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Date of Award
Rita J. Casey
Teacher psychological distress and burn out, especially in the first 5 years of employment, has been well documented (DeAngelis & Presley, 2011; Brackett, et al., 2010; Kokkinos, 2007; Montgomery & Rupp, 2005; Kyriacou, 2001). Not only are teachers at high-risk for psychological distress, their mood and presentation have been shown to impact classroom functioning and child academic and emotional outcomes (Davis, 2003; Sutton & Wheatley, 2003). Given the robust impact of teacher mental health on their personal well-being as well as child outcomes, much work has been done to assess potential interventions aimed at reducing teacher distress and improving emotional health and coping. Yoga is one intervention that has been identified as effective. Despite the empirically shown improvement for those who participate in regular practice of yoga, teacher participation and retention has been a documented struggle. The current study assessed the impact of yoga as a complementary and alternative medicine (CAM) approach for symptoms of psychological distress, burnout, and coping efficacy in teachers, and to gauge mode of exposure for impact on adherence. Participants included 33 K-8 teachers who were randomly assigned to either the control (waitlist), yoga (in-person), or yoga (online) group. Results outlined factors for consideration in creating a yoga CAM intervention for educators as well as preliminary findings regarding psychological outcomes.
Sepsey, Amber M., "Yoga As A Complimentary And Alternative Medicine Approach For Teacher Psychological Distress And Burnout: The Impact Of Online Yoga" (2021). Wayne State University Dissertations. 3411.