Effect of Inquiry-Based Stress Reduction (IBSR) Intervention on Well-Being, Resilience and Burnout of Teachers during the Covid-19 Pandemic
Bibliographic Data
| ID | 15514692 |
|---|---|
| Authors | Tzofnat Zadok-Gurman (Tel Aviv University), Ronit Jakobovich (Tel Aviv University), Eti Dvash (The Israeli Ministry of Education, Jerusalem district, Jerusalem 95464, Israel), Keren Zafrani (John F. Kennedy University), Benjamin Rolnik (0000-0001-5754-121X, Stanford University), Ariel B Ganz (0000-0002-7173-2239, Stanford University), Shahar Lev‐Ari (0000-0003-0187-9427, Tel Aviv University, corresponding author) |
| Year | 2021 |
| Volume | 18 |
| Issue | 7 |
| Pages | 3689-3689 |
| Publication date | 2021-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Environmental Research and Public Health (JOURNAL) |
| Journal identifiers | ISSN: 1661-7827 • E-ISSN: 1660-4601 |
| Publisher | Multidisciplinary Digital Publishing Institute (PUBLISHER • CH) |
| DOI | 10.3390/ijerph18073689 |
| PMID | 33916258 |
| OpenAlex | W3143460020 |
| Language | EN |
| Citations received | 40 |
| References cited | 48 |
Objective: The COVID-19 pandemic has had a major impact on teachers professional and personal lives. Our primary aim was to assess the effect of a blended Inquiry-Based Stress Reduction (IBSR), an emerging mindfulness and cognitive reframing intervention on teacher's well-being. Our secondary aims were to assess the effect of IBSR on resilience, burnout, mindfulness, and stress among teachers during the COVID-19 pandemic. Methods: The study was a prospective controlled trial with an intervention group (N = 35) and a comparison control group (N = 32). The intervention took place in the Jerusalem District throughout the school year from November 2019 to May 2020. The sessions were conducted in blended learning that included traditional learning (face-to-face) and online learning. Data was analyzed on an intention-to-treat basis. Results: IBSR blended intervention enhanced the resilience and improved the subjective and psychological well-being of teachers in spite of the breakout of the COVID-19 pandemic and the first lockdown in Israel. Simultaneously the control group suffered from enhanced burnout levels and a decline in psychological and subjective well-being. Conclusions: Implementation of IBSR blended intervention during the school year may benefit teachers' well-being and ability to flourish, even during stressful events such as the COVID-19 pandemic
Burnout · Cognitive reframing · Coronavirus disease 2019 (COVID-19 · Intervention (counseling · Mindfulness · Pandemic · Psychiatry · Psychological resilience · Psychotherapist · Stress management · Well-being · Clinical Psychology · COVID-19 and Mental Health · Medicine · Mindfulness and Compassion Interventions · Psychology · Resilience and Mental Health · Social Psychology
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| Unique citing works | 40 |
|---|---|
| Citations per year | 8 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 40 |