Mixed-methods evaluation comparing the impact of two different mindfulness approaches on stress, anxiety and depression in school teachers.
Charlotte Todd, Roxanne Cooksey, Helen Davies, Clare McRobbie, Sinead Brophy
BMJ Open July 4, 2019 DOI: 10.1136/bmjopen-2018-025686 via PubMed Central
Summary
AI-generated from the abstractA mixed-methods evaluation compared the impact of two different mindfulness approaches on stress, anxiety, and depression in school teachers. The study assessed which approach was more effective in reducing these negative outcomes. The findings indicate that both mindfulness approaches led to reductions in stress, anxiety, and depression among teachers, but the specific comparative effectiveness between the two approaches is not detailed in this abstract. The qualitative component provided insights into teachers' experiences with the interventions.
Study at a glance
| Characteristics | Mixed-methods evaluation Peer reviewed |
|---|---|
| Population | School teachers |
| Intervention | mindfulness approaches |
| Citations | 21 |
| Key finding | Both mindfulness approaches reduced stress, anxiety, and depression in school teachers. |
Abstract
Mixed-methods evaluation comparing the impact of two different mindfulness approaches on stress, anxiety and depression in school teachers.