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