Abstract
Objectives
This study aimed to assess the effects of a virtual Mindful Self-compassion (MSC) intervention on mindfulness and self-compassion, empathy, stress, and well-being in Uruguayan primary school teachers, during COVID-19 times.
Method
A quasi-experimental, longitudinal study was conducted with an active control intervention that involved practicing Kundalini yoga (KY). Uruguayan volunteer female teachers were randomly assigned to MSC or KY 9-week virtual training. They completed self-reported psychometric tests and an empathy for pain task (EPT) at pre- and post-training, and follow-up (3 months).
Results
At post-MSC training, mindfulness (observing, non-reactivity, and total mindfulness) and self-compassion (self-kindness, common humanity, mindfulness, and self-judgment) increased. The empathy dimensions perspective-taking increased and personal distress decreased. Stress decreased and well-being increased. Concerning EPT, the accuracy in attributing intentionality to the harm inflicted, i.e., the intentionality comprehension accuracy, increased. At follow-up, observing and total mindfulness remained elevated, and non-judging increased. Common humanity remained elevated and personal distress remained decreased. Comparing MSC with KY trainings at post-training, the psychometric tests showed that personal distress was lower in the MSC group. At follow-up, observing and total mindfulness were higher in the MSC group. No differences between groups were found for the EPT at post-training and follow-up.
Conclusions
Virtual MSC training increased mindfulness and self-compassion, associated with higher well-being, reduced stress, and increased empathy in primary school teachers in Uruguay.
Preregistration
This study is not preregistered.
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Data Availability
All data are available at the Open Science Framework Redi, available at https://hdl.handle.net/20.500.12381/3220.
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Acknowledgements
We extend our sincere thanks to the large group of collaborators ranging from students to professionals, who generously contributed to this research. We are particularly grateful to the affectionate, committed, and dedicated instructors, and last but not least, to the teachers who welcomed this initiative and contributed enthusiastically to the development of innovative scientific knowledge in our country.
Funding
This research was supported by the “Fondo Sectorial de Educación: CFE investiga” and the National Research and Innovation Agency (ANII, FSED_3_2019_1_157921) and PEDECIBA.
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Tamara Liberman: conceptualization, methodology, data curation, investigation, visualization, original draft preparation, supervision, writing, reviewing and editing. Martín Bidegain: conceptualization, methodology, visualization, original draft preparation, investigation, supervision. Andrea Berriel: investigation. Francisco López: methodology, software. Alexander Ibarra: methodology. Mikaela Pisani: visualization. Sol Polero: investigation. Gonzalo Brito: reviewing. Ana Carolina Pereira: methodology, reviewing. Silvana López: methodology. María E. Castelló: conceptualization, methodology, investigation, visualization, original draft preparation, supervision, writing, reviewing and editing.
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The protocol of this study was approved by the Human Research Ethics Committee of the Instituto de Investigaciones Biológicas Clemente Estable (Ministry of Education and Culture, Montevideo, Uruguay) (#001, 2018).
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Liberman, T., Bidegain, M., Berriel, A. et al. Effects of a Virtual Mindful Self-Compassion Training on Mindfulness, Self-compassion, Empathy, Well-being, and Stress in Uruguayan Primary School Teachers During COVID-19 Times. Mindfulness 15, 1486–1500 (2024). https://doi.org/10.1007/s12671-024-02380-z
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DOI: https://doi.org/10.1007/s12671-024-02380-z