000			01922cam a2200277 4500500
005			20250112051014.0
041			_afre
042			_adc
100	1	0	_aWeiss, Amélie _eauthor
700	1	0	_a Caussade, Diane _eauthor
700	1	0	_a Gavens, Nathalie _eauthor
245	0	0	_aMindfulness meditation: Effects on supportive teaching practices
260			_c2020.
500			_a23
520			_aVarious mindfulness meditation protocols have been developed over the past thirty years. However, few studies have investigated the possible impact of mindfulness on supportive teaching practices, despite many teachers expressing their professional burnout. The object of this open study is to investigate the potential effects of mindfulness on supportive teaching practices through sitting meditation alone. To do this, a small sample (N=9) of schoolteachers participated in eight mindfulness meditation sessions with a Zen monk instructor, in a secular context. A battery of questionnaires evaluating mindfulness, empathy, coping strategies, and anxiety were carried out pre- and post-test. The results show the positive impact of mindfulness meditation workshops on declared student-support practices, and more specifically on the coping strategies and mindfulness of schoolteachers. Thus, the exercise of sitting meditation could contribute to the development of teachers’ social skills, and more particularly of their student-support practices, which require great attention to oneself and to others.
690			_ateachers
690			_amindfulness meditation
690			_aprofessional practices
690			_asocial skills
690			_asocial competencies
690			_ateachers
690			_amindfulness meditation
690			_aprofessional practices
786	0		_nPSN | Volume 18 | 3 | 2020-11-17 | p. 65-80 | 1639-8319
856	4	1	_uhttps://shs.cairn.info/journal-psn-2020-3-page-65?lang=en
999			_c200719 _d200719