30 Chapter 2 Table 2 Content MBSR program (continued) Theme of session Mindfulness exercises (Psycho-)education 8. The rest of your life – Bodyscan – Sitting meditation with focus on breath, body, sounds, thoughts, feelings and choiceless awareness – 3-minutes breathing space – Sitting meditation with focus on breath, body, sounds, thoughts, feelings and choiceless awareness – 3-minutes breathing space Additionally, 25% of the participating teachers had only experienced psychological problems in the past. Due to the limited sample size of subgroups, the analysis was categorized as follows: no psychological complaints (48%) versus current and/or past psychological complaints (52%). Spearman and Pearson correlations The analysis of both parametric (Pearson) and non-parametric (Spearman) correlations (see Table 3) revealed that age positively correlates with both mindfulness skills and self-compassion. Furthermore, having (had) psychological complaints is significantly associated with experienced stress, self-compassion, and mental health. Specifically, having (had) psychological complaints is linked to higher levels of perceived stress, lower levels of self-compassion, and poorer mental health. Additionally, school weight correlates positively with both age and years of experience, indicating that older and more experienced teachers may be more likely to teach at schools with 17% or more pupil weight. Differences between pre- and post-measurements The T-values and the average scores on the outcome measures for the pre- and postmeasurement are presented in Table 4. Paired t-tests indicated a significant decrease in experienced stress (PSS). Furthermore, there was a significant increase in mindfulness skills, including observing, describing, acting consciously, not judging, and being nonreactive (FFMQ). Additionally, there was a significant increase in self-compassion (SCS) and mental health (MHC).
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