Publicações Científicas de Psicologia

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Percorrer Publicações Científicas de Psicologia por autor "Albuquerque, Isabel"

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    Promoting Teachers’ Wellbeing Using a Compassionate Mind Training Intervention: exploring mechanisms of change
    (Springer, 2024-05-17) Matos, Marcela; Galhardo, Ana; Palmeira, Lara; Albuquerque, Isabel; Cunha, Marina; Lima, Margarida Pedroso de; Maratos, Frances A.; Gilbert, Paul
    Objectives The current study aimed to examine the mechanisms of change of a compassionate mind training intervention for teachers (CMT-T). In particular, we examined whether changes in the three flows of compassion, fears of compassion, and emotions at work (safe, drive, and threat) mediated the effects of the CMT-T in burnout, depression, anxiety, and stress, and in overall positive affect. Methods As part of a two-arm randomized controlled trial and a stepped-wedge design, the study included all participants who completed the 8-week CMT-T intervention either at Time 1 or at Time 2 (n = 103). At pre- and post-intervention, participants completed measures of compassion, fears of compassion, emotional climate in the workplace, burnout, psychopathological symptoms, and positive affect. Results Mediation analyses revealed that increases in the flows of compassion and reductions in fears of compassion from others mediated the effects of CMT-T on teachers' depression, anxiety, stress, and burnout levels. In the case of the reduction in stress symptoms from pre- to post-intervention, compassion for self, fears of self-compassion, and fears of receiving compassion from others emerged as significant mediators of this change. The three flows of compassion and fears of compassion (for self and from others) were significant mediators of the impact of CMT-T on changes in teachers’ anxiety levels from baseline to post-intervention. A decrease in fears of compassion from others and an increase in drive emotions mediated changes in depressive symptoms following CMT-T. Concerning burnout, all flows of compassion and fear of compassion from others mediated the changes from baseline to post-intervention. Changes in positive affect following CMT-T were mediated by increases in the flows of compassion, and emotions related to soothing-safeness and drive systems in the workplace. Serial mediational models showed that the effect of CMT-T on teachers’ burnout was partially mediated by reductions in fears of compassion (for self and from others) and stress. Conclusions CMT-T effectively improves teachers’ wellbeing and reduces burnout and psychological distress through the cultivation of their ability to experience, direct, and be open to compassion, and the strengthening of the soothing-safeness and the drive systems in the school context. Preregistration The study was registered at ClinicalTrials.gov: identifier, NCT05107323; Compassionate Schools: Feasibility and Effectiveness Study of a Compassionate Mind Training Program to Promote Teachers Wellbeing.
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    Tracking Narrative Change in Post-intervention Focus Groups for Teachers: an exploratory study
    (Routledge, 2024-07-30) Silva, Joana; Batista, João; Fernández-Navarro, Pablo; Ferreira, Helena; Palmeira, Lara; Albuquerque, Isabel; Galhardo, Ana; Cunha, Marina; Lima, Margarida Pedroso de; Matos, Marcela
    Reliable and systematic qualitative methodologies to assess participants’ change after group interventions are scarce. This study outlines a methodolo5gical approach to use in focus groups, allowing the elicitation and coding of participants’ change talk after a group intervention. A Change Elicitation Script for Focus Groups was developed and its viability for evoking participants’ discussion around change was tested. Following a self-compassion intervention for teachers, participants’ dialogue was examined in three focus groups following a simplified version of Innovative Moments Coding System for groups. Results suggest that the Change Elicitation Script for Focus Groups effectively prompted participants’ discussion around change. The Innovative Moments Coding System for groups allowed to reliably identify, delimit, and categorize Innovative Moments throughout these dialogues. Although preliminary, this study puts forward a mixed-method methodology, applicable to the retrospective analysis of the process of change in post-intervention focus groups, from educational to clinical settings.