a stressful, uncertain, and emotionally laden profession (Chaplain, 2008; Farber, 1999; Johnson et al., 2005). One approach to reduce psychological distress and improve well-being in teachers is through the use of mindfulness-based stress reduction (MBSR) programs. While MBSR programs have been shown in several studies to be effective with regard to improving well-being in teachers, little research has been done to date examining the relationship between program dose and outcomes. This study examines the relationship between both generic and program-specific dose and outcomes of stress and burnout. Results showed some evidence that generic yoga frequency is related to outcomes. No significant relationships between program-specific dose and outcomes were found. Directions for future research are discussed.
Rights
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Persistent Identifier
http://archives.pdx.edu/ds/psu/13234
Recommended Citation
Harrison, Jessica Leigh, "Assessing Generic and Program-Specific Dose-Response Relations Between Engagement in Contemplative Practices and Reductions in Teachers' Occupational Stress and Burnout" (2014). Dissertations and Theses. Paper 2107.
https://doi.org/10.15760/etd.2105