| Summary: | AbstractEmpirical research shows that teachers who work directly with students who have complex disabilities can become emotionally dysregulated by becoming fatigued, stressed, have low morale, and exhibit work avoidance behaviors. This is a case study exploring technology-based MBI's in a specialized school setting to expand the research in this field. Due to the COVID-19 pandemic and other extenuating circumstances only four staff volunteered to participate in this study. This study was intended to be a mixed methods but moved to a qualitative case study that captures the entire experience of the school staff. The participants were each given pre-and post-tests using the Mindful Attention Awareness Scale (MAAS) and Perceived Stress Scale (PSS-10). Two of the participants used the Headspace application when and completed a qualitative survey to provide insight of their experience. The other two participants did not use the application and continued their typical daily routines.
According to the individual cases from the MAAS scores and the PSS-10 scores, the participants who used the Headspace application reported a change in their perceptions showing decreased stress and increased awareness. Furthermore, after reviewing and coding the answers from the Mindfulness Evaluation, four themes emerged: technological MBI's, types of practices, lack of time, and overall program. This case study provides an interpretive point of view and allowed each participant to offer their insight into their overall experience.--Author's abstract
|
|---|
