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Feasibility and Effectiveness Study of a Compassionate Mind Training Program for Teachers

NCT05107323 · Status: COMPLETED · Phase: NA · Type: INTERVENTIONAL · Enrollment: 155

Last updated 2021-11-04

No results posted yet for this study

Summary

Given the growing research on the multidimensional benefits of compassion cultivation, the current study sought to explore the feasibility and effectiveness of a Compassionate Mind Training intervention for Teachers (CMT-T) on teachers' psychological distress, wellbeing and compassion to self and others using a randomised controlled and stepped wedge design. The CMT-T specifically aimed at promoting positive affect and satisfaction with professional life and reducing symptoms of depression, anxiety, stress, and burnout, by increasing the flows of compassion (for self, for others and from others), self-compassion and compassion to others motivations and actions, and by diminishing fears of compassion (for self, for others and from others) and self-criticism. Furthermore, the present study aimed to explore the impact of the CMT-T on heart rate variability (HRV), an indicator of vagal regulatory activity and a physiological marker of a person's ability to flexibly respond to environmental challenges and regulate emotional responses. In light of previous research pointing to the role of individual differences in self-criticism on how individuals respond to compassion-based interventions, this study aimed to examine how self-criticism would influence the effects of the CMT-T intervention. Baseline self-criticism was hypothesized to impact the CMT-T effects on the primary and secondary outcome variables. In addition, the current study aimed to examine whether the effects of attending the CMT-T were sustained at 3-month post-intervention. Given that the inter-relationship between the three flows of compassion (i.e., compassion for others, being open to compassion from others, and self-compassion) is a key aspect of the CMT approach, the study sought to explore whether the associations between the flows of compassion would change from before to after the CMT-T, particularly whether these were strengthened after training. Finally, this study aimed to examine the mechanisms of change for the primary outcome variables at post-intervention. It is hypothesized that the changes occurred after the CMT-T intervention were mediated by changes in competencies for compassion for self, for others and from others, decreased levels fears of compassion for self, from others and from others, enhanced affect regulation, diminished self-criticism.

Conditions

  • Teachers

Interventions

BEHAVIORAL

Compassionate Mind Training for Teachers

Compassionate Mind Training for Teachers is a biopsychosocial evidence-based approach that aims to foster compassion, affect regulation, prosocial qualities and wellbeing in teachers.

Sponsors & Collaborators

  • Compassionate Mind Foundation

    collaborator UNKNOWN

  • Reed Foundation

    collaborator UNKNOWN

  • University of Coimbra

    lead OTHER

Principal Investigators

  • Paul Gilbert, PhD, OBE · University of Derby; Compassionate Mind Foundation

Study Design

Allocation
RANDOMIZED
Purpose
SUPPORTIVE_CARE
Masking
NONE
Model
CROSSOVER

Eligibility

Min Age
22 Years
Max Age
65 Years
Sex
ALL
Healthy Volunteers
Yes

Timeline & Regulatory

Start
2018-04-01
Primary Completion
2019-08-30
Completion
2019-08-30

Countries

  • Portugal

Study Locations

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Read the full study record

This page highlights key information. For complete eligibility criteria, study locations, investigator contacts, and the full protocol, visit the original record on ClinicalTrials.gov.

View NCT05107323 on ClinicalTrials.gov