engleski

Effectiveness of Mindfulness-Based Social-Emotional Learning Program CARE for Teachers Within Croatian Context

Objectives The initial results of mindfulness-based interventions (MBIs) designed for teachers have shown promise for promoting teachers’ social and emotional competencies, their health, and well- being. The present study examined the effectiveness of CARE for Teachers program outside the USA in the country of Croatia, Europe, through self-report assessment and collection of physiological data. Methods The sample included 54 teachers and other school personnel from public schools of which 25 were involved in the CARE for Teachers training. Participants completed a battery of self-report measures to assess mindfulness, burnout, selfcompassion, and compassion. Non-ambulatory blood pressure and heart rate monitoring was also conducted. Results At the post-test, intervention had significant positive effects on self-compassion (d = .35, p = .043), and two of its subscales, common humanity (d = .49, p = .043) and mindfulness (d = .66, p = .043). There were no significant effects at posttest on other self-report measures. At the follow-up, participants reported significantly higher levels of observing, selfcompassion (self-kindness, common humanity, and mindfulness), and compassion, and significantly lower levels of overidentification and disengagement than those in the control group, with medium-to- large effect sizes ranging from 0.50 to 0.73. There were no effects of the intervention at follow-up on burnout measures. Regarding cardiovascular measures, at post-test, CARE participants showed significantly lower average heart rates (d = − .60, p = .020) than those in the control group. However, we found no significant intervention impacts on the blood pressure measures at post. The intervention impact showed no effect on the cardiovascular measures at follow-up. Conclusions The introduction of the mindfulness-based intervention to a group of educators in Croatia had positive impacts on several indicators of their well-being and cardiovascular health.

Mindfulness-based intervention . Social-emotional learning . Self-compassion . Teachers . Cardiovascular health

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