Mindfulness Interventions for Burnout Syndrome in Teachers: an integrative review

Abstract

This review aimed to describe and examine the results of mindfulness interventions for burnout syndrome in teachers. The databases accessed for the collection of evidence were: Scopus, Web of Science, ERIC (ProQuest), BVS (BIREME) and PubMed Central: PMC. Inclusion and exclusion parameters were used to choose the studies, whose evaluation processes were supported by the Rayyan platform, and after the selection phases, ten articles constituted the final sample of this survey. The results showed that the MBSR (Mindfulness Based Stress Reduction) and CARE (Cultivating Awareness and Resilience in Education) programs were the protocols adopted in the interventions. The first was the most used, with variations in the number of sessions and in the types of mindfulness practices performed. The interventional proposals with modules of self-compassion and compassion and the training of emotional regulation showed more results for the mental, physical and labor health of teachers. It is recommended that future mindfulness intervention modalities pay attention to the identification of the mechanisms and their respective components of action, in the proposed programs, and implement criteria for evaluating and monitoring the quality of their interventions.