Indian Journal of Positive Psychology

Open Access Open Access  Restricted Access Subscription Access
Open Access Open Access Open Access  Restricted Access Restricted Access Subscription Access

Effect of Mindfulness based Self-management Therapy (MBSMT) on Life Satisfaction among Teachers


Affiliations
1 Department of Applied Psychology, Guru Jambheshwar University of Science & Technology, Hisar, Haryana, India
     

   Subscribe/Renew Journal


Satisfaction in life is the ultimate goal of life. Satisfaction with life relates to positive outcomes of different domains of life like family, health, and job (Brief et al., 1993). In other words, how much the person likes his/her life which he/she is living is life satisfaction (Veenhoven, 1996). The present study explored the effect of mindfulness-based self-management therapy on life satisfaction among teachers. For the purpose of the study, thirty participants were selected on the basis of their low scores on the life satisfaction scale. Then nine weeks intervention was given to participants. The intervention programme of the MBSMT consists of four modules. In the first step awareness and acceptance skills were taught, the second step was about belief management, the third aspect of the intervention was related to the assessment of strengths and the last step was inculcating positive emotions. After the completion of the intervention the score on the life satisfaction variable was noted down. And analysis was made for the pre and post- assessment with the help of paired t-test, it has been observed that there is a significant difference in the mean score on the variable of life satisfaction among the participants. Further findings highlight the significant effect of mindfulness-based self-management therapy on the life satisfaction of teachers.


Keywords

Life Satisfaction, Mindfulness, Positive Emotion.
Subscription Login to verify subscription
User
Notifications
Font Size


  • Allen, J. (2013). As a Man Thinketh and The Way of Peace. Simon and Schuster.

  • Antaramian, S. (2017). The importance of very high life satisfaction for students' academic success. Cogent Education, 4(1), 1307622. https://www.tandfonline.

  • Com/doi/full/10.1080/2331186X.2017.1307622.

  • Antoni, M. H., Lehman, J. M., Kilbourn, K. M., Boyers, A. E., Culver, J. L., Alferi, S. M., & Carver, C. S. (2001). Cognitive-behavioral stress management intervention decreases the prevalence of depression and enhances benefit finding among women under treatment for early-stage breast cancer. Health Psychology, 20(1), 20. https://doi.org/10.1037/0278-6133.20.1.20

  • Ayyash-Abdo, H., & Alamuddin, R. (2007). Predictors of subjective well-being among college youth in Lebanon. The Journal of Social Psychology, 147(3), 265-284. https://doi.org/10.3200/SOCP.147.3.265-284

  • Bernay, R. (2014). Mindfulness and the beginning teacher. Australian Journal of Teacher Education (Online), 39(7), 58-69.

  • Beshai, S., McAlpine, L., Weare, K., & Kuyken, W. (2016). A non-randomised feasibility trial assessing the efficacy of a mindfulness-based intervention for teachers to reduce stress and improve well-being. Mindfulness, 7(1), 198-208. https://doi.org/10.1 007/s12671-015-0436-1

  • Braun, S. S., Cho, S., Colaianne, B. A., Taylor, C., Cullen, M., & Roeser, R. W. (2020). Impacts of a mindfulness-based program on teachers' forgiveness. Mindfulness, 11(8), 1978-1992.

  • Brief, A. P., Butcher, A. H., George, J. M., & Link, K. E. (1993). Integrating bottom-up and top-down theories of subjective well-being: The case of health. Journal of Personality and Social Psychology, 64(4), 646. Https://doi.org/10.1037/0022- 3514.64.4.646

  • Buetell, N. (2006). Life satisfaction, a sloan work and family encyclopedia entry. Retrieved May, 10, 2007. Diener, E., & Seligman, M. E. (2002). Very happy people. Psychological Science, 13(1), 81-84.

  • Buschor, C., Proyer, R. T., & Ruch, W. (2013). Self- and peer-rated character strengths: How do they relate to satisfaction with life and orientations to happiness? The Journal of Positive Psychology, 8, 116-127. https://doi.org/10.1080/17439760. 2012.758305.

  • Carlson, L. E., & Brown, K. W. (2005). Validation of the Mindful Attention Awareness Scale in a cancer population. Journal of Psychosomatic Research, 58(1), 29-33.

  • Chan, D. W. (2010). Teacher burnout revisited: Introducing positive intervention approaches based on gratitude and forgiveness. Educational Research Journal, 25(2), 165-186. Doi/abs/10.3316/INFORMIT.406734425019134

  • Chang, E. C., & Sanna, L. J. (2001). Optimism, pessimism, and positive and negative affective in middle aged adults: A test of a cognitive and affective model of psychological adjustment. Psychology and Aging, 6(3), 524-531.

  • Cohen, S., & Pressman, S. D. (2006). Positive affect and health. Current Directions in Psychological Science, 15(3), 122-125361. https://doi.org/10.1037/a0015952

  • Cottone, J., Drucker, P., & Javier, R. A. (2007). Predictors of moral reasoning: Components of executive functioning and aspects of religiosity. Journal for the Scientific Study of Religion, 46(1), 37-53. Https://doi.org/10.1111/j.1468- 5906.2007.00339.x

  • Diener, E., & Seligman, M. E. (2002). Very happy people. Psychological Science, 13(1), 81-84. https://doi.org/10.1111/1467-9280.00415

  • Demirel, H. (2014). An investigation of the relationship between job and life satisfaction among teachers. Procedia-Social and Behavioral Sciences, 116, 4925-4931.

  • Emerson, L. M., Leyland, A., Hudson, K., Rowse, G., Hanley, P., & Hugh-Jones, S. (2017). Teaching mindfulness to teachers: A systematic review and narrative synthesis. Mindfulness, 8(5), 1136-1149 https://doi.org/10.1007/s12671-017-0691- 4

  • Flook, L., Goldberg, S. B., Pinger, L., Bonus, K., & Davidson, R. J. (2013). Mindfulness for teachers: A pilot study to assess effects on stress, burnout, and teaching efficacy. Mind, Brain, and Education, 7(3), 182-195.http://dx.doi.org/10.1111/mbe.12026

  • Froh, J. J., Yurkewicz, C., & Kashdan, T. B. (2009). Gratitude and subjective well-being in early adolescence: Examining gender differences. Journal of Adolescence, 32(3), 633-650.

  • Gilman, R. (2001). The relationship between life satisfaction, social interest, and frequency of extracurricular activities among adolescent students. Journal of Youth and Adolescence, 30, 749-767.

  • Halligan, P. W. (2006). Beliefs: Shaping experience and understanding illness. In P. W. Halligan and M. Aylward (Eds.), The power of belief: Psychosocial influence on illness, disability and medicine (pp. 11-26). Oxford, UK: Oxford University Press.

  • Harzer, C. (2016). The eudaimonics of human strengths: The relations between character strengths and well-being. In J. Vittersø (Ed.), Handbook of eudaimonic well-being (pp. 307-322). Cham: Springer International Publishing.

  • Herndon, F. (2008). Testing mindfulness with perceptual and cognitive factors: External vs. internal encoding, and the cognitive failures questionnaire. Personality and Individual Differences, 44(1), 32-41. https://doi.org/10.1016 /j.paid.2007.07.002

  • Hwang, Y. S., Bartlett, B., Greben, M., & Hand, K. (2017). A systematic review of mindfulness interventions for in-service teachers: A tool to enhance teacher well- being and performance. Teaching and Teacher Education, 64, 26-42. https://doi.org/10.1016/j.tate.2017.01.015

  • Intrator, S. M., & Kunzman, R. (2006). Starting with the soul. Educational leadership, 63(6), 38. Retrieved from www.ascd.org/publications/educational_ leadership.aspx

  • Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525.

  • Johns, K. N., Allen, E. S., & Gordon, K. C. (2015). The relationship between mindfulness and forgiveness of infidelity. Mindfulness, 6(6), 1462-1471.

  • Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, Present, and future. Clinical Psychology: Science and Practice 10(2), 144-156. http://dx.doi.org/10.1093/clipsy.bpg016

  • Kabat-Zinn, J. (2005). Coming to our senses: Healing ourselves and the world through mindfulness. New York, NY: Hyperion Press.

  • Kashdan, T. B., & Steger, M. F. (2007). Curiosity and pathways to well-being and meaning in life: Traits, states, and everyday behaviors. Motivation and Emotion, 31(3), 159-173. https://doi.org/10.1007/s11031-007-9068-7.

  • Kong, F., Ding, K., & Zhao, J. (2015). The relationships among gratitude, self-esteem, social support and life satisfaction among undergraduate students. Journal of Happiness Studies, 16(2), 477-489. https://doi.org/10.1007/s10902-014-9519-2

  • Lama, D. (2012). How to practise: The way to a meaningful life. Random House.

  • Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., Hart, R., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on well-being and performance in the workplace: An inclusive systematic review of the empirical literature. European Journal of Work and Organizational Psychology, 26(4), 492-513. https://doi.org/10.1016/ j.tate.2016.10.008

  • Lyyra, T. M., Törmäkangas, T. M., Read, S., Rantanen, T., & Berg, S. (2006). Satisfaction with present life predicts survival in octogenarians. The Journals of Gerontology Series B: Psychological Sciences and Social Sciences, 61(6), P319- P326. https://doi.org/10.1093/geronb/61.6.P319

  • Marques, S. C., Pais-Ribeiro, J. L., & Lopez, S. J. (2007). Validation of a portuguese version of the students' life satisfaction scale. Applied Research in Quality of Life, 2(2), 83-94. https://doi.org/10.1007/s11482-007-9031-5

  • Martínez-Martí, M., & Ruch, W. (2014). Character strengths and well-being across the life span: Data from a representative sample of German-speaking adults living in Switzerland. Frontiers in Psychology, 5. https://doi.org/10.3389/fpsyg.20 14.01253.

  • May, D. (2006). The stress reduction and relaxation programme workbook. Auckland, New Zealand: Author.

  • Montero-Marin, J., Puebla-Guedea, M., Herrera-Mercadal, P., Cebolla, A., Soler, J., Demarzo, M., & García-Campayo, J. (2016). Psychological effects of a 1-month meditation retreat on experienced meditators: The role of non-attachment. Frontiers in Psychology, 7, 19-35. doi: 10.3389/fpsyg.2016.01935

  • Morgan, J. R., Price, M., Schmertz, S. K., Johnson, S. B., Masuda, A., Calamaras, M., & Anderson, P. L. (2014). Cognitive processes as mediators of the relation between mindfulness and change in social anxiety symptoms following cognitive behavioral treatment. Anxiety, Stress, and Coping, 27(3), 288-302.

  • Peterson, C., & Park, N. (2006). Character strengths in organizations. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 27(8), 1149-1154. https://doi.org/ 10.1002/job.398

  • Peterson, C., & Seligman, M. E. (2004). Character strengths and virtues: A handbook and classification (Vol. 1). Oxford University Press.

  • Priyanka & Singh, S. (2020). Mindfulness promotes health and well-being: A review. International Journal of Indian Psychology, 8(1), 30-35. DOI:10.25215/0801 .004

  • Proyer, R. T., Gander, F., Wyss, T., & Ruch, W. (2011). The relation of character strengths to past, present, and future life satisfaction among German-speaking women. Applied Psychology: Health and Well-being, 3, 370-384. https://doi.org /10.1111/j.1758-0854.2011.01060.x.

  • Roysamb, E., & Strype, J. (2002). Optimism and pessimism: Underlying structure and dimensionality. Journal of Social and Clinical Psychology, 21(1), 1-19.

  • Ruch, W., Huber, A., Beermann, U., & Proyer, R. T. (2007). Character strengths as predictors of the Bgood life^ in Austria, Germany and Switzerland. In Romanian Academy, BGeorge BaritB Institute of History, Department of Social Research (Ed.), Studies and researches in social sciences (Vol. 16, pp. 123-131). Cluj-Napoca: Argonaut Press.

  • Ruch, W., Proyer, R. T., Harzer, C., Park, N., Peterson, C., & Seligman, M. E. P. (2010). Values in action inventory of strengths (VIA-IS): Adaptation and validation of the German version and the development of a peer-rating form. Journal of Individual Differences, 31, 138-149. https://doi.org/10.1027/1614- 0001/a000022.

  • Schutte, N. S., & Malouff, J. M. (2011). Emotional intelligence mediates the relationship between mindfulness and subjective well-being. Personality and Individual Differences, 50(7), 1116-1119. https://doi.org/10.1016/j.paid.2011.01 .037.

  • Seligman, M. E., Steen, T. A., Park, N., & Peterson, C. (2005). Positive psychology progress: empirical validation of interventions. American Psychologist, 60(5), 410.

  • Siahpush, M., Spittal, M., & Singh, G. K. (2008). Happiness and life satisfaction prospectively predict self-rated health, physical health, and the presence of limiting, long-term health conditions. American Journal of Health Promotion, 23(1), 18-26. https://doi.org/10.4278/ajhp.06102313

  • Wood, A. M., Joseph, S., & Maltby, J. (2009). Gratitude predicts psychological well- being above the Big Five facets. Personality and Individual Differences, 46(4), 443- 447. Https://doi.org/10.1016/j.paid.2008.11.012

  • Wood, A. M., Maltby, J., Gillett, R., Linley, P. A., & Joseph, S. (2008). The role of gratitude in the development of social support, stress, and depression: Two longitudinal studies. Journal of Research in Personality, 42(4), 854-871. https://doi.org/10.1016/j.jrp.2007.11.003

  • Türküm, A. S. (2005). Do optimism, social network richness, and submissive behaviors

  • predict well-being? Study with a Turkish sample. Social Behavior and Personality: an International Journal, 33(6), 619-628. https://doi.org/10.2224/sbp.2005. 33.6.619

  • Veenhoven, R. (1996). The study of life-satisfaction. Eötvös University Press. Retrieved from http://hdl.handle.net/1765/16311.


Abstract Views: 190

PDF Views: 0




  • Effect of Mindfulness based Self-management Therapy (MBSMT) on Life Satisfaction among Teachers

Abstract Views: 190  |  PDF Views: 0

Authors

Priyanka
Department of Applied Psychology, Guru Jambheshwar University of Science & Technology, Hisar, Haryana, India
Sandeep Singh
Department of Applied Psychology, Guru Jambheshwar University of Science & Technology, Hisar, Haryana, India

Abstract


Satisfaction in life is the ultimate goal of life. Satisfaction with life relates to positive outcomes of different domains of life like family, health, and job (Brief et al., 1993). In other words, how much the person likes his/her life which he/she is living is life satisfaction (Veenhoven, 1996). The present study explored the effect of mindfulness-based self-management therapy on life satisfaction among teachers. For the purpose of the study, thirty participants were selected on the basis of their low scores on the life satisfaction scale. Then nine weeks intervention was given to participants. The intervention programme of the MBSMT consists of four modules. In the first step awareness and acceptance skills were taught, the second step was about belief management, the third aspect of the intervention was related to the assessment of strengths and the last step was inculcating positive emotions. After the completion of the intervention the score on the life satisfaction variable was noted down. And analysis was made for the pre and post- assessment with the help of paired t-test, it has been observed that there is a significant difference in the mean score on the variable of life satisfaction among the participants. Further findings highlight the significant effect of mindfulness-based self-management therapy on the life satisfaction of teachers.


Keywords


Life Satisfaction, Mindfulness, Positive Emotion.

References





DOI: https://doi.org/10.15614/ijpp%2F2022%2Fv13i3%2F218230