Description
There has been increasing recognition of a need for emotional regulation and stress reduction programs for teachers, caregivers, and early childhood educators of young children. Promoting mindfulness is one approach to reducing stress that has had positive results in studies regarding other groups of adults that may be useful for early childhood educators. The objective of the Teacher Be Well: Mindfulness Based Stress Reduction program assessed in the current study was to promote stress reduction using a mindfulness focused intervention program for early childhood educators in a military based child development center. The program included both a workshop and a set of resource materials and stress relief tools available in the teacher’s breakroom. A process evaluation was conducted to examine workshop implementation and impact. The program was implemented with high: fidelity, feasibility, participation, and satisfaction. Results regarding the impact of the program were mixed. The quantitative pre- post test comparisons regarding mindfulness and workplace stress results were not significant. However, qualitative data indicated the program was successful in helping participants learn about what mindfulness was, and also understand the benefits of mindfulness. There were also results for item-level analyses suggesting a decline in specific aspects of burnout and an increase in aspects of mindfulness. This combination of results may suggest the beginnings of the process of change, and also that a more long-term intervention is needed to effectively promote mindfulness and stress reduction.
