Teachers and Mindful Colouring to Tackle Burnout and Increase Mindfulness, Resiliency and Wellbeing

Czerwinski, Natasha and Egan, Helen and Cook, Amy and Mantzios, Michail (2020) Teachers and Mindful Colouring to Tackle Burnout and Increase Mindfulness, Resiliency and Wellbeing. Contemporary School Psychology. ISSN 2159-2020

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Abstract

The number of teachers leaving the profession continues to increase at a worrying rate. Factors contributing to this include burnout, heightened levels of stress, anxiety and depression. The current study tested whether the use of mindful colouring would translate to improvements in wellbeing. Teachers from the UK (n = 35) were randomly assigned to a colouring mindfulness-based intervention or waitlist group. Participants completed four scales (burnout, wellbeing, resilience and mindfulness) and participated in a 5-day intervention of daily mindfulness colouring or continued their working week as usual. Results of repeated-measures ANOVA showed statistically significant lower levels of burnout, stress, depressive symptoms and anxiety in the mindfulness colouring condition, as well as increased levels of resilience and mindfulness. Findings from the current study support the use of mindfulness colouring to significantly enhance levels of wellbeing in teachers. The study also presents an inexpensive, highly accessible and effective self-help tool for this targeted non-clinical population.

Item Type: Article
Identification Number: https://doi.org/10.1007/s40688-020-00279-9
Date: 22 May 2020
Subjects: C800 Psychology
Divisions: REF UoA Output Collections > REF2021 UoA 04: Psychology, Psychiatry and Neuroscience
Faculty of Business, Law and Social Sciences > School of Social Sciences > Dept. Psychology
Depositing User: Michael Mantzios
Date Deposited: 16 Aug 2021 13:07
Last Modified: 16 Aug 2021 13:10
URI: http://www.open-access.bcu.ac.uk/id/eprint/12059

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