Evaluation of an Acceptance & Mindfulness Training for Elementary Staff, Educators, &

Administrators

Michelle Woidneck, Michael Twohig, Donna Gilbertson, & Jesse Crosby

Utah State University

Problem Administrative changes at a public elementary

school led to resistance from some teachers & conflict among school staff Divide among two camps Increasing defiance from some teachers Increasing stress & negativity among school

environment

Two options presented by principal: Mandatory ropes course retreat 1-day ACT training …teachers voted on training

Purpose To see if a 1-day ACT training for school

teachers & administrators experiencing workplace discord could:

Increase school functioning

Increase psychological flexibility

Increase teacher efficacy

Reduce teacher stress & burnout

Intervention 8-hour training

Included: Purpose of training Clarifying values; what’s getting in the way Variation of creative hopelessness Control as the problem Acceptance/Defusion

How we fight Discussion VALUES Committed action within context of school

Methods 25 participants

Measures: Modified AAQ-II adjusted for school environment Index of Teaching Stress Maslach Burnout Inventory—Educators Survey Indicators of School Quality Staff Survey Organizational Behavior & Climate Measure

Pre immediately before Intervention 2.5-week post

Results

AAQ ITS0

20

40

60

80

100

120

140

53.4

122.42

53.6

114.59

PrePost

Results

MBI-ES ISQ-SS0

102030405060708090

100

39

80.3

35

81.5

PrePost

Results

OBMC-Self OBMC-Others0

1

2

3

4

5

6

76.18

4.38

6.13

4.78

PrePost

Possible factors of failure Mandatory training

Successful ACT interventions may require a certain level of “buy in” from participants

Engagement in training was variable

Teacher fired day before post

Rapport/ability to relate to therapist

Measuring incorrect construct

Not enough time to see change

Sample size too small

Future Directions Larger randomized controlled studies needed to

determine ACT’s utility within school settings

More assessment points following intervention

More research needed to determine best way to administer treatment within school setting

Relationship between initial willingness to engage in treatment and treatment outcomes

Therapist within system versus outside of system