Some of the teachers’ key facial movements during the marital interaction task changed, particularly hostile looks which diminished. In addition, depressed mood levels dropped by more than half. In a follow-up assessment five months later, many of the positive changes remained, the authors said.
“We know much less about longer-term changes that occur as a result of meditation, particularly once the ‘glow’ of the experience wears off,” Kemeny said. “It’s important to know what they are because these changes probably play an important role in the longer-term effects of meditation on mental and physical health symptoms and conditions.”
Mental illness among teachers has become an increasing problem in many countries (Bauer et al., 2005; Bauer et al., 2007; Weber, Weltle & Lederel., 2006). According to a study (Sveinsdottir et al, 2007), psychiatric and/ or psychosomatic disorders are the leading causes of premature retirement among teachers. Stressors such as disruptive student, heavy workload and lack of support put teachers’ mental health in danger (National Union of Teachers, 2009). Occupational stress has two conceptual definitions (David, 1984). The first one refers to physiological responses of the individuals such as increased heart rate, blood pressure, as well as the release of cortisol hormone into the blood stream that result from an individual’s frustrations of the interaction with the environment. The second one refers to the negative appraisal from the environment itself such as workload and inadequate resources and time that are associated with the current job that lead to anxiety and chronic pressure in meeting the job demand. Another scholar defined stress as the physical, emotional and mental strain resulting from the mismatch between an individual and the environment (Bynoe, 1994). Stress is most likely to occur in situations where; demands are high, the amount of control in an individual is low, and there is limited support or help available for the individual. When a body receives stressor, it can increase the stress level. Proposed model of teacher stress by Richard and Christine (1989) included teaching history and personal factors as the stressor for job stress among the teachers. The positive and negative reactions may in turn influence the risk of developing psychosomatic symptoms. Model of teacher stress by Kyriacou and Sutcliffe (1978) defined potential stressors as physical (such as large number of pupil in classes) and psychological (such as poor relationship with colleagues). The model also contained additional variables such as recognition and inadequate resources and time as potential non-occupational stressor.
The study involved researchers from a number of institutions including UCSF, UC Davis, and Stanford University.
UCSF is a leading university dedicated to promoting health worldwide through advanced biomedical research, graduate-level education in the life sciences and health professions, and excellence in patient care.
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Source: University of California, San Francisco (UCSF)
Provided by ArmMed Media
