Effects of a Virtual Mindful Self-Compassion Training on Mindfulness, Self-Compassion, Empathy, Well-being and Stress in Uruguayan Primary School Teachers During Covid-19 Times.

Abstract

Abstract Objectives: This study aimed to assess the effects of a virtual Mindful Self-compassion (MSC) intervention on mindfulness, self-compassion, empathy, stress, and well-being in Uruguayan primary school teachers. Methods: A quasi-experimental, longitudinal study was conducted with an active control intervention (Kundalini Yoga, KY). Uruguayan volunteer female teachers were randomly assigned to MSC or KY 9-weeks virtual training and completed self-reports and an empathy for pain task (EPT) at pre-, post-training, and follow-up (3 months). Results: After MSC training, mindfulness (ES: observing= -0.836; non-reactivity= -0.476; total mindfulness= -0.655), self-compassion (ES: self-kindness= 0.745; common humanity= -0.588; mindfulness= -0.487) and self-judgment (ES= -0.463) significantly (p<0.05) increased. Furthermore, perspective-taking increased (ES= -0.505) and personal distress decreased (ES= -0.587), while stress decreased (ES= -0.450) and well-being increased (ES= -0.612) after this training. At follow-up, observing (ES= -0.675) and total mindfulness (ES= -0.757) remained elevated and non-judging increased (ES= -0.667); self-compassion remained elevated (ES= -0.778) and personal distress remained decreased ( ES= -0.857). After MSC training, EPT intentionality comprehension accuracy significantly increased (SE= -0.588). After training, personal distress was higher in KY than MSC (ES= -0.344), while at follow-up observing (ES= -0.454) and total mindfulness (ES =-0.415) were higher in MSC. No differences between groups were found for the EPT. Conclusions: Virtual MSC training cultivated mindfulness and self-compassion associated with an increase in well-being and empathy, and a reduction of stress in Uruguayan primary school teachers.