Effects of a brief virtual intervention on mindfulness/self-compassion in university professors

Abstract

Universities need professors capable of countering stress. The practice of mindfulness/self-compassion is a contributing intervention. The objective was to evaluate the effects of a brief virtual mindfulness/self-compassion intervention. A mixed approach was used. Ten postsecondary level professors participated, mostly female. Qualitative data collection was performed through a semi-structured interview. Quantitative data were collected applying mindfulness, self-compassion, and engagement scales. Qualitative results show that teachers show improvement in their well-being, in coping with stressful situations, concentration and more positive relationships. The quantitative results show an increase in the levels of mindfulness and self- compassion. There were no changes in engagement. It is a matter of discussion the need to encourage interventions such as the one described.