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    Exploring the international utility of progressing compassionate mind training in school settings: a comparison of implementation effectiveness of the same curricula in the UK and Portugal

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    Name:
    Compassionate Mind Training in ...
    Size:
    59.69Kb
    Format:
    Microsoft Word 2007
    Description:
    Accepted Manuscript
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    Authors
    Maratos, Frances A. cc
    Matos, Marcela
    Alberquerque, Isabel
    Wood, Wendy
    Palmeira, Lara
    Cuna, Marina
    Lima, Margarida
    Gilbert, Paul
    Affiliation
    University of Derby
    University of Coimbra
    Issue Date
    2020-09-01
    
    Metadata
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    Abstract
    Given current retention and well-being crises within the teaching profession worldwide, this research sought to explore implementation efficacy of a Compassion Mind Training (CMT) programme in cross-cultural school-settings. A 6-module CMT curriculum was implemented in teaching staff of two primary schools in the UK (N=76) and one primary school in Portugal (N=41). Results revealed that high-quality implementation was achieved across the UK and Portuguese cohorts, with the majority of staff providing extremely positive ratings regarding all aspects of module content, delivery, and interest/relevance. Moreover, recommendation of the CMT to others was the modal response across cohorts. These findings indicate that CMT in school settings has international appeal and utility in helping educators manage educational-based stresses.
    Citation
    Maratos, F.A., Matos, M., Alberquerque, I., Wood, W., Palmeira, L., Cunha, M., Lima, M. & Gilbert, P. (2020). 'Exploring the international utility of progressing Compassionate Mind Training in School Settings: A comparison of Implementation Effectiveness of the same curricula in the UK and Portugal'. The Psychology of Education Review. 44 (2), pp. 73-82.
    Publisher
    British Psychological Society
    Journal
    The Psychology of Education Review
    URI
    http://hdl.handle.net/10545/625433
    Additional Links
    https://shop.bps.org.uk/the-psychology-of-education-review-vol-44-no-2-autumn-2020
    Type
    Article
    Language
    en
    ISSN
    1463-9807
    Collections
    Human Sciences Research Centre

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