TY - JOUR
T1 - “May all be well”
T2 - The links between compassion, psychological distress, and mindfulness in teaching in early years
AU - Cheung, Rebecca Y.M.
AU - Kambouri, Maria
N1 - Publisher Copyright:
© 2024 The Author(s). Psychology in the Schools published by Wiley Periodicals LLC.
PY - 2024/12
Y1 - 2024/12
N2 - This study investigated the relationship between compassion and mindfulness in teaching among early years practitioners, with low levels of psychological distress as a mediator. A total of 81 early years practitioners were recruited from the United Kingdom via mass emails and announcements on social media platforms. Findings based on path analysis indicated that lower psychological distress mediated the positive relation between compassion and intrapersonal mindfulness in teaching, after controlling for level of education, years of practice, and role of practitioner. More specifically, compassion was related to psychological distress, intrapersonal mindfulness, and interpersonal mindfulness in teaching, whereas psychological distress was related to intrapersonal mindfulness, but not interpersonal mindfulness in teaching. The present findings inform early years practitioners and researchers of a differential chain of processes between compassion, psychological distress, and mindfulness in teaching.
AB - This study investigated the relationship between compassion and mindfulness in teaching among early years practitioners, with low levels of psychological distress as a mediator. A total of 81 early years practitioners were recruited from the United Kingdom via mass emails and announcements on social media platforms. Findings based on path analysis indicated that lower psychological distress mediated the positive relation between compassion and intrapersonal mindfulness in teaching, after controlling for level of education, years of practice, and role of practitioner. More specifically, compassion was related to psychological distress, intrapersonal mindfulness, and interpersonal mindfulness in teaching, whereas psychological distress was related to intrapersonal mindfulness, but not interpersonal mindfulness in teaching. The present findings inform early years practitioners and researchers of a differential chain of processes between compassion, psychological distress, and mindfulness in teaching.
KW - Compassion
KW - early years practitioners
KW - mindfulness in teaching
KW - psychological distress
UR - http://www.scopus.com/inward/record.url?scp=85204628454&partnerID=8YFLogxK
U2 - 10.1002/pits.23305
DO - 10.1002/pits.23305
M3 - Article
AN - SCOPUS:85204628454
SN - 0033-3085
VL - 61
SP - 4754
EP - 4766
JO - Psychology in the Schools
JF - Psychology in the Schools
IS - 12
ER -