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Source: isrctn - Le promoteur: University of Oxford (UK)
University of Oxford (UK) MAJ Il y a 4 ans

Evaluating how best to train classroom teachers to deliver mindfulness training competently in school settings Background and study aims This study has a number of aims. First it is examining the feasibility of recruiting and training teachers in a mindfulness curriculum. For example it is considering questions such as how many teachers/schools need to be contacted to achieve a given number of teachers consenting to participate in a study of teacher training, and how many of those teachers who consent end up completing training and going on to deliver the curriculum in their school? Understanding these feasibility issues is important in planning for a future study that will involve training teachers to deliver a mindfulness curriculum prior to examining the impact of this curriculum on young people. The study is also exploring how best to train secondary school teachers to teach a mindfulness curriculum to their pupils. To do so the study will compare four different training routes. We will compare the training routes in terms of the levels of competency teachers achieve and their associated costs (both in terms of financial cost and time). An additional aim is to examine the impact of personal mindfulness training on teacher wellbeing, in particular levels of perceived stress and wellbeing. The study will compare the impact of face-to-face and self-help personal mindfulness training on these measures. Who can participate? Teachers currently teaching in a mainstream secondary school in England. What does the study involve? At the start of the study, participating teachers are asked to complete online questionnaires. Participating schools are randomly assigned to one of four training routes. The first training route is the one that teachers currently follow if they want to train to teach mindfulness to their pupils. In this training route teachers first complete an 8-week face-to-face personal mindfulness training and then follow a four-day syllabus training. This training route is quite time consuming and expensive and we do not know the levels of competency achieved by teachers following this training route. Therefore this study compares this training route with three alternative, lower intensity training routes. These routes comprise: face-to-face personal mindfulness training combined with a briefer, one-day syllabus training; self-help personal mindfulness training combined with 4-day syllabus training; and lastly self-help mindfulness training combined with 1-day syllabus training (the lowest intensity training route). Teachers are told what training they will receive and are provided with the materials they need, including, if relevant, access to a class and mindfulness instructor. Usually face-to-face mindfulness training takes place in the teachers’ school or in some cases at a nearby school. Once teachers have completed their personal mindfulness training they are asked to complete an online assessment. Following this assessment they are informed of the syllabus training they will receive (either 1 day or 4 day training) and go on to receive this training. Following completion of syllabus training teachers complete a final online assessment. They then return to their schools and plan to deliver the curriculum. They video record all their classes and submit these for assessment of teaching competency. What are the possible benefits and risks of participating? All participating teachers will benefit from receiving free high quality training in personal mindfulness and in the delivery of the .b mindfulness in schools curriculum. Schools will benefit because training is provided free of charge and money is available to pay for supply cover whilst teachers are out of school receiving training, so they will improve the training of members of their workforce at no cost. All participating teachers receive a £100 book voucher on submission of their training videos. Additionally each participating school will receive a £250 voucher at the end of the study. There are no known risks of taking part in the study. However, the training does involve a significant time commitment as teachers are asked to practice mindfulness exercises 6 days a week and also to engage in other course-related activities. Finally teachers are required to complete questionnaires on four occasions during the study and then to video themselves teaching the .b curriculum. Where is the study run from? The study is run from University of Oxford (UK) and takes place in a number of schools based in Oxford (UK) When is the study starting and how long is it expected to run for? June 2015 to March 2018 Who is funding the study? Wellcome Trust (UK) (Grant reference: 104908/Z/14/z) Who is the main contact? Dr Catherine Crane

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