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Minerva Psichiatrica 2019 March;60(1):51-9

DOI: 10.23736/S0391-1772.19.01998-8

Copyright © 2019 EDIZIONI MINERVA MEDICA

language: English

Is there a role for mindfulness and self-compassion in reducing stress in the teaching profession?

Nancy TANDLER 1, Bruce KIRKCALDY 2 , Lars-Eric PETERSEN 1, James ATHANASOU 3

1 Department of Psychology, Martin-Luther-University of Halle-Wittenberg, Halle, Germany; 2 International Center for the Study of Occupational and Mental Health, Düsseldorf, Germany; 3 Discipline of Rehabilitation Counseling, Faculty of Health Sciences, University of Sydney, Sydney, Australia



This article provides an outline of contemporary literature related to mindfulness and self-compassion and their impact on countering the adverse effects of occupational stress. Moreover, an attempt is made to postulate a model of mindfulness which in turn generates self-compassion serving to buffer the potentially deleterious influence of ongoing stress, providing an avenue for promoting adjustment to the specific stressors associated with the teaching profession. The contribution concludes with suggestions for incorporating training programs for stress management among prospective teachers.


KEY WORDS: Mindfulness - Teaching - Empathy - Psychological stress - Self-compassion - Professional burnout

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