دورية أكاديمية
Exploring the International Utility of Progressing Compassionate Mind Training in School Settings: A Comparison of Implementation Effectiveness of the Same Curricula in the UK and Portugal
العنوان: | Exploring the International Utility of Progressing Compassionate Mind Training in School Settings: A Comparison of Implementation Effectiveness of the Same Curricula in the UK and Portugal |
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اللغة: | English |
المؤلفون: | Maratos, Frances A., Matos, Marcela, Albuquerque, Isabel, Wood, Wendy, Palmeira, Lara, Cunha, Marina, Lima, Margarida P., Gilbert, Paul |
المصدر: | Psychology of Education Review. Aut 2020 44(2):73-82. |
الإتاحة: | British Psychological Society. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-116-254-9568; e-mail: info@bps.org.uk; Web site: http://www.bps.org.uk/publications/journals/journals |
Peer Reviewed: | Y |
Page Count: | 10 |
تاريخ النشر: | 2020 |
نوع الوثيقة: | Journal Articles Reports - Research |
Education Level: | Elementary Education |
Descriptors: | Cross Cultural Studies, Altruism, Program Implementation, Well Being, Curriculum Implementation, Teacher Attitudes, Positive Attitudes, Stress Management, Foreign Countries, Metacognition, Daily Living Skills, Program Evaluation, Stress Variables, Elementary School Teachers |
مصطلحات جغرافية: | Portugal, United Kingdom |
تدمد: | 1463-9807 |
مستخلص: | Given current retention and well-being crises within the teaching profession worldwide, this research sought to explore implementation efficacy of a Compassionate Mind Training (CMT) programme in cross-cultural school-settings. A six-module CMT curriculum was implemented in teaching staff of two primary schools in the UK (N = 76) and one primary school in Portugal (N = 41). Results revealed that high-quality implementation was achieved across the UK and Portuguese cohorts, with the majority of staff providing extremely positive ratings regarding all aspects of module content, delivery, and interest/relevance. Moreover, recommendation of the CMT to others was the modal response across cohorts. These findings indicate that CMT in school settings has international appeal and utility in helping educators manage educational-based stresses. |
Abstractor: | As Provided |
Entry Date: | 2020 |
URL الوصول: | https://shop.bps.org.uk/the-psychology-of-education-review-vol-44-no-2-autumn-2020 |
رقم الأكسشن: | EJ1272775 |
قاعدة البيانات: | ERIC |
تدمد: | 1463-9807 |
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