A workplace wellness program protects against COVID-19 effects on mental wellbeing

References

• Aikens, K. A., Astin, J., Pelletier, K. R., Levanovich, K., Baase, C. M., Park, Y. Y., & Bodnar, C. M. (2014). Mindfulness goes to work: Impact of an online workplace intervention. Journal of Occupational and Environmental Medicine, 56(7), 721–731. doi:10.1097/JOM.0000000000000209
   PubMed Web of Science ®Google Scholar
• Aluja, A., Blanch, A., & García, L. F. (2005). Dimensionality of the Maslach Burnout inventory in school teachers. European Journal of Psychological Assessment, 21(1), 67–76. doi:10.1027/1015-5759.21.1.67
   Web of Science ®Google Scholar
• Anastasiades, M. H., Kapoor, S., Wootten, J., & Lamis, D. A. (2017). Perceived stress, depressive symptoms, and suicidal ideation in undergraduate women with varying levels of mindfulness. Archives of Women’s Mental Health, 20(1), 129–138. doi:10.1007/s00737-016-0686-5
   PubMed Web of Science ®Google Scholar
• Ancona, M. R., & Mendelson, T. (2014). Feasibility and preliminary outcomes of a yoga and mindfulness intervention for school teachers. Advances in School Mental Health Promotion, 7(3), 156–170. doi:10.1080/1754730X.2014.920135
   Google Scholar
• Baer, R. A., Carmody, J., & Hunsinger, M. (2012). Weekly change in mindfulness and perceived stress in a mindfulness-based stress reduction program. Journal of Clinical Psychology, 68(7), 755–765. doi:10.1002/jclp.21865
   PubMed Web of Science ®Google Scholar
• Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., & Toney, L. (2006). Using self-report assessment methods to explore facets of mindfulness. Assessment, 13(1), 27–45. doi:10.1177/1073191105283504
   PubMed Web of Science ®Google Scholar
• Baicker, K., Cutler, D., & Song, Z. (2010). Workplace wellness programs can generate savings. Health Affairs, 29(2), 304–311. doi:10.1377/hlthaff.2009.0626
   PubMed Web of Science ®Google Scholar
• Bennett, K., & Dorjee, D. (2016). The impact of a mindfulness-based stress reduction course (MBSR) on well-being and academic attainment of sixth-form students. Mindfulness, 7(1), 105–114. doi:10.1007/s12671-015-0430-7
   Web of Science ®Google Scholar
• Bernay, R. (2014). Mindfulness and the beginning teacher. Australian Journal of Teacher Education, 39(7), 58–69. doi:10.14221/ajte.2014v39n7.6
   Google Scholar
• 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. doi:10.1007/s12671-015-0436-1
   Web of Science ®Google Scholar
• Bianchi, R., Schonfeld, I. S., & Laurent, E. (2016). Burnout-depression overlap: A study of new Zealand schoolteachers. New Zealand Journal of Psychology, 45(3), 4–12.
   Google Scholar
• Carmody, J., & Baer, R. A. (2008). Relationships between mindfulness practice and levels of mindfulness, medical and psychological symptoms and well-being in a mindfulness-based stress reduction program. Journal of Behavioral Medicine, 31(1), 23–33. doi:10.1007/s10865-007-9130-7
   PubMed Web of Science ®Google Scholar
• Carolan, S., Harris, P. R., & Cavanagh, K. (2017). Improving employee well-being and effectiveness: Systematic review and meta-analysis of web-based psychological interventions delivered in the workplace. Journal of Medical Internet Research, 19(7), e7583. doi:10.2196/jmir.7583
   Web of Science ®Google Scholar
• Chaskalson, M. (2011). The mindful workplace: Developing resilient individuals and resonant organizations with MBSR. Hoboken: Wiley-Blackwell.
   Google Scholar
• Clarke, A., Friede, T., Putz, R., Ashdown, J., Martin, S., Blake, A., … Stewart-Brown, S. (2011). Warwick-Edinburgh Mental Well-being Scale (WEMWBS): Validated for teenage school students in England and Scotland. A mixed methods assessment. BMC Public Health, 11(1), 487. doi:10.1186/1471-2458-11-487
   PubMedGoogle Scholar
• Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159. doi:10.1037/0033-2909.112.1.155
   PubMed Web of Science ®Google Scholar
• Collie, R. J. (2021). COVID-19 and teachers’ somatic burden, stress, and emotional exhaustion: Examining the role of principal leadership and workplace Buoyancy. AERA Open, 7, 233285842098618. doi:10.1177/2332858420986187
   Web of Science ®Google Scholar
• Crane, R. (2009). Mindfulness-based cognitive therapy: Distinctive features. Milton Park: Routledge.
   Google Scholar
• Davidson, R. J., Kabat-Zinn, J., Schumacher, J., Rosenkranz, M., Muller, D., Santorelli, S. F., … Sheridan, J. F. (2003). Alterations in brain and immune function produced by mindfulness meditation. Psychosomatic Medicine, 65(4), 564–570. doi:10.1097/01.PSY.0000077505.67574.E3
   PubMed Web of Science ®Google Scholar
• Education Review Office. (2021). Learning in a Covid-19 world: The impact of Covid-19 on teachers and principals. New Zealand Government. https://ero.govt.nz/our-research/learning-in-a-covid-19-world-the-impact-of-covid-19-on-teachers-and-principals.
   Google Scholar
• 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. doi:10.1007/s12671-017-0691-4
   PubMed Web of Science ®Google Scholar
• Felver, J. C., & Jennings, P. A. (2016). Applications of mindfulness-based interventions in school settings: An introduction. Mindfulness, 7(1), 1–4. doi:10.1007/s12671-015-0478-4
   Web of Science ®Google Scholar
• 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. doi:10.1111/mbe.12026
   Web of Science ®Google Scholar
• Flook, L., Smalley, S. L., Kitil, M. J., Galla, B. M., Kaiser-Greenland, S., Locke, J., … Kasari, C. (2010). Effects of mindful awareness practices on executive functions in elementary school children. Journal of Applied School Psychology, 26(1), 70–95. doi:10.1080/15377900903379125
   Google Scholar
• Gabriel, K. P., & Aguinis, H. (2022). How to prevent and combat employee burnout and create healthier workplaces during crises and beyond. Business Horizons, 65(2), 183–192. doi:10.1016/j.bushor.2021.02.037
   Web of Science ®Google Scholar
• Gargiulo, R. A., & Stokes, M. A. (2009). Subjective well-being as an indicator for clinical depression. Social Indicators Research, 92(3), 517–527. doi:10.1007/s11205-008-9301-0
   Web of Science ®Google Scholar
• Giorgi, G., Lecca, L. I., Alessio, F., Finstad, G. L., Bondanini, G., Lulli, L. G., … Mucci, N. (2020). COVID-19-related mental health effects in the workplace: A narrative review. International Journal of Environmental Research and Public Health, 17(21), Article 21 doi:10.3390/ijerph17217857
   Web of Science ®Google Scholar
• Good, D. J., Lyddy, C. J., Glomb, T. M., Bono, J. E., Brown, K. W., Duffy, M. K., … Lazar, S. W. (2016). Contemplating mindfulness at work: An integrative review. Journal of Management, 42(1), 114–142. doi:10.1177/0149206315617003
   Web of Science ®Google Scholar
• Goyal, M., Singh, S., Sibinga, E. M. S., Gould, N. F., Rowland-Seymour, A., Sharma, R., … Haythornthwaite, J. A. (2014). Meditation programs for psychological stress and well-being: A systematic review and meta-analysis. JAMA Internal Medicine, 174(3), 357–368. doi:10.1001/jamainternmed.2013.13018
   PubMed Web of Science ®Google Scholar
• Grégoire, S., Lachance, L., & Taylor, G. (2015). Mindfulness, mental health and emotion regulation among workers. International Journal of Wellbeing, 5(4), 96–119. doi:10.5502/ijw.v5i4.444
   Google Scholar
• Gu, J., Strauss, C., Crane, C., Barnhofer, T., Karl, A., Cavanagh, K., & Kuyken, W. (2016). Examining the factor structure of the 39-item and 15-item versions of the Five Facet Mindfulness Questionnaire before and after mindfulness-based cognitive therapy for people with recurrent depression. Psychological Assessment, 28(7), 791–802. doi:10.1037/pas0000263
   PubMed Web of Science ®Google Scholar
• Heart and Brain Works. (2021). The wellbeing protocol by heart & brain works. https://www.heartbrainworks.org/.
   Google Scholar
• Howard, G. S., & Dailey, P. R. (1979). Response-shift bias: A source of contamination of self-report measures. Journal of Applied Psychology, 64(2), 144–150. doi:10.1037/0021-9010.64.2.144
   Web of Science ®Google Scholar
• Hue, M., & Lau, N. (2015). Promoting well-being and preventing burnout in teacher education: A pilot study of a mindfulness-based programme for pre-service teachers in Hong Kong. Teacher Development, 19(3), 381–401. doi:10.1080/13664530.2015.1049748
   Web of Science ®Google Scholar
• Hultell, D., Melin, B., & Gustavsson, J. P. (2013). Getting personal with teacher burnout: A longitudinal study on the development of burnout using a person-based approach. Teaching and Teacher Education, 32, 75–86. doi:10.1016/j.tate.2013.01.007
   Web of Science ®Google Scholar
• Hunter, S. C., Houghton, S., & Wood, L. (2015). Positive mental well-being in Australian adolescents: Evaluating the warwick-edinburgh mental well-being scale. The Australian Educational and Developmental Psychologist, 32(2), 93–104. doi:10.1017/edp.2015.12
   Web of Science ®Google Scholar
• 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 wellbeing and performance. Teaching and Teacher Education, 64, 26–42. doi:10.1016/j.tate.2017.01.015
   Web of Science ®Google Scholar
• Hwang, Y.-S., Noh, J.-E., Medvedev, O. N., & Singh, N. N. (2019). Effects of a mindfulness-based program for teachers on teacher wellbeing and person-centered teaching practices. Mindfulness, 10(11), 2385–2402. doi:10.1007/s12671-019-01236-1
   Web of Science ®Google Scholar
• Jennings, P. A. (2011). Promoting teachers’ social and emotional competencies to support performance and reduce burnout. In A. Cohan & A. Honigsfeld (Eds.), Breaking the mold of pre-service and inservice teacher education: Innovative and successful practices for the 21st century (pp. 133–143). Lanham: Rowman & Littlefield Education.
   Google Scholar
• Jennings, P. A. (2015a). Mindfulness for teachers: Simple skills for peace and productivity in the classroom. New York: W.W. Norton & Company.
   Google Scholar
• Jennings, P. A. (2015b). Early childhood teachers’ well-being, mindfulness, and self-compassion in relation to classroom quality and attitudes toward challenging students. Mindfulness, 6(4), 732–743. doi:10.1007/s12671-014-0312-4
   Web of Science ®Google Scholar
• Jha, A. P., Stanley, E. A., Kiyonaga, A., Wong, L., & Gelfand, L. (2010). Examining the protective effects of mindfulness training on working memory capacity and affective experience. Emotion, 10(1), 54–64. doi:10.1037/a0018438
   PubMed Web of Science ®Google Scholar
• Josefsson, T., Larsman, P., Broberg, A. G., & Lundh, L.-G. (2011). Self-reported mindfulness mediates the relation between meditation experience and psychological well-being. Mindfulness, 2(1), 49–58. doi:10.1007/s12671-011-0042-9
   Google Scholar
• Kabat-Zinn, J. (2013). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain, and illness (Revised and updated edition). New York: Bantam Books.
   Google Scholar
• Keyes, C. L. M. (2007). Promoting and protecting mental health as flourishing: A complementary strategy for improving national mental health. The American Psychologist, 62(2), 95–108. doi:10.1037/0003-066X.62.2.95
   PubMed Web of Science ®Google Scholar
• Lee, E. K.-P., Wong, B., Chan, P. H. S., Zhang, D. D., Sun, W., Chan, D. C.-C., … Wong, S. Y.-S. (2022). Effectiveness of a mindfulness intervention for older adults to improve emotional well-being and cognitive function in a Chinese population: A randomized waitlist-controlled trial. International Journal of Geriatric Psychiatry, 37(1), 5616. doi:10.1002/gps.5616
   Web of Science ®Google Scholar
• Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education, 61, 132–141. doi:10.1016/j.tate.2016.10.008
   Web of Science ®Google Scholar
• Lund, S., Madgavkar, A., Manyika, J., Smit, S., Ellingrud, K., Meaney, M., & Robinson, O. (2021). The future of work after COVID-19 (The Postpandemic Economy). Washington, DC: McKinsey Global Institute.
   Google Scholar
• Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job Burnout. Annual Review of Psychology, 52(1), 397–422. doi:10.1146/annurev.psych.52.1.397
   PubMed Web of Science ®Google Scholar
• Meiklejohn, J., Phillips, C., Freedman, M. L., Griffin, M. L., Biegel, G., Roach, A., … Saltzman, A. (2012). Integrating mindfulness training into K-12 education: Fostering the resilience of teachers and students. Mindfulness, 3(4), 291–307. doi:10.1007/s12671-012-0094-5
   Web of Science ®Google Scholar
• Milfont, T. L., Denny, S., Ameratunga, S., Robinson, E., & Merry, S. (2008). Burnout and wellbeing: Testing the Copenhagen Burnout inventory in New Zealand Teachers. Social Indicators Research, 89(1), 169–177. doi:10.1007/s11205-007-9229-9
   Web of Science ®Google Scholar
• Molloy Elreda, L., Jennings, P. A., DeMauro, A. A., Mischenko, P. P., & Brown, J. L. (2019). Protective effects of interpersonal mindfulness for teachers’ emotional supportiveness in the classroom. Mindfulness, 10(3), 537–546. doi:10.1007/s12671-018-0996-y
   Web of Science ®Google Scholar
• New Zealand Government. (2021, December 22). History of the COVID-19 Alert System. Unite against COVID-19. https://covid19.govt.nz/about-our-covid-19-response/history-of-the-covid-19-alert-system/.
   Google Scholar
• Ng Fat, L., Scholes, S., Boniface, S., Mindell, J., & Stewart-Brown, S. (2017). Evaluating and establishing national norms for mental wellbeing using the short Warwick–Edinburgh Mental Well-being Scale (SWEMWBS): Findings from the Health Survey for England. Quality of Life Research, 26(5), 1129–1144. doi:10.1007/s11136-016-1454-8
   PubMed Web of Science ®Google Scholar
• Pressley, T. (2021). Factors contributing to teacher burnout during COVID-19. Educational Researcher, 50(5), 325–327. doi:10.3102/0013189X211004138
   Web of Science ®Google Scholar
• Roeser, R. W. (2014). The emergence of mindfulness-based interventions in educational settings. In S. A. Karabenick & T. C. Urdan (Eds.), Motivational interventions (Vol. 18, pp. 379–419). Bingley: Emerald.
   Google Scholar
• Roeser, R. W., Schonert-Reichl, K. A., Jha, A., Cullen, M., Wallace, L., Wilensky, R., … Harrison, J. (2013). Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials. Journal of Educational Psychology, 105(3), 787–804. doi:10.1037/a0032093
   Web of Science ®Google Scholar
• Sokal, L. J., Trudel, L. E., & Babb, J. (2020). Canadian teachers’ attitudes toward change, efficacy, and burnout during the COVID-19 pandemic. International Journal of Educational Research Open, 1, 100016. doi:10.1016/j.ijedro.2020.100016
   Google Scholar
• Stahl, B., & Goldstein, E. (2010). A mindfulness-based stress reduction workbook. Oakland: New Harbinger Publications.
   Google Scholar
• Stewart-Brown, S., Tennant, A., Tennant, R., Platt, S., Parkinson, J., & Weich, S. (2009). Internal construct validity of the Warwick-Edinburgh Mental Well-being Scale (WEMWBS): A Rasch analysis using data from the Scottish Health Education Population Survey. Health and Quality of Life Outcomes, 7(1), 15. doi:10.1186/1477-7525-7-15
   PubMed Web of Science ®Google Scholar
• Tennant, R., Hiller, L., Fishwick, R., Platt, S., Joseph, S., Weich, S., … Stewart-Brown, S. (2007). The Warwick-Edinburgh Mental Well-being Scale (WEMWBS): Development and UK validation. Health and Quality of Life Outcomes, 5(1), 63. doi:10.1186/1477-7525-5-63
   PubMed Web of Science ®Google Scholar
• Toma, G., Rubie-Davies, C., & Le Fevre, D. (2022). The wellbeing protocol mitigates the effects of COVID-19 on stress and burnout: A qualitative analysis of the underlying mechanisms. Journal of Workplace Learning, 34(8), 725–741. doi:10.1108/JWL-09-2021-0123
   Web of Science ®Google Scholar
• Tucker, P., & Czapla, C. S. (2021). Post-COVID stress disorder: Another emerging consequence of the global pandemic. Psychiatric Times, 38(1). https://www.psychiatrictimes.com/view/post-covid-stress-disorder-emerging-consequence-global-pandemic.
   Google Scholar
• Virgili, M. (2015). Mindfulness-based interventions reduce psychological distress in working adults: A Meta-analysis of intervention studies. Mindfulness, 6(2), 326–337. doi:10.1007/s12671-013-0264-0
   Web of Science ®Google Scholar
• Whitehead, A., Ryba, K., & O’Driscoll, M. (2000). Burnout among New Zealand Primary School Teachers. New Zealand Journal of Psychology, 29(2), 52–52.
   Web of Science ®Google Scholar
• Williams, M., & Penman, D. (2011). Mindfulness: An eight-week plan for finding peace in a frantic world. Emmaus: Rodale Books.
   Google Scholar
• World Health Organization. (2020, March 11). WHO Director-General’s opening remarks at the media briefing on COVID-19. World Health Organization. https://www.who.int/director-general/speeches/detail/who-director-general-s-opening-remarks-at-the-media-briefing-on-covid-19–-11-march-2020.
   Google Scholar
• Zollars, I., Poirier, T. I., & Pailden, J. (2019). Effects of mindfulness meditation on mindfulness, mental well-being, and perceived stress. Currents in Pharmacy Teaching & Learning, 11(10), 1022–1028. doi:10.1016/j.cptl.2019.06.005
   PubMed Web of Science ®Google Scholar