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Evaluation of an Acceptance & Mindfulness Training for Elementary Staff, Educators, & Administrators

Evaluation of an Acceptance & Mindfulness Training for Elementary Staff, Educators, & Administrators. Michelle Woidneck, Michael Twohig , Donna Gilbertson, & Jesse Crosby Utah State University. Problem.

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Evaluation of an Acceptance & Mindfulness Training for Elementary Staff, Educators, & Administrators

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  1. Evaluation of an Acceptance & Mindfulness Training for Elementary Staff, Educators, & Administrators Michelle Woidneck, Michael Twohig, Donna Gilbertson, & Jesse Crosby Utah State University

  2. Problem • Administrative changes at a public elementary school led to resistance from some teachers & conflict among school staff • Divide among two camps • Increasing defiance from some teachers • Increasing stress & negativity among school environment • Two options presented by principal: • Mandatory ropes course retreat • 1-day ACT training …teachers voted on training

  3. Purpose • To see if a 1-day ACT training for school teachers & administrators experiencing workplace discord could: • Increase school functioning • Increase psychological flexibility • Increase teacher efficacy • Reduce teacher stress & burnout

  4. Intervention • 8-hour training • Included: • Purpose of training • Clarifying values; what’s getting in the way • Variation of creative hopelessness • Control as the problem • Acceptance/Defusion • How we fight • Discussion • VALUES • Committed action within context of school

  5. Methods • 25 participants • Measures: • Modified AAQ-II adjusted for school environment • Index of Teaching Stress • Maslach Burnout Inventory—Educators Survey • Indicators of School Quality Staff Survey • Organizational Behavior & Climate Measure • Pre immediately before Intervention • 2.5-week post

  6. Results

  7. Results

  8. Results

  9. Possible factors of failure • Mandatory training • Successful ACT interventions may require a certain level of “buy in” from participants • Engagement in training was variable • Teacher fired day before post • Rapport/ability to relate to therapist • Measuring incorrect construct • Not enough time to see change • Sample size too small

  10. Future Directions • Larger randomized controlled studies needed to determine ACT’s utility within school settings • More assessment points following intervention • More research needed to determine best way to administer treatment within school setting • Relationship between initial willingness to engage in treatment and treatment outcomes • Therapist within system versus outside of system

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