A efetividade da prática da Atenção Plena nos níveis de estresse de docentes

• Autor(a) principal: Marinho, Gisele Alves
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/39945
• topic: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA; Mindfulness; Educadores; Estresse; Estresse laboral; Ensino público; Intervenção; Mindfulness; Teachers; Stress; Stress at work; Public schools; Intervention

Current studies depicted a reality in which the work of educators is associated with high levels of stress. Given this finding, we consider the need to think about an intervention that would help educators to better deal with work stress. Seeking options for techniques that could be used for this purpose, we found, in a second research survey, that Mindfulness was successfully used in studies with similar objectives. Based on these data, we designed a semi-experimental quantitative research with the objective of evaluating the effectiveness of the Mindfulness Training International – MTi Mindfulness technique in reducing stress levels of educators from public schools in Salvador, BA. Participants were fifty-six educators from three public primary and secondary schools in Salvador – two from the municipal network and one from the state network. Participants were divided into two groups. The intervention group (IG), with 33 participants, received training in six fifteen-minute sessions. The waiting group (WG) did not receive any training for stress regulation. Stress levels of both groups were measured before and after the procedure using the Lipp Stress Symptom Inventory – ISSL. All participants also provided data relating to their profession. GI participants, specifically, in addition to these instruments, responded to the Subjective Stress Scale - ESST/VAS, indicating their stress levels before and after each meeting, and to a questionnaire created to assess the degree of adherence to the technique. The results obtained indicated a 50% reduction in the number of teachers identified as experiencing stress in the resistance phase, with a consequent increase of 75% in the number of participants without stress, according to the ISSL test, pointing to the effectiveness of the technique. Despite the low number of participants, this study offered important confirmation that it is possible to intervene effectively in teachers' daily lives, helping them to combat the stress associated with teaching, through brief, punctual actions and without the demand for large amounts of resources