Mindfulness and Compassion as Key Factors in Improving teacher’s Well Being

[1]  K. Schonert-Reichl.  Social and Emotional Learning and Teachers , 2019 .

[2]  Patricia A. Jennings,et al.  Impacts of the CARE for Teachers Program on Teachers’ Social and Emotional Competence and Classroom Interactions , 2017 .

[3]  M. Swartz.  Social and Emotional Learning. , 2017, Journal of pediatric health care : official publication of National Association of Pediatric Nurse Associates & Practitioners.

[4]  R. Sanderman,et al.  Compassion for Others and Self-Compassion: Levels, Correlates, and Relationship with Psychological Well-being , 2017, Mindfulness.

[5]  B. Bartlett,et al.  A systematic review of mindfulness interventions for in-service teachers: A tool to enhance teacher wellbeing and performance , 2017 .

[6]  K. Haimovitz,et al.  Examining Ways That a Mindfulness-Based Intervention Reduces Stress in Public School Teachers: a Mixed-Methods Study , 2016 .

[7]  P. Zimbardo,et al.  A school-based intervention for reducing posttraumatic symptomatology and intolerance during political violence. , 2016 .

[8]  K. Schonert-Reichl,et al.  Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students. , 2016, Social science & medicine.

[9]  Patricia A. Jennings,et al.  Strengthening Teacher Presence Through Mindfulness: What Educators Say About the Cultivating Awareness and Resilience in Education (CARE) Program , 2016 .

[10]  Patricia A. Jennings,et al.  Validation of the Mindfulness in Teaching Scale , 2016 .

[11]  Patricia A. Jennings,et al.  Strengthening Teacher Presence Through Mindfulness: What Educators Say About the Cultivating Awareness and Resilience in Education (CARE) Program , 2015, Mindfulness.

[12]  C. Vanroelen,et al.  Burnout among senior teachers: Investigating the role of workload and interpersonal relationships at work , 2014 .

[13]  P. Gilbert.  Social mentalities: Internal ‘social’ conflict and the role of inner warmth and compassion in cognitive therapy , 2014 .

[14]  R. Berger.  The ERASE-STRESS (ES) programmes : Teacher-delivered universal school-based programmes in the aftermath of disasters , 2014 .

[15]  Paul Gilbert,et al.  The origins and nature of compassion focused therapy. , 2014, The British journal of clinical psychology.

[16]  Tessa V. West,et al.  Stress Contagion , 2014, Psychological science.

[17]  Patricia A. Jennings,et al.  Improving classroom learning environments by Cultivating Awareness and Resilience in Education (CARE): results of a randomized controlled trial. , 2013, School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association.

[18]  Simon B. Goldberg,et al.  Mindfulness for teachers: A pilot study to assess effects on stress, burnout and teaching efficacy. , 2013, Mind, brain and education : the official journal of the International Mind, Brain, and Education Society.

[19]  G. Desbordes,et al.  Meditation Increases Compassionate Responses to Suffering , 2013, Psychological science.

[20]  A. Jha,et al.  Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials. , 2013 .

[21]  Emiliana R. Simon-Thomas,et al.  Enhancing Compassion: A Randomized Controlled Trial of a Compassion Cultivation Training Program , 2013 .

[22]  Nirbhay N. Singh,et al.  Mindfulness Training for Teachers Changes the Behavior of Their Preschool Students , 2013 .

[23]  Diane E. Stodola,et al.  Compassion Training Alters Altruism and Neural Responses to Suffering , 2013, Psychological science.

[24]  K. Neff,et al.  The Relationship between Self-compassion and Other-focused Concern among College Undergraduates, Community Adults, and Practicing Meditators , 2013 .

[25]  S. N. Beretvas,et al.  The Role of Self-compassion in Romantic Relationships , 2013 .

[26]  A. Dor,et al.  Teachers' attitudes toward parents' involvement in school: Comparing teachers in the USA and Israel , 2012 .

[27]  Patricia A. Jennings,et al.  Mindfulness Training and Teachers' Professional Development: An Emerging Area of Research and Practice , 2012 .

[28]  T. Schmitt,et al.  Teacher efficacy in student engagement, instructional management, student stressors, and burnout: A theoretical model using in-class variables to predict teachers' intent-to-leave , 2012 .

[29]  K. Facer.  Taking the 21st century seriously: young people, education and socio-technical futures , 2012 .

[30]  P. Gilbert,et al.  Fears of compassion: development of three self-report measures. , 2011, Psychology and psychotherapy.

[31]  H. Koomen,et al.  Teacher Wellbeing: The Importance of Teacher–Student Relationships , 2011 .

[32]  M. Cullen.  Mindfulness-Based Interventions: An Emerging Phenomenon , 2011 .

[33]  F. Raes,et al.  Construction and factorial validation of a short form of the Self-Compassion Scale. , 2011, Clinical psychology & psychotherapy.

[34]  T. Singer,et al.  Short-Term Compassion Training Increases Prosocial Behavior in a Newly Developed Prosocial Game , 2011, PloS one.

[35]  P. Grossman,et al.  Mindfulness-based stress reduction and health benefits. A meta-analysis. , 2004, Journal of psychosomatic research.

[36]  Paul Gilbert,et al.  Having a word with yourself: Neural correlates of self-criticism and self-reassurance , 2010, NeuroImage.

[37]  Mark T. Greenberg,et al.  The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes , 2009 .

[38]  L. Negi,et al.  Effect of compassion meditation on neuroendocrine, innate immune and behavioral responses to psychosocial stress , 2009, Psychoneuroendocrinology.

[39]  J. Crocker,et al.  INTERPERSONAL RELATIONS AND GROUP PROCESSES Creating and Undermining Social Support in Communal Relationships : The Role of Compassionate and Self-Image Goals , 2008 .

[40]  D. Hamman,et al.  Does burnout begin with student-teaching? Analyzing efficacy, burnout, and support during the student-teaching semester , 2007 .

[41]  Erin O'Connor,et al.  Examining Teacher–Child Relationships and Achievement as Part of an Ecological Model of Development , 2007 .

[42]  P. Shaver,et al.  Attachment in Adulthood: Structure, Dynamics, and Change , 2007 .

[43]  Dee C. Ray.  Two Counseling Interventions to Reduce Teacher-Child Relationship Stress , 2007 .

[44]  Jeannie K. Wright.  The compassionate mind , 2007 .

[45]  S. Holden.  Education at a Glance , 2006, The SAGE Encyclopedia of Higher Education.

[46]  Gregory T. Smith,et al.  Using Self-Report Assessment Methods to Explore Facets of Mindfulness , 2006, Assessment.

[47]  J. Astin,et al.  Mechanisms of mindfulness. , 2006, Journal of clinical psychology.

[48]  Thomas M. Smith,et al.  Democratic School Climate and Sense of Community in School: A Multilevel Analysis , 2005, American journal of community psychology.

[49]  Y. Katz,et al.  Teachers’ classroom discipline and student misbehavior in Australia, China and Israel , 2005 .

[50]  Omri Gillath,et al.  An attachment-theoretical approach to compassion and altruism. , 2005 .

[51]  J. Astin,et al.  Mindfulness-Based Stress Reduction for Health Care Professionals: Results From a Randomized Trial , 2005 .

[52]  Marilyn Cochran-Smith.  Sometimes it's not about the money: teaching and heart , 2003 .

[53]  K. Neff,et al.  The Development and Validation of a Scale to Measure Self-Compassion , 2003 .

[54]  Valerie E. Lee,et al.  Dropping Out of High School: The Role of School Organization and Structure , 2003 .

[55]  J. Kabat-Zinn,et al.  Mindfulness-Based Interventions in Context: Past, Present, and Future , 2003 .

[56]  R. Davidson,et al.  Visions of Compassion: Western Scientists and Tibetan Buddhists Examine Human Nature , 2002 .

[57]  Megan Tschannen-Moran,et al.  Teacher efficacy: capturing an elusive construct , 2001 .

[58]  Chris Kyriacou,et al.  Teacher Stress: Directions for future research , 2001 .

[59]  Welko Tomic,et al.  A longitudinal study of teacher burnout and perceived self-efficacy in classroom management , 2000 .

[60]  P. Trapnell,et al.  Private self-consciousness and the five-factor model of personality: distinguishing rumination from reflection. , 1999, Journal of personality and social psychology.

[61]  J. Kabat-Zinn,et al.  Three-year follow-up and clinical implications of a mindfulness meditation-based stress reduction intervention in the treatment of anxiety disorders. , 1995, General hospital psychiatry.

[62]  Jacob Cohen,et al.  A power primer. , 1992, Psychological bulletin.

[63]  A. Fenigstein.  On the Nature of Public and Private Self‐Consciousness , 1987 .

[64]  T. Kamarck,et al.  A global measure of perceived stress. , 1983, Journal of health and social behavior.

[65]  Richard L. Metzger.  A reliability and validity study of the state-trait anxiety inventory , 1976 .

[66]  Jacob Cohen.  Statistical Power Analysis for the Behavioral Sciences , 1969, The SAGE Encyclopedia of Research Design.

[67]  Jessica Daecher,et al.  Maslach Burnout Inventory Manual , 2016 .

[68]  Orly Shapira-Lishchinsky,et al.  Planning Educational Policy: Teacher Perceptions of School Principal Transformational Leadership in Israel and the United States. , 2016 .

[69]  Adele Diamond,et al.  Enhancing cognitive and social-emotional development through a simple-to-administer mindfulness-based school program for elementary school children: a randomized controlled trial. , 2015, Developmental psychology.

[70]  Patricia A. Jennings,et al.  Promoting Teachers' Social and Emotional Competence: A Replication Study of the Cultivating Awareness and Resilience in Education (CARE) Program. , 2014 .

[71]  N. Noddings.  Caring : a relational approach to ethics & moral education , 2013 .

[72]  Patricia A. Jennings,et al.  Improving classroom Learning environments by cultivating Awareness and resilience in education (cAre , 2011 .

[73]  David T. Burkam.  Dropping Out of High School: , 2011 .

[74]  S. Black.  The power of compassion. , 2008, Nursing standard (Royal College of Nursing (Great Britain) : 1987).

[75]  John N. Sheveland.  Review of Awakening Through Love: Unveiling Your Deepest Goodness , 2008 .

[76]  L. Pearson,et al.  The Relationship between Teacher Autonomy and Stress, Work Satisfaction, Empowerment, and Professionalism , 2005 .

[77]  Mark H. Davis.  Measuring individual differences in empathy: Evidence for a multidimensional approach. , 1983 .

[78]  Mark H. Davis,et al.  A Multidimensional Approach to Individual Differences in Empathy , 1980 .

[79]  C. Spielberger,et al.  Manual for the State-Trait Anxiety Inventory , 1970 .