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File114 - Effects of a mindfulness-based intervention for teachers: A study on teacher and student outcomes2017-012020-03

Reference code: PT/FB
Entity holding: BIAL Foundation
Location: S. Mamede do Coronado
Title:
BIAL Foundation Archive
Start date: 1994
History:
The BIAL Foundation was created in 1994 by Laboratórios BIAL in conjunction with the Council of Rectors of Portuguese Universities. BIAL’s Foundation mission is to foster the scientific study of Man from both the physical and spiritual perspectives.
Along the years the BIAL Foundation has developed an important relationship with the scientific community, first in Portugal and after worldwide. Today it is an institution of reference which aims to stimulate new researches that may help people, promote more health and contribute to new milestones to gain access to knowledge.
Among its activities the BIAL Foundation manages the BIAL Award, created in 1984, one of the most important awards in the Health field in Europe. The BIAL Award rewards both the basic and the clinical research distinguishing works of major impact in medical research.
The BIAL Foundation also assigns Scientific Research Scholarships for the study of neurophysiological and mental health in people, arousing the interest of researchers in the areas of Psychophysiology and Parapsychology.
To date the BIAL Foundation has supported 461 projects, more than 1000 researchers, with research groups in twenty-seven countries, resulting, until April 2013, in about 600 full papers, out of which 172 published in indexed international journals with an average impact factor of 3.6 and a substantial number of citations (1665).
Since 1996 the BIAL Foundation organizes the Symposia entitled "Behind and Beyond the Brain", a Forum that gathers well renowned neurosciences speakers and the BIAL Foundation Fellows which are spread around the world.
Classified as an institution of public utility, the BIAL Foundation includes among its patrons the Portuguese President, the Portuguese Universities Rectors' Council and the Portuguese Medical Association.
URL: http://www.bial.com/pt/
Accessibility: By permission

Reference code: PT/FB/BL
Entity holding: BIAL Foundation
Title: BIAL Grants
Start date: 1994
History:
In 1994 the BIAL Foundation launched a programme of science research grants with the aim of encouraging the research into Man’s physical and mental processes, namely in fields still largely unexplored but which warrant further scientific analysis, as Psychophysiology and Parapsychology.
Since its launch, applications to the BIAL grants have been increasing. Up to now 461 projects have been supported, involving more than 1000 researchers from 27 countries.
The approved applications have benefited from grants in amounts comprised between €5,000 and €50, 000. The amount to be granted is fixed by the Scientific board according to the needs of each project.
The supported projects have originated, until April 2013, in about 600 full papers, 172 out of which were published in indexed international journals with an average impact factor of 3.6 and a substantial number of citations (1665).
Among the BIAL Foundation fellows is worth highlighting the presence of scientists from prestigious universities from the United States, United Kingdom, Australia, Russia, Germany, Japan, France, Canada, and many others.
The BIAL grants are promoted biannually.

Reference code: PT/FB/BL-2016
Location: BF-GMS
Title:
2016 Grants
Start date: 2017-01

Reference code: PT/FB/BL-2016-114
Location: BF-GMS
Title:
114 - Effects of a mindfulness-based intervention for teachers: A study on teacher and student outcomes
Duration: 2017-01 - 2020-03
Researcher(s):
Alexandra Marques-Pinto, Ana Pinheiro, Patricia Jennings, Mark Greenberg
Institution(s): Centro de Investigação em Ciência Psicológica- CICPSI, Faculdade de Psicologia da Universidade de Lisboa (Portugal)
Contents: Contents:
Application form
Correspondence
Research Funding Agreement
Progress report
Final report
Book
Author: Marques-Pinto, A.
Secondary author(s):
Pinheiro, A., Jennings, P., Greenberg, M.
Keywords:
Mindfulness / Social and emotional learning / Neurophysiological measures / Randomised control trial / Psychophysiology and Parapsychology

DocumentIntervenção com base em práticas de mindfulness para professores de 1º ciclo : Impacto nas emoções e no bem-estar dos alunos: Um estudo exploratório2018

Reference code: PT/FB
Entity holding: BIAL Foundation
Location: S. Mamede do Coronado
Title:
BIAL Foundation Archive
Start date: 1994
History:
The BIAL Foundation was created in 1994 by Laboratórios BIAL in conjunction with the Council of Rectors of Portuguese Universities. BIAL’s Foundation mission is to foster the scientific study of Man from both the physical and spiritual perspectives.
Along the years the BIAL Foundation has developed an important relationship with the scientific community, first in Portugal and after worldwide. Today it is an institution of reference which aims to stimulate new researches that may help people, promote more health and contribute to new milestones to gain access to knowledge.
Among its activities the BIAL Foundation manages the BIAL Award, created in 1984, one of the most important awards in the Health field in Europe. The BIAL Award rewards both the basic and the clinical research distinguishing works of major impact in medical research.
The BIAL Foundation also assigns Scientific Research Scholarships for the study of neurophysiological and mental health in people, arousing the interest of researchers in the areas of Psychophysiology and Parapsychology.
To date the BIAL Foundation has supported 461 projects, more than 1000 researchers, with research groups in twenty-seven countries, resulting, until April 2013, in about 600 full papers, out of which 172 published in indexed international journals with an average impact factor of 3.6 and a substantial number of citations (1665).
Since 1996 the BIAL Foundation organizes the Symposia entitled "Behind and Beyond the Brain", a Forum that gathers well renowned neurosciences speakers and the BIAL Foundation Fellows which are spread around the world.
Classified as an institution of public utility, the BIAL Foundation includes among its patrons the Portuguese President, the Portuguese Universities Rectors' Council and the Portuguese Medical Association.
URL: http://www.bial.com/pt/
Accessibility: By permission

Reference code: PT/FB/BL
Entity holding: BIAL Foundation
Title: BIAL Grants
Start date: 1994
History:
In 1994 the BIAL Foundation launched a programme of science research grants with the aim of encouraging the research into Man’s physical and mental processes, namely in fields still largely unexplored but which warrant further scientific analysis, as Psychophysiology and Parapsychology.
Since its launch, applications to the BIAL grants have been increasing. Up to now 461 projects have been supported, involving more than 1000 researchers from 27 countries.
The approved applications have benefited from grants in amounts comprised between €5,000 and €50, 000. The amount to be granted is fixed by the Scientific board according to the needs of each project.
The supported projects have originated, until April 2013, in about 600 full papers, 172 out of which were published in indexed international journals with an average impact factor of 3.6 and a substantial number of citations (1665).
Among the BIAL Foundation fellows is worth highlighting the presence of scientists from prestigious universities from the United States, United Kingdom, Australia, Russia, Germany, Japan, France, Canada, and many others.
The BIAL grants are promoted biannually.

Reference code: PT/FB/BL-2016
Location: BF-GMS
Title:
2016 Grants
Start date: 2017-01

Reference code: PT/FB/BL-2016-114
Location: BF-GMS
Title:
114 - Effects of a mindfulness-based intervention for teachers: A study on teacher and student outcomes
Duration: 2017-01 - 2020-03
Researcher(s):
Alexandra Marques-Pinto, Ana Pinheiro, Patricia Jennings, Mark Greenberg
Institution(s): Centro de Investigação em Ciência Psicológica- CICPSI, Faculdade de Psicologia da Universidade de Lisboa (Portugal)
Contents: Contents:
Application form
Correspondence
Research Funding Agreement
Progress report
Final report
Book
Author: Marques-Pinto, A.
Secondary author(s):
Pinheiro, A., Jennings, P., Greenberg, M.
Keywords:
Mindfulness / Social and emotional learning / Neurophysiological measures / Randomised control trial / Psychophysiology and Parapsychology

Reference code: PT/FB/BL-2016-114.01
Location: BF-GMS
Title:
Intervenção com base em práticas de mindfulness para professores de 1º ciclo : Impacto nas emoções e no bem-estar dos alunos: Um estudo exploratório
Publication year: 2018
URL:
http://hdl.handle.net/10451/36747
Abstract/Results: ABSTRACT
Concern about children´s mental health is steadily increasing in Portuguese schools, making this the right time for its promotion. Positive education sustains that well-being should be taught through programs of social-emotional skills. Thus, mindfulness will take a privileged spot in education, with an increasing number of interventions based on this type of practice being directed at children, youth and teachers. Teachers are one of professionals most affected by stress and professional burnout, and since they are fundamental models for their pupils, there is a current need to provide them with social-emotional skills, that will promote their well-being, thus contributing to a positive classroom environment that will increase learning and improve the teacher-student relationship. This study aims to contribute towards this challenge, through the evaluation of the indirect impact that a program of social-emotional skills based on mindfulness practices for First Grade school teachers has on their students, namely on their positive and negative emotions and on their subjective well-being, while also considering gender differences. Adopting an experimental investigation model, students of the intervention group teachers (experimental group; N=441) were compared to students of a control group (N=141), using self-reports applied before and after the investigation. Significant differences were found between the experimental group students and those in the control group, regarding the decrease of negative emotions, while no significant difference were found for positive emotions or well-being, as reported by the students. Regarding gender differences, the results were significant for the male students, who showed a decrease in their negative emotions, when compared to the female students. Results are discussed in light of the contemporary literature on this subject, aiming to reflect on future investigation and intervention in this matter.
Accessibility: Document exists in file
Language:
pt
Author:
Castro, A.
Document type:
Master's thesis
Reference:
Castro, A. (2018). Intervenção com base em práticas de mindfulness para professores de 1º ciclo : impacto nas emoções e no bem-estar dos alunos: Um estudo exploratório (Master's thesis, Faculdade de Psicologia, Universidade de Lisboa, Portugal). Retrieved from http://hdl.handle.net/10451/36747
Indexed document: No
Keywords: Social-emotional skill / Mindfulness / Emotions / Well-being / Teachers / Students

Intervenção com base em práticas de mindfulness para professores de 1º ciclo : Impacto nas emoções e no bem-estar dos alunos: Um estudo exploratório

Intervenção com base em práticas de mindfulness para professores de 1º ciclo : Impacto nas emoções e no bem-estar dos alunos: Um estudo exploratório

DocumentAvaliação dos efeitos de um programa de promoção de competências socioemocionais com recurso a práticas de mindfulness para professores de 1º ciclo2019

Reference code: PT/FB
Entity holding: BIAL Foundation
Location: S. Mamede do Coronado
Title:
BIAL Foundation Archive
Start date: 1994
History:
The BIAL Foundation was created in 1994 by Laboratórios BIAL in conjunction with the Council of Rectors of Portuguese Universities. BIAL’s Foundation mission is to foster the scientific study of Man from both the physical and spiritual perspectives.
Along the years the BIAL Foundation has developed an important relationship with the scientific community, first in Portugal and after worldwide. Today it is an institution of reference which aims to stimulate new researches that may help people, promote more health and contribute to new milestones to gain access to knowledge.
Among its activities the BIAL Foundation manages the BIAL Award, created in 1984, one of the most important awards in the Health field in Europe. The BIAL Award rewards both the basic and the clinical research distinguishing works of major impact in medical research.
The BIAL Foundation also assigns Scientific Research Scholarships for the study of neurophysiological and mental health in people, arousing the interest of researchers in the areas of Psychophysiology and Parapsychology.
To date the BIAL Foundation has supported 461 projects, more than 1000 researchers, with research groups in twenty-seven countries, resulting, until April 2013, in about 600 full papers, out of which 172 published in indexed international journals with an average impact factor of 3.6 and a substantial number of citations (1665).
Since 1996 the BIAL Foundation organizes the Symposia entitled "Behind and Beyond the Brain", a Forum that gathers well renowned neurosciences speakers and the BIAL Foundation Fellows which are spread around the world.
Classified as an institution of public utility, the BIAL Foundation includes among its patrons the Portuguese President, the Portuguese Universities Rectors' Council and the Portuguese Medical Association.
URL: http://www.bial.com/pt/
Accessibility: By permission

Reference code: PT/FB/BL
Entity holding: BIAL Foundation
Title: BIAL Grants
Start date: 1994
History:
In 1994 the BIAL Foundation launched a programme of science research grants with the aim of encouraging the research into Man’s physical and mental processes, namely in fields still largely unexplored but which warrant further scientific analysis, as Psychophysiology and Parapsychology.
Since its launch, applications to the BIAL grants have been increasing. Up to now 461 projects have been supported, involving more than 1000 researchers from 27 countries.
The approved applications have benefited from grants in amounts comprised between €5,000 and €50, 000. The amount to be granted is fixed by the Scientific board according to the needs of each project.
The supported projects have originated, until April 2013, in about 600 full papers, 172 out of which were published in indexed international journals with an average impact factor of 3.6 and a substantial number of citations (1665).
Among the BIAL Foundation fellows is worth highlighting the presence of scientists from prestigious universities from the United States, United Kingdom, Australia, Russia, Germany, Japan, France, Canada, and many others.
The BIAL grants are promoted biannually.

Reference code: PT/FB/BL-2016
Location: BF-GMS
Title:
2016 Grants
Start date: 2017-01

Reference code: PT/FB/BL-2016-114
Location: BF-GMS
Title:
114 - Effects of a mindfulness-based intervention for teachers: A study on teacher and student outcomes
Duration: 2017-01 - 2020-03
Researcher(s):
Alexandra Marques-Pinto, Ana Pinheiro, Patricia Jennings, Mark Greenberg
Institution(s): Centro de Investigação em Ciência Psicológica- CICPSI, Faculdade de Psicologia da Universidade de Lisboa (Portugal)
Contents: Contents:
Application form
Correspondence
Research Funding Agreement
Progress report
Final report
Book
Author: Marques-Pinto, A.
Secondary author(s):
Pinheiro, A., Jennings, P., Greenberg, M.
Keywords:
Mindfulness / Social and emotional learning / Neurophysiological measures / Randomised control trial / Psychophysiology and Parapsychology

Reference code: PT/FB/BL-2016-114.02
Location: BF-GMS
Title:
Avaliação dos efeitos de um programa de promoção de competências socioemocionais com recurso a práticas de mindfulness para professores de 1º ciclo
Publication year: 2019
URL:
http://hdl.handle.net/10451/41509
Abstract/Results: ABSTRACT:
Teaching has been one of the largest and most challenged jobs, involving the management of a multidimensional classroom where unpredictable events can have a negative impact on teaching and learning quality. In this context, teachers may experience stress and burnout, with negative repercussions on the teacher-student relationship. In this sense, over the years the promotion of social-emotional skills through mindfulness practices has gained special importance in dealing with stress and burnout with positive results on teacher’s well-being and on teacher-student relationship. Emphasizing the scant research in Portugal in this area, this study aimed to understand if a social-emotional program through mindfulness practices influences the behaviors of primary teachers in the classroom and, the student’s perceptions about teacher-student relationship. Through an experimental design teachers from experimental group, who benefited from the program (n = 23) were compared to teachers of the control group (n = 18), as well as their students (n = 120 and n = 102). The teachers’ behavior was observed before and after the intervention, with the support of an observation grid, and in order to understand the students' perceptions regarding the behavior of their teachers in the classroom, the Teacher as Social Context questionnaire was applied. The mean comparison tests, for the experimental group, showed that the program had a positive impact on the teachers’ behavior, at the Socioemotional Support level, The student centered attention and responsiveness of the students' needs, as well as the Classroom management. No significant results were found on students' perceptions. Thus, in keeping with previous studies the results of this study highlight the importance of the implementation of programs to promote socio-emotional competencies through mindfulness practices in a school context.
Accessibility: Document exists in file
Language:
pt
Author:
Franco, M. J.
Document type:
Master's thesis
Reference:
Franco, M. J. (2019). Avaliação dos efeitos de um programa de promoção de competências socioemocionais com recurso a práticas de mindfulness para professores de 1º ciclo (Master's thesis, Universidade de Lisboa, Faculdade de Psicologia, Portugal). Retrieved from http://hdl.handle.net/10451/41509
Indexed document: No
Keywords: Socio-Emotional Skills / Teachers / Mindfulness / Burnout / Well-Being / Self-Efficacy

Avaliação dos efeitos de um programa de promoção de competências socioemocionais com recurso a práticas de mindfulness para professores de 1º ciclo

Avaliação dos efeitos de um programa de promoção de competências socioemocionais com recurso a práticas de mindfulness para professores de 1º ciclo

DocumentFinal report - Effects of a mindfulness-based intervention for teachers: A study on teacher and student outcomes2019

Reference code: PT/FB
Entity holding: BIAL Foundation
Location: S. Mamede do Coronado
Title:
BIAL Foundation Archive
Start date: 1994
History:
The BIAL Foundation was created in 1994 by Laboratórios BIAL in conjunction with the Council of Rectors of Portuguese Universities. BIAL’s Foundation mission is to foster the scientific study of Man from both the physical and spiritual perspectives.
Along the years the BIAL Foundation has developed an important relationship with the scientific community, first in Portugal and after worldwide. Today it is an institution of reference which aims to stimulate new researches that may help people, promote more health and contribute to new milestones to gain access to knowledge.
Among its activities the BIAL Foundation manages the BIAL Award, created in 1984, one of the most important awards in the Health field in Europe. The BIAL Award rewards both the basic and the clinical research distinguishing works of major impact in medical research.
The BIAL Foundation also assigns Scientific Research Scholarships for the study of neurophysiological and mental health in people, arousing the interest of researchers in the areas of Psychophysiology and Parapsychology.
To date the BIAL Foundation has supported 461 projects, more than 1000 researchers, with research groups in twenty-seven countries, resulting, until April 2013, in about 600 full papers, out of which 172 published in indexed international journals with an average impact factor of 3.6 and a substantial number of citations (1665).
Since 1996 the BIAL Foundation organizes the Symposia entitled "Behind and Beyond the Brain", a Forum that gathers well renowned neurosciences speakers and the BIAL Foundation Fellows which are spread around the world.
Classified as an institution of public utility, the BIAL Foundation includes among its patrons the Portuguese President, the Portuguese Universities Rectors' Council and the Portuguese Medical Association.
URL: http://www.bial.com/pt/
Accessibility: By permission

Reference code: PT/FB/BL
Entity holding: BIAL Foundation
Title: BIAL Grants
Start date: 1994
History:
In 1994 the BIAL Foundation launched a programme of science research grants with the aim of encouraging the research into Man’s physical and mental processes, namely in fields still largely unexplored but which warrant further scientific analysis, as Psychophysiology and Parapsychology.
Since its launch, applications to the BIAL grants have been increasing. Up to now 461 projects have been supported, involving more than 1000 researchers from 27 countries.
The approved applications have benefited from grants in amounts comprised between €5,000 and €50, 000. The amount to be granted is fixed by the Scientific board according to the needs of each project.
The supported projects have originated, until April 2013, in about 600 full papers, 172 out of which were published in indexed international journals with an average impact factor of 3.6 and a substantial number of citations (1665).
Among the BIAL Foundation fellows is worth highlighting the presence of scientists from prestigious universities from the United States, United Kingdom, Australia, Russia, Germany, Japan, France, Canada, and many others.
The BIAL grants are promoted biannually.

Reference code: PT/FB/BL-2016
Location: BF-GMS
Title:
2016 Grants
Start date: 2017-01

Reference code: PT/FB/BL-2016-114
Location: BF-GMS
Title:
114 - Effects of a mindfulness-based intervention for teachers: A study on teacher and student outcomes
Duration: 2017-01 - 2020-03
Researcher(s):
Alexandra Marques-Pinto, Ana Pinheiro, Patricia Jennings, Mark Greenberg
Institution(s): Centro de Investigação em Ciência Psicológica- CICPSI, Faculdade de Psicologia da Universidade de Lisboa (Portugal)
Contents: Contents:
Application form
Correspondence
Research Funding Agreement
Progress report
Final report
Book
Author: Marques-Pinto, A.
Secondary author(s):
Pinheiro, A., Jennings, P., Greenberg, M.
Keywords:
Mindfulness / Social and emotional learning / Neurophysiological measures / Randomised control trial / Psychophysiology and Parapsychology

Reference code: PT/FB/BL-2016-114.01
Location: BF-GMS
Title:
Final report - Effects of a mindfulness-based intervention for teachers: A study on teacher and student outcomes
Publication year: 2019
URL:
https://www.bial.com/media/3217/effects-of-a-mindfulness-based-intervention-for-teachers.pdf
Abstract/Results: ABSTRACT:
BACKGROUND
Teachers’ stress can negatively affect their occupational health, classroom climate and students’ well-being.
AIMS
To evaluate the effects of a mindfulness-based program, developed to promote teachers’ socialemotional competences (SEC) across a variety of teachers, classroom climates and student outcomes.
METHOD
A randomized trial design with 3 data collection points was followed. The Experimental Group (EG) included 112 elementary school teachers, 1381 students and students’ parents (n=287); the Control Group (CG) comprised 93 teachers, 1121 students and parents (n=914). A mixed data collection strategy was used including teachers’ self-report, observational ratings of classroom behaviors, EEG neurophysiological responses, students’ self-report and reports on teachers classroom behaviors and parents’ reports on students.
RESULTS
EG teachers, compared to CG teachers, reported a significant increase in mindfulness and emotional regulation, self-efficacy and well-being, and a decrease in burnout symptoms. Significant improvements were found in EG teachers’ classroom behaviors related to students' engagement and efficiency in regulating their attention in a context of positive valence. Significant improvements were found in EG students’ perceptions of the quality of their teachers' involvement in classroom relationships, self-reported affect and SEC perceived by their parents. Mindfulness mediated the effects of the intervention on depersonalization and well-being.
CONCLUSIONS
Findings further the knowledge on the role of mindfulness-based SEC interventions in reducing teachers’ burnout, cultivating their SEC and well-being and promoting a nurturing classroom climate and the SEC and well-being of students.
Accessibility: Document exists in file
Language:
eng
Author:
Marques-Pinto, A.
Secondary author(s):
Pinheiro, A. , Jennings, P., Greenberg, M., Hawkins, K., Sampaio de Carvalho, J., Amorim, M.
Document type:
Final report
Reference:
Marques-Pinto, A., Pinheiro, A., Jennings, P., Greenberg, M., Hawkins, K., Sampaio de Carvalho, J., & Amorim, M. (2019). Final report - Effects of a mindfulness-based intervention for teachers: A study on teacher and student outcomes.
Keywords: Mindfulness / Social and emotional competences / Teachers / Classroom climate / Students

Final report - Effects of a mindfulness-based intervention for teachers: A study on teacher and student outcomes

Final report - Effects of a mindfulness-based intervention for teachers: A study on teacher and student outcomes

DocumentPrograma Atentamente: Contributos de um programa baseado em mindfulness para professores2020

Reference code: PT/FB
Entity holding: BIAL Foundation
Location: S. Mamede do Coronado
Title:
BIAL Foundation Archive
Start date: 1994
History:
The BIAL Foundation was created in 1994 by Laboratórios BIAL in conjunction with the Council of Rectors of Portuguese Universities. BIAL’s Foundation mission is to foster the scientific study of Man from both the physical and spiritual perspectives.
Along the years the BIAL Foundation has developed an important relationship with the scientific community, first in Portugal and after worldwide. Today it is an institution of reference which aims to stimulate new researches that may help people, promote more health and contribute to new milestones to gain access to knowledge.
Among its activities the BIAL Foundation manages the BIAL Award, created in 1984, one of the most important awards in the Health field in Europe. The BIAL Award rewards both the basic and the clinical research distinguishing works of major impact in medical research.
The BIAL Foundation also assigns Scientific Research Scholarships for the study of neurophysiological and mental health in people, arousing the interest of researchers in the areas of Psychophysiology and Parapsychology.
To date the BIAL Foundation has supported 461 projects, more than 1000 researchers, with research groups in twenty-seven countries, resulting, until April 2013, in about 600 full papers, out of which 172 published in indexed international journals with an average impact factor of 3.6 and a substantial number of citations (1665).
Since 1996 the BIAL Foundation organizes the Symposia entitled "Behind and Beyond the Brain", a Forum that gathers well renowned neurosciences speakers and the BIAL Foundation Fellows which are spread around the world.
Classified as an institution of public utility, the BIAL Foundation includes among its patrons the Portuguese President, the Portuguese Universities Rectors' Council and the Portuguese Medical Association.
URL: http://www.bial.com/pt/
Accessibility: By permission

Reference code: PT/FB/BL
Entity holding: BIAL Foundation
Title: BIAL Grants
Start date: 1994
History:
In 1994 the BIAL Foundation launched a programme of science research grants with the aim of encouraging the research into Man’s physical and mental processes, namely in fields still largely unexplored but which warrant further scientific analysis, as Psychophysiology and Parapsychology.
Since its launch, applications to the BIAL grants have been increasing. Up to now 461 projects have been supported, involving more than 1000 researchers from 27 countries.
The approved applications have benefited from grants in amounts comprised between €5,000 and €50, 000. The amount to be granted is fixed by the Scientific board according to the needs of each project.
The supported projects have originated, until April 2013, in about 600 full papers, 172 out of which were published in indexed international journals with an average impact factor of 3.6 and a substantial number of citations (1665).
Among the BIAL Foundation fellows is worth highlighting the presence of scientists from prestigious universities from the United States, United Kingdom, Australia, Russia, Germany, Japan, France, Canada, and many others.
The BIAL grants are promoted biannually.

Reference code: PT/FB/BL-2016
Location: BF-GMS
Title:
2016 Grants
Start date: 2017-01

Reference code: PT/FB/BL-2016-114
Location: BF-GMS
Title:
114 - Effects of a mindfulness-based intervention for teachers: A study on teacher and student outcomes
Duration: 2017-01 - 2020-03
Researcher(s):
Alexandra Marques-Pinto, Ana Pinheiro, Patricia Jennings, Mark Greenberg
Institution(s): Centro de Investigação em Ciência Psicológica- CICPSI, Faculdade de Psicologia da Universidade de Lisboa (Portugal)
Contents: Contents:
Application form
Correspondence
Research Funding Agreement
Progress report
Final report
Book
Author: Marques-Pinto, A.
Secondary author(s):
Pinheiro, A., Jennings, P., Greenberg, M.
Keywords:
Mindfulness / Social and emotional learning / Neurophysiological measures / Randomised control trial / Psychophysiology and Parapsychology

Reference code: PT/FB/BL-2016-114.04
Location: BF-GMS
Title:
Programa Atentamente: Contributos de um programa baseado em mindfulness para professores
Publication year: 2020
Accessibility:
Document does not exist in file
Language:
pt
Author:
Oliveira, S.
Secondary author(s):
Sampaio de Carvalho, J., Castro, A. F., Gonçalves, C., Cadima, J., Bárbara, J., Marques Pinto, A.
Document type:
Book chapter
Reference:
Oliveira, S., Sampaio de Carvalho, J., Castro, A. F., Gonçalves, C., Cadima, J., Bárbara, J., … Marques Pinto, A. (2020). Programa Atentamente: Contributos de um programa baseado em mindfulness para professores. In M. D. Gonçalves (Ed.), Encontros IDEA: Investigar hoje para construir amanhã. Óbidos, Portugal: Sinapis Editores.
Indexed document: No
Keywords: Mindfulness / Social and emotional competences / Teachers / Classroom climate / Students

DocumentMindfulness em Contexto Educacional2019

Reference code: PT/FB
Entity holding: BIAL Foundation
Location: S. Mamede do Coronado
Title:
BIAL Foundation Archive
Start date: 1994
History:
The BIAL Foundation was created in 1994 by Laboratórios BIAL in conjunction with the Council of Rectors of Portuguese Universities. BIAL’s Foundation mission is to foster the scientific study of Man from both the physical and spiritual perspectives.
Along the years the BIAL Foundation has developed an important relationship with the scientific community, first in Portugal and after worldwide. Today it is an institution of reference which aims to stimulate new researches that may help people, promote more health and contribute to new milestones to gain access to knowledge.
Among its activities the BIAL Foundation manages the BIAL Award, created in 1984, one of the most important awards in the Health field in Europe. The BIAL Award rewards both the basic and the clinical research distinguishing works of major impact in medical research.
The BIAL Foundation also assigns Scientific Research Scholarships for the study of neurophysiological and mental health in people, arousing the interest of researchers in the areas of Psychophysiology and Parapsychology.
To date the BIAL Foundation has supported 461 projects, more than 1000 researchers, with research groups in twenty-seven countries, resulting, until April 2013, in about 600 full papers, out of which 172 published in indexed international journals with an average impact factor of 3.6 and a substantial number of citations (1665).
Since 1996 the BIAL Foundation organizes the Symposia entitled "Behind and Beyond the Brain", a Forum that gathers well renowned neurosciences speakers and the BIAL Foundation Fellows which are spread around the world.
Classified as an institution of public utility, the BIAL Foundation includes among its patrons the Portuguese President, the Portuguese Universities Rectors' Council and the Portuguese Medical Association.
URL: http://www.bial.com/pt/
Accessibility: By permission

Reference code: PT/FB/BL
Entity holding: BIAL Foundation
Title: BIAL Grants
Start date: 1994
History:
In 1994 the BIAL Foundation launched a programme of science research grants with the aim of encouraging the research into Man’s physical and mental processes, namely in fields still largely unexplored but which warrant further scientific analysis, as Psychophysiology and Parapsychology.
Since its launch, applications to the BIAL grants have been increasing. Up to now 461 projects have been supported, involving more than 1000 researchers from 27 countries.
The approved applications have benefited from grants in amounts comprised between €5,000 and €50, 000. The amount to be granted is fixed by the Scientific board according to the needs of each project.
The supported projects have originated, until April 2013, in about 600 full papers, 172 out of which were published in indexed international journals with an average impact factor of 3.6 and a substantial number of citations (1665).
Among the BIAL Foundation fellows is worth highlighting the presence of scientists from prestigious universities from the United States, United Kingdom, Australia, Russia, Germany, Japan, France, Canada, and many others.
The BIAL grants are promoted biannually.

Reference code: PT/FB/BL-2016
Location: BF-GMS
Title:
2016 Grants
Start date: 2017-01

Reference code: PT/FB/BL-2016-114
Location: BF-GMS
Title:
114 - Effects of a mindfulness-based intervention for teachers: A study on teacher and student outcomes
Duration: 2017-01 - 2020-03
Researcher(s):
Alexandra Marques-Pinto, Ana Pinheiro, Patricia Jennings, Mark Greenberg
Institution(s): Centro de Investigação em Ciência Psicológica- CICPSI, Faculdade de Psicologia da Universidade de Lisboa (Portugal)
Contents: Contents:
Application form
Correspondence
Research Funding Agreement
Progress report
Final report
Book
Author: Marques-Pinto, A.
Secondary author(s):
Pinheiro, A., Jennings, P., Greenberg, M.
Keywords:
Mindfulness / Social and emotional learning / Neurophysiological measures / Randomised control trial / Psychophysiology and Parapsychology

Reference code: PT/FB/BL-2016-114.05
Location: BF-GMS
Title:
Mindfulness em Contexto Educacional
Publication year: 2019
URL:
http://www.coisasdeler.pt/index.php?id_product=313&controller=product
Abstract/Results: ABSTRACT:
O livro tem como principal objetivo apresentar o estado da arte sobre Mindfulness em Contexto Educacional, com especial incidência sobre estudos realizados em Portugal. Trata-se de um livro de base científica que pretende dar a conhecer a psicólogos, professores e outros profissionais de saúde e da educação o trabalho desenvolvido no nosso país neste âmbito.
O livro estrutura -se em três partes, sendo a primeira relativa ao enquadramento do tema das áreas de aplicação da Mindfulness em Portugal e em particular das intervenções em contexto educacional.
Na segunda parte do livro apresentam-se os principais resultados do projeto de investigação sobre os efeitos de uma intervenção baseada em Mindfulness para professores no bem -estar pessoal e profissional destes, nas suas interações com os alunos em sala de aula e no bem-estar dos seus alunos.
A finalizar o livro, são apresentados outros estudos sobre Mindfulness em contexto educacional realizados em Portugal.
Accessibility: Document exists in file
Copyright/Reproduction:
By permission
Language:
pt
Author:
Marques-Pinto, A.
Secondary author(s):
Sampaio de Carvalho, J.
Document type:
Book
Reference:
Marques-Pinto, A., & Sampaio de Carvalho, J. (2019). Mindfulness em Contexto Educacional. Lisboa, Portugal: Coisas de Ler.
Keywords: Mindfulness / Social and emotional competences / Teachers / Classroom climate / Students

DocumentEfeitos de uma intervenção baseada em mindfulness para professores do 1º ciclo: Um estudo exploratório2017

Reference code: PT/FB
Entity holding: BIAL Foundation
Location: S. Mamede do Coronado
Title:
BIAL Foundation Archive
Start date: 1994
History:
The BIAL Foundation was created in 1994 by Laboratórios BIAL in conjunction with the Council of Rectors of Portuguese Universities. BIAL’s Foundation mission is to foster the scientific study of Man from both the physical and spiritual perspectives.
Along the years the BIAL Foundation has developed an important relationship with the scientific community, first in Portugal and after worldwide. Today it is an institution of reference which aims to stimulate new researches that may help people, promote more health and contribute to new milestones to gain access to knowledge.
Among its activities the BIAL Foundation manages the BIAL Award, created in 1984, one of the most important awards in the Health field in Europe. The BIAL Award rewards both the basic and the clinical research distinguishing works of major impact in medical research.
The BIAL Foundation also assigns Scientific Research Scholarships for the study of neurophysiological and mental health in people, arousing the interest of researchers in the areas of Psychophysiology and Parapsychology.
To date the BIAL Foundation has supported 461 projects, more than 1000 researchers, with research groups in twenty-seven countries, resulting, until April 2013, in about 600 full papers, out of which 172 published in indexed international journals with an average impact factor of 3.6 and a substantial number of citations (1665).
Since 1996 the BIAL Foundation organizes the Symposia entitled "Behind and Beyond the Brain", a Forum that gathers well renowned neurosciences speakers and the BIAL Foundation Fellows which are spread around the world.
Classified as an institution of public utility, the BIAL Foundation includes among its patrons the Portuguese President, the Portuguese Universities Rectors' Council and the Portuguese Medical Association.
URL: http://www.bial.com/pt/
Accessibility: By permission

Reference code: PT/FB/BL
Entity holding: BIAL Foundation
Title: BIAL Grants
Start date: 1994
History:
In 1994 the BIAL Foundation launched a programme of science research grants with the aim of encouraging the research into Man’s physical and mental processes, namely in fields still largely unexplored but which warrant further scientific analysis, as Psychophysiology and Parapsychology.
Since its launch, applications to the BIAL grants have been increasing. Up to now 461 projects have been supported, involving more than 1000 researchers from 27 countries.
The approved applications have benefited from grants in amounts comprised between €5,000 and €50, 000. The amount to be granted is fixed by the Scientific board according to the needs of each project.
The supported projects have originated, until April 2013, in about 600 full papers, 172 out of which were published in indexed international journals with an average impact factor of 3.6 and a substantial number of citations (1665).
Among the BIAL Foundation fellows is worth highlighting the presence of scientists from prestigious universities from the United States, United Kingdom, Australia, Russia, Germany, Japan, France, Canada, and many others.
The BIAL grants are promoted biannually.

Reference code: PT/FB/BL-2016
Location: BF-GMS
Title:
2016 Grants
Start date: 2017-01

Reference code: PT/FB/BL-2016-114
Location: BF-GMS
Title:
114 - Effects of a mindfulness-based intervention for teachers: A study on teacher and student outcomes
Duration: 2017-01 - 2020-03
Researcher(s):
Alexandra Marques-Pinto, Ana Pinheiro, Patricia Jennings, Mark Greenberg
Institution(s): Centro de Investigação em Ciência Psicológica- CICPSI, Faculdade de Psicologia da Universidade de Lisboa (Portugal)
Contents: Contents:
Application form
Correspondence
Research Funding Agreement
Progress report
Final report
Book
Author: Marques-Pinto, A.
Secondary author(s):
Pinheiro, A., Jennings, P., Greenberg, M.
Keywords:
Mindfulness / Social and emotional learning / Neurophysiological measures / Randomised control trial / Psychophysiology and Parapsychology

Reference code: PT/FB/BL-2016-114.06
Location: BF-GMS
Title:
Efeitos de uma intervenção baseada em mindfulness para professores do 1º ciclo: Um estudo exploratório
Publication year: 2017
URL:
http://hdl.handle.net/10451/33126
Abstract/Results: ABSTRACT:
Investigation on teacher’s occupational health alerts for critical times and the need for intervention in this specific group (Marques-Pinto & Alvarez, 2016). The use of mindfulness practices has accordingly been referenced as a promising form of intervention contributing, among other factors, for the increase of well-being and decrease of the burnout syndrome amongst teachers (Jennings et al., 2017). However, there is an evident need for development of thorough, methodological and culturally adapted investigations that allow the validation of results (Creswell, 2017). The main goal of this study is to evaluate the effects of a program for socio-emotional skills development through mindful-based practices. For this, self-report instruments were used, in pre-posttest, within a sample of Elementary School teachers who participated in the intervention. The results revealed promising and allowed to partially support the two initial investigation hypotheses, highlighting the direct, positive, and significant effect of intervention in the development of mindfulness competences, selfcompassion and well-being, as well as the indirect, negative, and significant effect of intervention in burnout dimensions. Additionally, detailed account is provided on the limitations of this study, alongside with its main contributions, and finally, suggestions for future investigations.
Accessibility: Document exists in file
Language:
pt
Author:
Francisco, S. O.
Document type:
Master's thesis
Reference:
Francisco, S. O. (2017). Efeitos de uma intervenção baseada em mindfulness para professores do 1º ciclo: Um estudo exploratório. (Master's thesis, Faculdade de Psicologia, Universidade de Lisboa, Portugal). Retrieved from http://hdl.handle.net/1822/26789
Indexed document: No
Keywords: Socio-emotional skills / Mindfulness / Well-being / Burnout / Teachers

Efeitos de uma intervenção baseada em mindfulness para professores do 1º ciclo: Um estudo exploratório

Efeitos de uma intervenção baseada em mindfulness para professores do 1º ciclo: Um estudo exploratório

DocumentEm busca de um efeito indireto: Do impacto nos alunos de um programa de mindfulness aplicado a professores2018

Reference code: PT/FB
Entity holding: BIAL Foundation
Location: S. Mamede do Coronado
Title:
BIAL Foundation Archive
Start date: 1994
History:
The BIAL Foundation was created in 1994 by Laboratórios BIAL in conjunction with the Council of Rectors of Portuguese Universities. BIAL’s Foundation mission is to foster the scientific study of Man from both the physical and spiritual perspectives.
Along the years the BIAL Foundation has developed an important relationship with the scientific community, first in Portugal and after worldwide. Today it is an institution of reference which aims to stimulate new researches that may help people, promote more health and contribute to new milestones to gain access to knowledge.
Among its activities the BIAL Foundation manages the BIAL Award, created in 1984, one of the most important awards in the Health field in Europe. The BIAL Award rewards both the basic and the clinical research distinguishing works of major impact in medical research.
The BIAL Foundation also assigns Scientific Research Scholarships for the study of neurophysiological and mental health in people, arousing the interest of researchers in the areas of Psychophysiology and Parapsychology.
To date the BIAL Foundation has supported 461 projects, more than 1000 researchers, with research groups in twenty-seven countries, resulting, until April 2013, in about 600 full papers, out of which 172 published in indexed international journals with an average impact factor of 3.6 and a substantial number of citations (1665).
Since 1996 the BIAL Foundation organizes the Symposia entitled "Behind and Beyond the Brain", a Forum that gathers well renowned neurosciences speakers and the BIAL Foundation Fellows which are spread around the world.
Classified as an institution of public utility, the BIAL Foundation includes among its patrons the Portuguese President, the Portuguese Universities Rectors' Council and the Portuguese Medical Association.
URL: http://www.bial.com/pt/
Accessibility: By permission

Reference code: PT/FB/BL
Entity holding: BIAL Foundation
Title: BIAL Grants
Start date: 1994
History:
In 1994 the BIAL Foundation launched a programme of science research grants with the aim of encouraging the research into Man’s physical and mental processes, namely in fields still largely unexplored but which warrant further scientific analysis, as Psychophysiology and Parapsychology.
Since its launch, applications to the BIAL grants have been increasing. Up to now 461 projects have been supported, involving more than 1000 researchers from 27 countries.
The approved applications have benefited from grants in amounts comprised between €5,000 and €50, 000. The amount to be granted is fixed by the Scientific board according to the needs of each project.
The supported projects have originated, until April 2013, in about 600 full papers, 172 out of which were published in indexed international journals with an average impact factor of 3.6 and a substantial number of citations (1665).
Among the BIAL Foundation fellows is worth highlighting the presence of scientists from prestigious universities from the United States, United Kingdom, Australia, Russia, Germany, Japan, France, Canada, and many others.
The BIAL grants are promoted biannually.

Reference code: PT/FB/BL-2016
Location: BF-GMS
Title:
2016 Grants
Start date: 2017-01

Reference code: PT/FB/BL-2016-114
Location: BF-GMS
Title:
114 - Effects of a mindfulness-based intervention for teachers: A study on teacher and student outcomes
Duration: 2017-01 - 2020-03
Researcher(s):
Alexandra Marques-Pinto, Ana Pinheiro, Patricia Jennings, Mark Greenberg
Institution(s): Centro de Investigação em Ciência Psicológica- CICPSI, Faculdade de Psicologia da Universidade de Lisboa (Portugal)
Contents: Contents:
Application form
Correspondence
Research Funding Agreement
Progress report
Final report
Book
Author: Marques-Pinto, A.
Secondary author(s):
Pinheiro, A., Jennings, P., Greenberg, M.
Keywords:
Mindfulness / Social and emotional learning / Neurophysiological measures / Randomised control trial / Psychophysiology and Parapsychology

Reference code: PT/FB/BL-2016-114.07
Location: BF-GMS
Title:
Em busca de um efeito indireto: Do impacto nos alunos de um programa de mindfulness aplicado a professores
Publication year: 2018
URL:
http://hdl.handle.net/10451/37829
Abstract/Results: ABSTRACT:
The teacher plays an important role in the learning process and in the holistic development of the students. Mindfulness Based Interventions (MBIs) aimed at promoting socioemotional competences are a promising way of boosting the wellbeing of teachers, taken into consideration that such competences are a protection factor regarding stress and burnout. Besides the protective aspect, the Jennings and Greenberg (2009) prosocial classroom model considers that the socioemotional competences and the wellbeing of teachers have a positive impact in teacher-student relation, on management and climate of the classroom and in the social, emotional and academic outcomes of the students. Given the scarce investigation on the effects on students of an intervention aimed at promoting teacher’s wellbeing and socioemotional competences, the present study evaluated the indirect impact, in primary school students (2nd and 3rd grade), of a program aimed at promoting socioemotional competences of teachers through mindfulness practices (“Atentamente”). Results show a significant improvement on students’ perception of teachers’ involvement in the relationship with the students, a significant reduction of students’ negative emotions and a significant improvement of students’ social competences perceived by their parents. Additionally, a mediation effect was observed: the impact of the teachers’ MBI on the decrease of the students’ negative emotions was mediated by the MBI’s impact on the quality of the teacher-student relation. In general, these results support the prosocial classroom model brought forth by Jennings and Greenberg.
Accessibility: Document exists in file
Language:
pt
Author:
Bárbara, J. M.
Document type:
Master's thesis
Reference:
Bárbara, J. M. (2018). Em busca de um efeito indireto: Do impacto nos alunos de um programa de mindfulness aplicado a professores (Master's thesis, Faculdade de Psicologia, Universidade de Lisboa, Portugal). Retrieved from http://hdl.handle.net/10451/37829
Indexed document: No
Keywords: Social-emotional competences / Mindfulness / Teachers / Students

Em busca de um efeito indireto: Do impacto nos alunos de um programa de mindfulness aplicado a professores

Em busca de um efeito indireto: Do impacto nos alunos de um programa de mindfulness aplicado a professores

DocumentAvaliação dos efeitos de um programa de promoção de competências socioemocionais com recurso a práticas de mindfulness para professores de 1º ciclo2019

Reference code: PT/FB
Entity holding: BIAL Foundation
Location: S. Mamede do Coronado
Title:
BIAL Foundation Archive
Start date: 1994
History:
The BIAL Foundation was created in 1994 by Laboratórios BIAL in conjunction with the Council of Rectors of Portuguese Universities. BIAL’s Foundation mission is to foster the scientific study of Man from both the physical and spiritual perspectives.
Along the years the BIAL Foundation has developed an important relationship with the scientific community, first in Portugal and after worldwide. Today it is an institution of reference which aims to stimulate new researches that may help people, promote more health and contribute to new milestones to gain access to knowledge.
Among its activities the BIAL Foundation manages the BIAL Award, created in 1984, one of the most important awards in the Health field in Europe. The BIAL Award rewards both the basic and the clinical research distinguishing works of major impact in medical research.
The BIAL Foundation also assigns Scientific Research Scholarships for the study of neurophysiological and mental health in people, arousing the interest of researchers in the areas of Psychophysiology and Parapsychology.
To date the BIAL Foundation has supported 461 projects, more than 1000 researchers, with research groups in twenty-seven countries, resulting, until April 2013, in about 600 full papers, out of which 172 published in indexed international journals with an average impact factor of 3.6 and a substantial number of citations (1665).
Since 1996 the BIAL Foundation organizes the Symposia entitled "Behind and Beyond the Brain", a Forum that gathers well renowned neurosciences speakers and the BIAL Foundation Fellows which are spread around the world.
Classified as an institution of public utility, the BIAL Foundation includes among its patrons the Portuguese President, the Portuguese Universities Rectors' Council and the Portuguese Medical Association.
URL: http://www.bial.com/pt/
Accessibility: By permission

Reference code: PT/FB/BL
Entity holding: BIAL Foundation
Title: BIAL Grants
Start date: 1994
History:
In 1994 the BIAL Foundation launched a programme of science research grants with the aim of encouraging the research into Man’s physical and mental processes, namely in fields still largely unexplored but which warrant further scientific analysis, as Psychophysiology and Parapsychology.
Since its launch, applications to the BIAL grants have been increasing. Up to now 461 projects have been supported, involving more than 1000 researchers from 27 countries.
The approved applications have benefited from grants in amounts comprised between €5,000 and €50, 000. The amount to be granted is fixed by the Scientific board according to the needs of each project.
The supported projects have originated, until April 2013, in about 600 full papers, 172 out of which were published in indexed international journals with an average impact factor of 3.6 and a substantial number of citations (1665).
Among the BIAL Foundation fellows is worth highlighting the presence of scientists from prestigious universities from the United States, United Kingdom, Australia, Russia, Germany, Japan, France, Canada, and many others.
The BIAL grants are promoted biannually.

Reference code: PT/FB/BL-2016
Location: BF-GMS
Title:
2016 Grants
Start date: 2017-01

Reference code: PT/FB/BL-2016-114
Location: BF-GMS
Title:
114 - Effects of a mindfulness-based intervention for teachers: A study on teacher and student outcomes
Duration: 2017-01 - 2020-03
Researcher(s):
Alexandra Marques-Pinto, Ana Pinheiro, Patricia Jennings, Mark Greenberg
Institution(s): Centro de Investigação em Ciência Psicológica- CICPSI, Faculdade de Psicologia da Universidade de Lisboa (Portugal)
Contents: Contents:
Application form
Correspondence
Research Funding Agreement
Progress report
Final report
Book
Author: Marques-Pinto, A.
Secondary author(s):
Pinheiro, A., Jennings, P., Greenberg, M.
Keywords:
Mindfulness / Social and emotional learning / Neurophysiological measures / Randomised control trial / Psychophysiology and Parapsychology

Reference code: PT/FB/BL-2016-114.08
Location: BF-GMS
Title:
Avaliação dos efeitos de um programa de promoção de competências socioemocionais com recurso a práticas de mindfulness para professores de 1º ciclo
Publication year: 2019
URL:
http://hdl.handle.net/10451/41509
Abstract/Results: ABSTRACT:
Teaching has been one of the largest and most challenged jobs, involving the management of a multidimensional classroom where unpredictable events can have a negative impact on teaching and learning quality. In this context, teachers may experience stress and burnout, with negative repercussions on the teacher-student relationship. In this sense, over the years the promotion of social-emotional skills through mindfulness practices has gained special importance in dealing with stress and burnout with positive results on teacher’s well-being and on teacher-student relationship. Emphasizing the scant research in Portugal in this area, this study aimed to understand if a social-emotional program through mindfulness practices influences the behaviors of primary teachers in the classroom and, the student’s perceptions about teacher-student relationship. Through an experimental design teachers from experimental group, who benefited from the program (n = 23) were compared to teachers of the control group (n = 18), as well as their students (n = 120 and n = 102). The teachers’ behavior was observed before and after the intervention, with the support of an observation grid, and in order to understand the students' perceptions regarding the behavior of their teachers in the classroom, the Teacher as Social Context questionnaire was applied. The mean comparison tests, for the experimental group, showed that the program had a positive impact on the teachers’ behavior, at the Socioemotional Support level, The student centered attention and responsiveness of the students' needs, as well as the Classroom management. No significant results were found on students' perceptions. Thus, in keeping with previous studies the results of this study highlight the importance of the implementation of programs to promote socio-emotional competencies through mindfulness practices in a school context.
Accessibility: Document exists in file
Language:
pt
Author:
Franco, M.
Document type:
Master's thesis
Reference:
Franco, M. (2019). Avaliação dos efeitos de um programa de promoção de competências socioemocionais com recurso a práticas de mindfulness para professores de 1º ciclo. Tese de Mestrado, Faculdade de Psicologia, Universidade de Lisboa, Lisboa.
Indexed document: No
Keywords: Stress / Burnout / Mindfulness / Teachers / Social emotional skill

Avaliação dos efeitos de um programa de promoção de competências socioemocionais com recurso a práticas de mindfulness para professores de 1º ciclo

Avaliação dos efeitos de um programa de promoção de competências socioemocionais com recurso a práticas de mindfulness para professores de 1º ciclo

DocumentEffects of a mindfulness-based intervention for teachers: A study on teacher and classroom outcomes2018

Reference code: PT/FB
Entity holding: BIAL Foundation
Location: S. Mamede do Coronado
Title:
BIAL Foundation Archive
Start date: 1994
History:
The BIAL Foundation was created in 1994 by Laboratórios BIAL in conjunction with the Council of Rectors of Portuguese Universities. BIAL’s Foundation mission is to foster the scientific study of Man from both the physical and spiritual perspectives.
Along the years the BIAL Foundation has developed an important relationship with the scientific community, first in Portugal and after worldwide. Today it is an institution of reference which aims to stimulate new researches that may help people, promote more health and contribute to new milestones to gain access to knowledge.
Among its activities the BIAL Foundation manages the BIAL Award, created in 1984, one of the most important awards in the Health field in Europe. The BIAL Award rewards both the basic and the clinical research distinguishing works of major impact in medical research.
The BIAL Foundation also assigns Scientific Research Scholarships for the study of neurophysiological and mental health in people, arousing the interest of researchers in the areas of Psychophysiology and Parapsychology.
To date the BIAL Foundation has supported 461 projects, more than 1000 researchers, with research groups in twenty-seven countries, resulting, until April 2013, in about 600 full papers, out of which 172 published in indexed international journals with an average impact factor of 3.6 and a substantial number of citations (1665).
Since 1996 the BIAL Foundation organizes the Symposia entitled "Behind and Beyond the Brain", a Forum that gathers well renowned neurosciences speakers and the BIAL Foundation Fellows which are spread around the world.
Classified as an institution of public utility, the BIAL Foundation includes among its patrons the Portuguese President, the Portuguese Universities Rectors' Council and the Portuguese Medical Association.
URL: http://www.bial.com/pt/
Accessibility: By permission

Reference code: PT/FB/BL
Entity holding: BIAL Foundation
Title: BIAL Grants
Start date: 1994
History:
In 1994 the BIAL Foundation launched a programme of science research grants with the aim of encouraging the research into Man’s physical and mental processes, namely in fields still largely unexplored but which warrant further scientific analysis, as Psychophysiology and Parapsychology.
Since its launch, applications to the BIAL grants have been increasing. Up to now 461 projects have been supported, involving more than 1000 researchers from 27 countries.
The approved applications have benefited from grants in amounts comprised between €5,000 and €50, 000. The amount to be granted is fixed by the Scientific board according to the needs of each project.
The supported projects have originated, until April 2013, in about 600 full papers, 172 out of which were published in indexed international journals with an average impact factor of 3.6 and a substantial number of citations (1665).
Among the BIAL Foundation fellows is worth highlighting the presence of scientists from prestigious universities from the United States, United Kingdom, Australia, Russia, Germany, Japan, France, Canada, and many others.
The BIAL grants are promoted biannually.

Reference code: PT/FB/BL-2016
Location: BF-GMS
Title:
2016 Grants
Start date: 2017-01

Reference code: PT/FB/BL-2016-114
Location: BF-GMS
Title:
114 - Effects of a mindfulness-based intervention for teachers: A study on teacher and student outcomes
Duration: 2017-01 - 2020-03
Researcher(s):
Alexandra Marques-Pinto, Ana Pinheiro, Patricia Jennings, Mark Greenberg
Institution(s): Centro de Investigação em Ciência Psicológica- CICPSI, Faculdade de Psicologia da Universidade de Lisboa (Portugal)
Contents: Contents:
Application form
Correspondence
Research Funding Agreement
Progress report
Final report
Book
Author: Marques-Pinto, A.
Secondary author(s):
Pinheiro, A., Jennings, P., Greenberg, M.
Keywords:
Mindfulness / Social and emotional learning / Neurophysiological measures / Randomised control trial / Psychophysiology and Parapsychology

Reference code: PT/FB/BL-2016-114.09
Location: BF-GMS
Title:
Effects of a mindfulness-based intervention for teachers: A study on teacher and classroom outcomes
Publication year: 2018
URL:
https://www.cmc-ia.org/icm2018amsterdam/wp-content/uploads/2017/03/t11.pdf
Abstract/Results: ABSTRACT:
Given their heavy work demands, teachers feel increasingly stressed, and their stress and burnout can affect their health and well-being and negatively impact students’ learning and engagement. A promising approach for enhancing teachers’ social and emotional competencies (SEC) and well-being is through mindfulness-based contemplative practices. Moreover, research in this domain is very recent and there are few methodologically robust studies on the efficacy of interventions, namely on mindfulness-based interventions for teachers. The main goal of this study is to evaluate the proximal and distal effects of a mindfulnessbased SEC promotion program – Programa Atentamente - (stress reduction, SEC promotion, compassion/caring practices), developed for teachers, across a variety of teachers and classroom variables – mindfulness, self-compassion, self-efficacy, well-being, self regulation, neurophysiological measure of attention allocation (P300) and classroom quality interaction. This study followed a randomized trial design and, in this poster, preliminary data for the pretest and posttest for teachers and classroom outcome variables will be presented. The experimental group (EG) and the control group (CG) included 82 and 33 elementary school teachers, respectively. This study used a mixed data collection strategy that encompassed selfreport data, neurophysiological measure and observational ratings of classroom behaviors. Results indicated a significant improvement on EG teachers’ levels of mindfulness, selfcompassion, and psychological distress, compared to those of the CG teachers. Results also
showed that mindfulness mediated the relationship between the intervention and teachers wellbeing, whereas self-compassion mediated the relationship between the intervention and teachers burnout. Considering neurophysiological measures teachers that underwent the mindfulness intervention (vs. the control group) are expected to present increased attention related responses reflected in increased P3b amplitude, reduced alpha power and increased theta phase consistency for task-relevant stimuli, as well as decreased P3a amplitude and increased alpha power for task-irrelevant/distracting stimuli. Concerning classroom dimensions, the EG teachers demonstrated significantly higher levels of respect for students and lower levels of negativity responses to conflict situations, than CG teachers. These results reinforce that mindfulness training promotes mindfulness and self-compassion which then leads to reductions in stress and burnout and to an increase in teachers well-being and resources that can be invested in improving classroom interactions that support student learning.
Accessibility: Document exists in file
Language:
eng
Author:
Sampaio de Carvalho, J.
Secondary author(s):
Marques Pinto, A., Pinheiro, A., Amorim, M., Oliveira, S., Gonçalves, C., Pereira, R., Bárbara, J., Castro, A., Cadima, J., Leal, T.
Document type:
Online abstract
Reference:
Sampaio de Carvalho, J., Marques Pinto, A., Pinheiro, A., Amorim, M., Oliveira, S., Gonçalves, C., Pereira, R., Bárbara, J., Castro, A., Cadima, J., & Leal, T. (2018, July). Effects of a mindfulness-based intervention for teachers: A study on teacher and classroom outcomes. Poster presented at the International Conference on Mindfulness (ICM) 2018, Amsterdam, The Netherlands. Abstract retrieved from https://www.cmc-ia.org/icm2018amsterdam/wp-content/uploads/2017/03/t11.pdf
Indexed document: No
Keywords: Mindfulness / Teachers / Classroom climate / Students

DocumentEffects of a mindfulness-based intervention for teachers: A study on teacher and classroom interactions outcomes2018

Reference code: PT/FB
Entity holding: BIAL Foundation
Location: S. Mamede do Coronado
Title:
BIAL Foundation Archive
Start date: 1994
History:
The BIAL Foundation was created in 1994 by Laboratórios BIAL in conjunction with the Council of Rectors of Portuguese Universities. BIAL’s Foundation mission is to foster the scientific study of Man from both the physical and spiritual perspectives.
Along the years the BIAL Foundation has developed an important relationship with the scientific community, first in Portugal and after worldwide. Today it is an institution of reference which aims to stimulate new researches that may help people, promote more health and contribute to new milestones to gain access to knowledge.
Among its activities the BIAL Foundation manages the BIAL Award, created in 1984, one of the most important awards in the Health field in Europe. The BIAL Award rewards both the basic and the clinical research distinguishing works of major impact in medical research.
The BIAL Foundation also assigns Scientific Research Scholarships for the study of neurophysiological and mental health in people, arousing the interest of researchers in the areas of Psychophysiology and Parapsychology.
To date the BIAL Foundation has supported 461 projects, more than 1000 researchers, with research groups in twenty-seven countries, resulting, until April 2013, in about 600 full papers, out of which 172 published in indexed international journals with an average impact factor of 3.6 and a substantial number of citations (1665).
Since 1996 the BIAL Foundation organizes the Symposia entitled "Behind and Beyond the Brain", a Forum that gathers well renowned neurosciences speakers and the BIAL Foundation Fellows which are spread around the world.
Classified as an institution of public utility, the BIAL Foundation includes among its patrons the Portuguese President, the Portuguese Universities Rectors' Council and the Portuguese Medical Association.
URL: http://www.bial.com/pt/
Accessibility: By permission

Reference code: PT/FB/BL
Entity holding: BIAL Foundation
Title: BIAL Grants
Start date: 1994
History:
In 1994 the BIAL Foundation launched a programme of science research grants with the aim of encouraging the research into Man’s physical and mental processes, namely in fields still largely unexplored but which warrant further scientific analysis, as Psychophysiology and Parapsychology.
Since its launch, applications to the BIAL grants have been increasing. Up to now 461 projects have been supported, involving more than 1000 researchers from 27 countries.
The approved applications have benefited from grants in amounts comprised between €5,000 and €50, 000. The amount to be granted is fixed by the Scientific board according to the needs of each project.
The supported projects have originated, until April 2013, in about 600 full papers, 172 out of which were published in indexed international journals with an average impact factor of 3.6 and a substantial number of citations (1665).
Among the BIAL Foundation fellows is worth highlighting the presence of scientists from prestigious universities from the United States, United Kingdom, Australia, Russia, Germany, Japan, France, Canada, and many others.
The BIAL grants are promoted biannually.

Reference code: PT/FB/BL-2016
Location: BF-GMS
Title:
2016 Grants
Start date: 2017-01

Reference code: PT/FB/BL-2016-114
Location: BF-GMS
Title:
114 - Effects of a mindfulness-based intervention for teachers: A study on teacher and student outcomes
Duration: 2017-01 - 2020-03
Researcher(s):
Alexandra Marques-Pinto, Ana Pinheiro, Patricia Jennings, Mark Greenberg
Institution(s): Centro de Investigação em Ciência Psicológica- CICPSI, Faculdade de Psicologia da Universidade de Lisboa (Portugal)
Contents: Contents:
Application form
Correspondence
Research Funding Agreement
Progress report
Final report
Book
Author: Marques-Pinto, A.
Secondary author(s):
Pinheiro, A., Jennings, P., Greenberg, M.
Keywords:
Mindfulness / Social and emotional learning / Neurophysiological measures / Randomised control trial / Psychophysiology and Parapsychology

Reference code: PT/FB/BL-2016-114.10
Location: BF-GMS
Title:
Effects of a mindfulness-based intervention for teachers: A study on teacher and classroom interactions outcomes
Publication year: 2018
URL:
http://www.eaohp.org/uploads/1/1/0/2/11022736/2018_book_of_proceedings.pdf
Abstract/Results: ABSTRACT:
Recent studies have shown that an increasing number of young people at school experience emotional and mental health problems, which affect a wide range of outcomes, including risk behaviors and academic performance. In this scenario teachers are expected, in addition to their academic teaching role, to actively participate in the promotion of students’ mental health. Due to such difficult work demands there is a high-risk level of teachers’ stress and burnout which, in turn, can negatively interfere with the quality of classroom interaction and, consequently, with students’ engagement and learning.
According to literature, teachers with better social and emotional competencies (SEC) are more effective in stress management, have higher levels of wellbeing, and are more capable of managing the classroom, responding to the emotional needs of their students and engage them in the learning process. Within this scope, mindfulness-based interventions can be beneficial in promoting teachers’ SEC, and the existing studies on mindfulness-based programs for teachers have revealed promising results such as significant improvements in teachers’ self-efficacy and wellbeing and also in skills to manage the classroom effectively and to establish supportive relationships with students. Additionally, some studies of the neuronal circuits that accompany
mindfulness practices point to changes in how the body and brain respond to stress. Despite these encouraging results, research in this domain is very recent and there are few methodologically robust studies on the efficacy of mindfulness-based interventions for teachers.
This symposium presents some preliminary results of a research project entitled Effects of a mindfulness-based intervention for teachers: A study on teacher and student outcomes (Bial Foundation Grant 114/16). This project was designed to evaluate the proximal and distal effects of a mindfulness-based SEC program specifically developed for elementary school teachers, across a variety of teachers, classroom climate and students outcomes. The program, Programa Atentamente, was primarily experiential in nature and included mindfulness practices, group reflection, role-playing and homework assignments (formal and informal mindfulness practices). From a methodological stance the project followed a randomised trial design, used a mixed data collection strategy, and included four data collection points: pretest, posttest, and two follow-ups. Participants were recruited through the school training centers and randomly assigned to an intervention group and a control group.
In this symposium, three presentations are carried out on the preliminary results of this project, collected at pre-test and post-test. First, Sofia Oliveira and colleagues present teachers’ selfreport data on social and emotional competencies, burnout symptoms and wellbeing levels. Next, Maria Amorim and Ana Patrícia Pinheiro report on neurophysiological data regarding teachers’ attentional control. Finally, Carolina Gonçalves and colleagues present the observational ratings of teachers’ behavioral classroom interactions with students.
Accessibility: Document exists in file
Language:
eng
Author:
Marques-Pinto, A.
Secondary author(s):
Sampaio de Carvalho, J.
Document type:
Conference abstract
Reference:
Marques-Pinto, A. & Sampaio de Carvalho, J. (2018). Effects of a Mindfulness-based Intervention for Teachers: A Study on
Teacher and Classroom Interactions Outcomes. In K. Teoh, N. Saade, V. Dediu, J. Hassard, & L. Torres (Eds), Book of Proceedings of the 13th Conference of the European Academy of Occupational Health Psychology ‘Adapting to rapid changes in today’s workplace’ (pp. 83-84). Nottingham, United Kingdom: EAOHP.
Indexed document: No
Keywords: Mindfulness / Teachers / Classroom climate / Students / Stress / Burnout / Social and emotional competences

Effects of a mindfulness-based intervention for teachers: A study on teacher and classroom interactions outcomes

Effects of a mindfulness-based intervention for teachers: A study on teacher and classroom interactions outcomes

DocumentEffects of a mindfulness-based intervention for teachers, on teachers’ behavioural classroom interactions with students 2018

Reference code: PT/FB
Entity holding: BIAL Foundation
Location: S. Mamede do Coronado
Title:
BIAL Foundation Archive
Start date: 1994
History:
The BIAL Foundation was created in 1994 by Laboratórios BIAL in conjunction with the Council of Rectors of Portuguese Universities. BIAL’s Foundation mission is to foster the scientific study of Man from both the physical and spiritual perspectives.
Along the years the BIAL Foundation has developed an important relationship with the scientific community, first in Portugal and after worldwide. Today it is an institution of reference which aims to stimulate new researches that may help people, promote more health and contribute to new milestones to gain access to knowledge.
Among its activities the BIAL Foundation manages the BIAL Award, created in 1984, one of the most important awards in the Health field in Europe. The BIAL Award rewards both the basic and the clinical research distinguishing works of major impact in medical research.
The BIAL Foundation also assigns Scientific Research Scholarships for the study of neurophysiological and mental health in people, arousing the interest of researchers in the areas of Psychophysiology and Parapsychology.
To date the BIAL Foundation has supported 461 projects, more than 1000 researchers, with research groups in twenty-seven countries, resulting, until April 2013, in about 600 full papers, out of which 172 published in indexed international journals with an average impact factor of 3.6 and a substantial number of citations (1665).
Since 1996 the BIAL Foundation organizes the Symposia entitled "Behind and Beyond the Brain", a Forum that gathers well renowned neurosciences speakers and the BIAL Foundation Fellows which are spread around the world.
Classified as an institution of public utility, the BIAL Foundation includes among its patrons the Portuguese President, the Portuguese Universities Rectors' Council and the Portuguese Medical Association.
URL: http://www.bial.com/pt/
Accessibility: By permission

Reference code: PT/FB/BL
Entity holding: BIAL Foundation
Title: BIAL Grants
Start date: 1994
History:
In 1994 the BIAL Foundation launched a programme of science research grants with the aim of encouraging the research into Man’s physical and mental processes, namely in fields still largely unexplored but which warrant further scientific analysis, as Psychophysiology and Parapsychology.
Since its launch, applications to the BIAL grants have been increasing. Up to now 461 projects have been supported, involving more than 1000 researchers from 27 countries.
The approved applications have benefited from grants in amounts comprised between €5,000 and €50, 000. The amount to be granted is fixed by the Scientific board according to the needs of each project.
The supported projects have originated, until April 2013, in about 600 full papers, 172 out of which were published in indexed international journals with an average impact factor of 3.6 and a substantial number of citations (1665).
Among the BIAL Foundation fellows is worth highlighting the presence of scientists from prestigious universities from the United States, United Kingdom, Australia, Russia, Germany, Japan, France, Canada, and many others.
The BIAL grants are promoted biannually.

Reference code: PT/FB/BL-2016
Location: BF-GMS
Title:
2016 Grants
Start date: 2017-01

Reference code: PT/FB/BL-2016-114
Location: BF-GMS
Title:
114 - Effects of a mindfulness-based intervention for teachers: A study on teacher and student outcomes
Duration: 2017-01 - 2020-03
Researcher(s):
Alexandra Marques-Pinto, Ana Pinheiro, Patricia Jennings, Mark Greenberg
Institution(s): Centro de Investigação em Ciência Psicológica- CICPSI, Faculdade de Psicologia da Universidade de Lisboa (Portugal)
Contents: Contents:
Application form
Correspondence
Research Funding Agreement
Progress report
Final report
Book
Author: Marques-Pinto, A.
Secondary author(s):
Pinheiro, A., Jennings, P., Greenberg, M.
Keywords:
Mindfulness / Social and emotional learning / Neurophysiological measures / Randomised control trial / Psychophysiology and Parapsychology

Reference code: PT/FB/BL-2016-114.11
Location: BF-GMS
Title:
Effects of a mindfulness-based intervention for teachers, on teachers’ behavioural classroom interactions with students
Publication year: 2018
URL:
http://www.eaohp.org/uploads/1/1/0/2/11022736/2018_book_of_proceedings.pdf
Abstract/Results: ABSTRACT:
Some studies indicate that a growing number of teachers report high levels of professional stress which in turn affect the quality of classroom interaction. These negative impacts of teachers’ stress include using more rigid methods to teach and manage student misbehaviour and responding with less sensitivity to students’ emotional needs. During the last decade mindfulness-based interventions have been used to promote teachers’ social and emotional competencies (SEC) but little rigorous research has evaluated its efficacy to reduce teacher stress and to improve the quality of interactions between teachers and students in classrooms.
The main goal of this study was to evaluate the impacts of a mindfulness-based SEC promotion programme (Programa Atentamente) developed for teachers, on teacher-students classroom interactions.
The study adopted a randomised trial design and used a systematic observation approach to data collection. Teachers in the intervention group (n=22) and in the control group (n=12) were compared for their behavioural classroom interactions with students, before and after the intervention.
The mean comparison tests used revealed that the teachers from the intervention group demonstrated significantly higher levels of respect for students and lower levels of negativity responses to conflict situations, than teachers form the control group. These findings are promising in that they show improvements in classroom interactions as a result of intervention efforts that did not explicitly focused teachers’ classroom management and instruction skills. Therefore, results highlight the importance to implement and evaluate mindfulness-based SEC promotion programs within teachers’ initial and continuous training in order to contribute to a safe, supportive and effective classroom climate.
Accessibility: Document exists in file
Language:
eng
Author:
Gonçalves, C.
Secondary author(s):
Pereira, R., Cadima, J., Leal, T., Sampaio de Carvalho, J., Marques-Pinto, A.
Document type:
Conference abstract
Reference:
Gonçalves, C., Pereira, R., Cadima, J., Leal, T., Sampaio de Carvalho, J., & Marques-Pinto, A. (2018). Effects of a mindfulness-based intervention for teachers, on teachers’ behavioural classroom interactions with students. In K. Teoh, N. Saade, V. Dediu, J. Hassard, & L. Torres (Eds), Book of Proceedings of the 13th Conference of the European Academy of Occupational Health Psychology ‘Adapting to rapid changes in today’s workplace’ (p. 84). Nottingham, United Kingdom: EAOHP.
Keywords: Mindfulness / Stress / Teacher / Classroom climate

Effects of a mindfulness-based intervention for teachers, on teachers’ behavioural classroom interactions with students

Effects of a mindfulness-based intervention for teachers, on teachers’ behavioural classroom interactions with students

DocumentEffects of a mindfulness-based intervention for teachers on teachers’ social and emotional competencies, burnout and wellbeing2018

Reference code: PT/FB
Entity holding: BIAL Foundation
Location: S. Mamede do Coronado
Title:
BIAL Foundation Archive
Start date: 1994
History:
The BIAL Foundation was created in 1994 by Laboratórios BIAL in conjunction with the Council of Rectors of Portuguese Universities. BIAL’s Foundation mission is to foster the scientific study of Man from both the physical and spiritual perspectives.
Along the years the BIAL Foundation has developed an important relationship with the scientific community, first in Portugal and after worldwide. Today it is an institution of reference which aims to stimulate new researches that may help people, promote more health and contribute to new milestones to gain access to knowledge.
Among its activities the BIAL Foundation manages the BIAL Award, created in 1984, one of the most important awards in the Health field in Europe. The BIAL Award rewards both the basic and the clinical research distinguishing works of major impact in medical research.
The BIAL Foundation also assigns Scientific Research Scholarships for the study of neurophysiological and mental health in people, arousing the interest of researchers in the areas of Psychophysiology and Parapsychology.
To date the BIAL Foundation has supported 461 projects, more than 1000 researchers, with research groups in twenty-seven countries, resulting, until April 2013, in about 600 full papers, out of which 172 published in indexed international journals with an average impact factor of 3.6 and a substantial number of citations (1665).
Since 1996 the BIAL Foundation organizes the Symposia entitled "Behind and Beyond the Brain", a Forum that gathers well renowned neurosciences speakers and the BIAL Foundation Fellows which are spread around the world.
Classified as an institution of public utility, the BIAL Foundation includes among its patrons the Portuguese President, the Portuguese Universities Rectors' Council and the Portuguese Medical Association.
URL: http://www.bial.com/pt/
Accessibility: By permission

Reference code: PT/FB/BL
Entity holding: BIAL Foundation
Title: BIAL Grants
Start date: 1994
History:
In 1994 the BIAL Foundation launched a programme of science research grants with the aim of encouraging the research into Man’s physical and mental processes, namely in fields still largely unexplored but which warrant further scientific analysis, as Psychophysiology and Parapsychology.
Since its launch, applications to the BIAL grants have been increasing. Up to now 461 projects have been supported, involving more than 1000 researchers from 27 countries.
The approved applications have benefited from grants in amounts comprised between €5,000 and €50, 000. The amount to be granted is fixed by the Scientific board according to the needs of each project.
The supported projects have originated, until April 2013, in about 600 full papers, 172 out of which were published in indexed international journals with an average impact factor of 3.6 and a substantial number of citations (1665).
Among the BIAL Foundation fellows is worth highlighting the presence of scientists from prestigious universities from the United States, United Kingdom, Australia, Russia, Germany, Japan, France, Canada, and many others.
The BIAL grants are promoted biannually.

Reference code: PT/FB/BL-2016
Location: BF-GMS
Title:
2016 Grants
Start date: 2017-01

Reference code: PT/FB/BL-2016-114
Location: BF-GMS
Title:
114 - Effects of a mindfulness-based intervention for teachers: A study on teacher and student outcomes
Duration: 2017-01 - 2020-03
Researcher(s):
Alexandra Marques-Pinto, Ana Pinheiro, Patricia Jennings, Mark Greenberg
Institution(s): Centro de Investigação em Ciência Psicológica- CICPSI, Faculdade de Psicologia da Universidade de Lisboa (Portugal)
Contents: Contents:
Application form
Correspondence
Research Funding Agreement
Progress report
Final report
Book
Author: Marques-Pinto, A.
Secondary author(s):
Pinheiro, A., Jennings, P., Greenberg, M.
Keywords:
Mindfulness / Social and emotional learning / Neurophysiological measures / Randomised control trial / Psychophysiology and Parapsychology

Reference code: PT/FB/BL-2016-114.12
Location: BF-GMS
Title:
Effects of a mindfulness-based intervention for teachers on teachers’ social and emotional competencies, burnout and wellbeing
Publication year: 2018
URL:
http://www.eaohp.org/uploads/1/1/0/2/11022736/2018_book_of_proceedings.pdf
Abstract/Results: ABSTRACT:
Given their heavy work demands, teachers feel increasingly stressed and professional stress can affect their health and wellbeing. Indeed, over the last two decades, different studies in Portugal have shown a high-risk level of teachers' stress and burnout. The literature in this domain has revealed that teachers with better social and emotional competencies (SEC) are
more effective in stress management and have higher levels of wellbeing, but little effort has been made to develop specific interventions to boost teachers’ SEC. A promising approach for enhancing teachers’ SEC and wellbeing is through mindfulness-based contemplative practices. Nevertheless, studies on the efficacy of mindfulness-based interventions for teachers are scarce
and lack methodological rigor.
This study aimed to evaluate the proximal and distal effects of Programa Atentamente, a mindfulness-based SEC promotion program developed for elementary school teachers, across a variety of teachers’ outcomes. It followed a randomised trial design and used self-report measures to collect data, before and after the intervention, on teachers from the intervention group (n=60) and the control group (n=60), namely regarding their social and emotional competencies, burnout symptoms and wellbeing levels.
Results revealed direct, positive, and significant effects of the intervention in the development of mindfulness competences, self-compassion and wellbeing. Results also showed that mindfulness mediated the relationship between the intervention and teachers wellbeing, whereas self-compassion mediated the relationship between the intervention and teachers burnout.
These findings contribute to further the knowledge on the role played by mindfulness-based interventions in cultivating teachers’ SEC and reducing their burnout symptoms. The demonstrated improvements at teachers’ variables provide preliminary support for key components of Programa Atentamente and are consistent with existing theoretical models. Mindfulness training promotes mindfulness and self-compassion, which then leads to reductions in teachers’ burnout symptoms and to an increase in their wellbeing. This knowledge, in turn, may inform future teacher training policies and intervention practices and thus contribute to teachers’ wellbeing.
Accessibility: Document exists in file
Language:
eng
Author:
Oliveira, S.
Secondary author(s):
Sampaio de Carvalho, J., Marques-Pinto, A.
Document type:
Conference abstract
Reference:
Oliveira, S., Sampaio de Carvalho, J., & Marques-Pinto, A. (2018). Effects of a mindfulness-based intervention for teachers on teachers’ social and emotional competencies, burnout and wellbeing. In K. Teoh, N. Saade, V. Dediu, J. Hassard, & L. Torres (Eds), Book of Proceedings of the 13th Conference of the European Academy of Occupational Health Psychology ‘Adapting to rapid changes in today’s workplace’ (p. 83). Nottingham, United Kingdom: EAOHP.
Indexed document: No
Keywords: Mindfulness / Teacher / Stress / Burnout / Well-being

Effects of a mindfulness-based intervention for teachers on teachers’ social and emotional competencies, burnout and wellbeing

Effects of a mindfulness-based intervention for teachers on teachers’ social and emotional competencies, burnout and wellbeing

DocumentEffects of a mindfulness-based intervention for teachers on teachers’ attentional processing: An event-related potential study2018

Reference code: PT/FB
Entity holding: BIAL Foundation
Location: S. Mamede do Coronado
Title:
BIAL Foundation Archive
Start date: 1994
History:
The BIAL Foundation was created in 1994 by Laboratórios BIAL in conjunction with the Council of Rectors of Portuguese Universities. BIAL’s Foundation mission is to foster the scientific study of Man from both the physical and spiritual perspectives.
Along the years the BIAL Foundation has developed an important relationship with the scientific community, first in Portugal and after worldwide. Today it is an institution of reference which aims to stimulate new researches that may help people, promote more health and contribute to new milestones to gain access to knowledge.
Among its activities the BIAL Foundation manages the BIAL Award, created in 1984, one of the most important awards in the Health field in Europe. The BIAL Award rewards both the basic and the clinical research distinguishing works of major impact in medical research.
The BIAL Foundation also assigns Scientific Research Scholarships for the study of neurophysiological and mental health in people, arousing the interest of researchers in the areas of Psychophysiology and Parapsychology.
To date the BIAL Foundation has supported 461 projects, more than 1000 researchers, with research groups in twenty-seven countries, resulting, until April 2013, in about 600 full papers, out of which 172 published in indexed international journals with an average impact factor of 3.6 and a substantial number of citations (1665).
Since 1996 the BIAL Foundation organizes the Symposia entitled "Behind and Beyond the Brain", a Forum that gathers well renowned neurosciences speakers and the BIAL Foundation Fellows which are spread around the world.
Classified as an institution of public utility, the BIAL Foundation includes among its patrons the Portuguese President, the Portuguese Universities Rectors' Council and the Portuguese Medical Association.
URL: http://www.bial.com/pt/
Accessibility: By permission

Reference code: PT/FB/BL
Entity holding: BIAL Foundation
Title: BIAL Grants
Start date: 1994
History:
In 1994 the BIAL Foundation launched a programme of science research grants with the aim of encouraging the research into Man’s physical and mental processes, namely in fields still largely unexplored but which warrant further scientific analysis, as Psychophysiology and Parapsychology.
Since its launch, applications to the BIAL grants have been increasing. Up to now 461 projects have been supported, involving more than 1000 researchers from 27 countries.
The approved applications have benefited from grants in amounts comprised between €5,000 and €50, 000. The amount to be granted is fixed by the Scientific board according to the needs of each project.
The supported projects have originated, until April 2013, in about 600 full papers, 172 out of which were published in indexed international journals with an average impact factor of 3.6 and a substantial number of citations (1665).
Among the BIAL Foundation fellows is worth highlighting the presence of scientists from prestigious universities from the United States, United Kingdom, Australia, Russia, Germany, Japan, France, Canada, and many others.
The BIAL grants are promoted biannually.

Reference code: PT/FB/BL-2016
Location: BF-GMS
Title:
2016 Grants
Start date: 2017-01

Reference code: PT/FB/BL-2016-114
Location: BF-GMS
Title:
114 - Effects of a mindfulness-based intervention for teachers: A study on teacher and student outcomes
Duration: 2017-01 - 2020-03
Researcher(s):
Alexandra Marques-Pinto, Ana Pinheiro, Patricia Jennings, Mark Greenberg
Institution(s): Centro de Investigação em Ciência Psicológica- CICPSI, Faculdade de Psicologia da Universidade de Lisboa (Portugal)
Contents: Contents:
Application form
Correspondence
Research Funding Agreement
Progress report
Final report
Book
Author: Marques-Pinto, A.
Secondary author(s):
Pinheiro, A., Jennings, P., Greenberg, M.
Keywords:
Mindfulness / Social and emotional learning / Neurophysiological measures / Randomised control trial / Psychophysiology and Parapsychology

Reference code: PT/FB/BL-2016-114.13
Location: BF-GMS
Title:
Effects of a mindfulness-based intervention for teachers on teachers’ attentional processing: An event-related potential study
Publication year: 2018
URL:
http://www.eaohp.org/uploads/1/1/0/2/11022736/2018_book_of_proceedings.pdf
Abstract/Results: ABSTRACT:
Following the increasing interest in the behavioural benefits resulting from mindfulness practices, studies have started to focus on the neuronal changes that may accompany the behavioural results reported in the literature. Specifically, mindfulness has been associated with changes in attention allocation, reflected in decreased alpha activity and increased theta phase consistency
to attended and task-relevant stimuli, increased P3b event-related potential (ERP) amplitude and decreased P3b latency to task-relevant stimuli, as well as reduced P3a amplitude to distracting stimuli after training. Of note, the P300 component is a neurophysiological measure of attention allocation, and it consists of two dissociable responses: the P3a is an index of attention orienting to task-irrelevant and infrequent stimuli, whereas the P3b reflects the top-down allocation of attentional resources to task-relevant stimuli. These results suggest that mindfulness practices are associated with enhanced selective attentional control, which may underlie long-term effects of decreased emotional reactivity and more successful management of stressful life situations. This study probed whether these changes are also observed in teachers that underwent a mindfulness-based training program aiming to promote social and emotional competences (Programa Atentamente).
A randomised trial design was used and two groups of teachers, intervention (n=9) and control (n=7), participated in an EEG session before and after the intervention programme. In both EEG sessions, participants performed an auditory oddball task with simple sounds and an auditory oddball task with emotional stimuli. In the first, 400 tones were presented over headphones, in a pseudorandomised order: 360 standard (P=0.90) and 40 deviants (P=0.2). In the second, 400 nonverbal vocalizations were presented over headphones together with distractor (P= 0.1) environmental sounds. In both tasks, participants were asked to silently count the number of targets. P300 results will be discussed in light of existing literature indicating that mindfulness practices result in changes in attentional sound processing and, more importantly, that these practices may be a tool to capacitate teachers with a greater control over their attentional resources, which a powerful impact in the classroom.
Accessibility: Document exists in file
Language:
eng
Author:
Amorim, M.
Secondary author(s):
Pinheiro, A.
Document type:
Conference abstract
Reference:
Amorim, M., & Pinheiro, A. (2018). Effects of a mindfulness-based intervention for teachers on teachers’ attentional processing: An event-related potential study. In K. Teoh, N. Saade, V. Dediu, J. Hassard, & L. Torres (Eds), Book of Proceedings of the 13th Conference of the European Academy of Occupational Health Psychology ‘Adapting to rapid changes in today’s workplace’ (pp. 83-84). Nottingham, United Kingdom: EAOHP.
Indexed document: No
Keywords: Mindfulness / Teacher / Attention

Effects of a mindfulness-based intervention for teachers on teachers’ attentional processing: An event-related potential study

Effects of a mindfulness-based intervention for teachers on teachers’ attentional processing: An event-related potential study

DocumentCultivar mindfulness em contexto educacional: as abordagens baseadas em mindfulness na promoção de competências socioemocionais e do bem-estar, nos alunos e nos professores2020

Reference code: PT/FB
Entity holding: BIAL Foundation
Location: S. Mamede do Coronado
Title:
BIAL Foundation Archive
Start date: 1994
History:
The BIAL Foundation was created in 1994 by Laboratórios BIAL in conjunction with the Council of Rectors of Portuguese Universities. BIAL’s Foundation mission is to foster the scientific study of Man from both the physical and spiritual perspectives.
Along the years the BIAL Foundation has developed an important relationship with the scientific community, first in Portugal and after worldwide. Today it is an institution of reference which aims to stimulate new researches that may help people, promote more health and contribute to new milestones to gain access to knowledge.
Among its activities the BIAL Foundation manages the BIAL Award, created in 1984, one of the most important awards in the Health field in Europe. The BIAL Award rewards both the basic and the clinical research distinguishing works of major impact in medical research.
The BIAL Foundation also assigns Scientific Research Scholarships for the study of neurophysiological and mental health in people, arousing the interest of researchers in the areas of Psychophysiology and Parapsychology.
To date the BIAL Foundation has supported 461 projects, more than 1000 researchers, with research groups in twenty-seven countries, resulting, until April 2013, in about 600 full papers, out of which 172 published in indexed international journals with an average impact factor of 3.6 and a substantial number of citations (1665).
Since 1996 the BIAL Foundation organizes the Symposia entitled "Behind and Beyond the Brain", a Forum that gathers well renowned neurosciences speakers and the BIAL Foundation Fellows which are spread around the world.
Classified as an institution of public utility, the BIAL Foundation includes among its patrons the Portuguese President, the Portuguese Universities Rectors' Council and the Portuguese Medical Association.
URL: http://www.bial.com/pt/
Accessibility: By permission

Reference code: PT/FB/BL
Entity holding: BIAL Foundation
Title: BIAL Grants
Start date: 1994
History:
In 1994 the BIAL Foundation launched a programme of science research grants with the aim of encouraging the research into Man’s physical and mental processes, namely in fields still largely unexplored but which warrant further scientific analysis, as Psychophysiology and Parapsychology.
Since its launch, applications to the BIAL grants have been increasing. Up to now 461 projects have been supported, involving more than 1000 researchers from 27 countries.
The approved applications have benefited from grants in amounts comprised between €5,000 and €50, 000. The amount to be granted is fixed by the Scientific board according to the needs of each project.
The supported projects have originated, until April 2013, in about 600 full papers, 172 out of which were published in indexed international journals with an average impact factor of 3.6 and a substantial number of citations (1665).
Among the BIAL Foundation fellows is worth highlighting the presence of scientists from prestigious universities from the United States, United Kingdom, Australia, Russia, Germany, Japan, France, Canada, and many others.
The BIAL grants are promoted biannually.

Reference code: PT/FB/BL-2016
Location: BF-GMS
Title:
2016 Grants
Start date: 2017-01

Reference code: PT/FB/BL-2016-114
Location: BF-GMS
Title:
114 - Effects of a mindfulness-based intervention for teachers: A study on teacher and student outcomes
Duration: 2017-01 - 2020-03
Researcher(s):
Alexandra Marques-Pinto, Ana Pinheiro, Patricia Jennings, Mark Greenberg
Institution(s): Centro de Investigação em Ciência Psicológica- CICPSI, Faculdade de Psicologia da Universidade de Lisboa (Portugal)
Contents: Contents:
Application form
Correspondence
Research Funding Agreement
Progress report
Final report
Book
Author: Marques-Pinto, A.
Secondary author(s):
Pinheiro, A., Jennings, P., Greenberg, M.
Keywords:
Mindfulness / Social and emotional learning / Neurophysiological measures / Randomised control trial / Psychophysiology and Parapsychology

Reference code: PT/FB/BL-2016-114.14
Location: BF-GMS
Title:
Cultivar mindfulness em contexto educacional: as abordagens baseadas em mindfulness na promoção de competências socioemocionais e do bem-estar, nos alunos e nos professores
Publication year: 2020
URL:
http://hdl.handle.net/10451/45286
Abstract/Results: ABSTRACT:
Recent data show an increasing number of school-aged children and young people in Portugal with emotional, behavioral and / or mental health problems, compromising, among other factors, academic performance. Additional studies have alerted to high risk of stress and burnout of teachers, with a negative impact on their occupational health and professional performance.
Several decades of research have shown that early, youth-focused interventions such as socio-emotional learning can be effective in preventing or delaying the onset of mental, emotional and behavioral disorders, with clear lifelong benefits. As regards teachers, socio-emotional skills have also been referred to as a protective factor associated with promoting their health and well-being. Recently, a new educational approach, contemplative education, has gained prominence in promoting students' socio-emotional skills. One of the most studied contemplative practices in the educational context is mindfulness. In line with various studies conducted on the effectiveness of the mindfulness-based approaches, it is important to assess their impact on student well-being, positive and negative affect and other variables related to problems associated with the distress of both students and teachers (eg, negative affect, burnout).
This dissertation aims to contribute to increasing the scientific knowledge about the effectiveness of mindfulness-based approaches to promoting socioemotional skills in students and teachers. The objectives are: (1) to evaluate the effects of the MindUp program (developed specifically for children) on students and on the teachers who implemented it; (2) to evaluate the effects of the Atentamente (Attentively) program (developed specifically for teachers) on teachers, classroom climate, and their students; (3) to evaluate the medium-term stability of the Atentamente program effects on teachers and students; (4) to explore the mediating role of mindfulness in the impact of the intervention on teachers’ well-being, selfefficacy and burnout, at follow-up; (5) to evaluate the psychometric qualities of the Mental Health Continuum (Short Form) in two independent samples (children and
pre-adolescents). These objectives were operationalized in four studies.
Study 1 aimed at translating, adapting, implementing and exploring the effects of the MindUp program, which was applied to 3rd and 4th grade students by their teachers, on a pilot group of students and teachers. Participants in this study included 363 students and their 19 teachers.
Results indicated a significant increase in students’ socio-emotional skills and a decrease in their antisocial behaviors and a significant improvement in teachers' classroom management skills.
In Study 2 the effects of the MindUp program on students, and on teachers in an exploratory way, were evaluated through a quasi-experimental design, with two data collection points. The experimental group (EG) comprised 223 children from the 3rd and 4th grades and their 13 teachers. The control group (CG) included 231 3rd and 4th grade children and their 7 teachers. Results showed that on the posttest 58% of the MindUP children scored above the control group average on positive affect and 57% on shared humanity, while 58% scored below on negative affect and on suppression (emotional regulation strategy). In addition, 91% of the teachers who implemented the MindUP scored above the control group on observing, 86% on personal accomplishment and 82% on self-kindness.
Study 3 evaluated the psychometric qualities of the short and adapted Portuguese version of the Mental Health Continuum-Short Form (MHC-SF) in two independent samples of children and pre-adolescents. Sample 1 included 208 children and sample 2 comprised 216 pre-adolescents. The results confirm the three-dimensional structure of subjective well-being in both samples. The three MHC-SF subscales showed high internal consistency and the HTMT85 results indicated discriminant validity. The invariance test between three different age groups (7-8 years, 9-10 years and 11-14 years) confirmed the complete metric invariance and the approximate scalar invariance of the MHC-SF.
Study 4 evaluated the effects of the Atentamente program, a mindfulnessbased program aimed at teachers, on teachers, classroom climate, and their students.
It also the medium-term stability of the effects, and the mediating role of mindfulness in the impacts of the intervention in teachers, through an experimental design with three data collection points. The GE participants included 112 elementary school teachers, their 1381 students and their parents (n = 1271), while the GC included 93 elementary school teachers, their 1121 students and their parents (n = 914). The results showed that after the intervention GE teachers, compared to CG teachers,
reported a significant increase in mindfulness and emotional regulation, self-efficacy and well-being skills and a significant decrease in burnout symptoms. Similarly, a significant improvement in classroom behaviors of GE teachers related to engagement with students was found. In addition, significant improvements were found in GE students' perceptions of the quality of their teachers' involvement, of their own emotional regulation skills and well-being and in their social skills perceived by the parents. Finally, the results showed that mindfulness mediated the effects of the intervention on teachers depersonalization and well-being evidenced three months after the intervention (follow-up).
The results of these studies contribute to deepen the understanding of mindfulness-based interventions role in reducing teachers' stress symptoms and promoting their socio-emotional skills and well-being, in promoting a positive classroom climate and students' socio-emotional skills and well-being. In addition, results emphasize the importance of integrating mindfulness-based interventions in the continuing education for teachers and in the academic curriculum of elementary school pupils with a view to promoting their socio-emotional skills and well-being.
Accessibility: Document exists in file
Language:
por
Author:
Sampaio de Carvalho, J.
Document type:
Doctoral thesis
Reference:
Sampaio de Carvalho, J. (2020). Cultivar mindfulness em contexto educacional: as abordagens baseadas em mindfulness na promoção de competências socioemocionais e do bem-estar, nos alunos e nos professores (Doctoral thesis in Psychology, Faculdade de Psicologia da Universidade de Lisboa, Portugal). Retrieved from http://hdl.handle.net/10451/45286
Keywords: Mindfulness-based approach / Social and emotional skills / Children / Teachers / Classroom climate

Cultivar mindfulness em contexto educacional: as abordagens baseadas em mindfulness na promoção de competências socioemocionais e do bem-estar, nos alunos e nos professores

Cultivar mindfulness em contexto educacional: as abordagens baseadas em mindfulness na promoção de competências socioemocionais e do bem-estar, nos alunos e nos professores