Menu of Evidence-based Practices for School Health ... · meditation or mindfulness programs...
Transcript of Menu of Evidence-based Practices for School Health ... · meditation or mindfulness programs...
Best Practice Level of
Evidence Setting Length
of initiative
Frequency of
initiative
Health Outcomes
Soci
al &
Em
otio
nal Conduct school-based
meditation or mindfulness programs before, during, or after school for teachers such as:
• Standardized meditation 3 • B. Foundations course
from the Mindfulness in Schools Project 6
• Mindfulness training 2, 16,
24, 26, 32, 33, 43, 50 • Transcendental meditation
23 • Mindfulness-Based Stress
Reduction (MBSR) 25, 30,
52, 59 • Comprehensive Approach
to Learning Mindfully (CALM) 31
• The Cultivating Awareness and Resilience in Education (CARE for teachers) 36, 55
• Inquiry-based stress reduction meditation 54
• Reduce teacher stress 2,
3, 6, 23, 30, 36, 50, 52, 59 • Reduce stress
symptoms 16 • Lower frequency of
bad moods at work and home 16
• Improve satisfaction 16 • Increase sleep 16 • Reduce depression 23, 30 • Positive effects on
teacher emotional regulation 24, 55
• Reduce burnout 23, 25, 50 • Increase self-
compassion 25, 36, 50 • Improved classroom
organization 25 • Reduced psychological
distress 26 • Improved teacher
performance 32 • Improved exhaustion
and personal accomplishment 33
• Improved teacher wellbeing 36,43, 52
• Increased mindfulness 50
• Improved focused attention 50
• Improved working memory capacity 50
• Greater self-awareness 55, 54
• Evaluated challenging students in a more positive light 59
• Improved positive affect 31
• Increased tolerance for negative emotions 31
• Improvements in setting boundaries 54
• Increased centeredness 54
Menu of Evidence-based Practices for School Health: Employee Wellness
3
23
25
30
31
23
25
2
3
6
16
24
26
32
33
43
50
23
25
59
31
36
3
6
2
16
26
50
23
25
30
52
59
55
54
3
31
55
3
16
50
25
30
59
31
36
55
3
6
16
26
50
23
59
31
36
55
6
16
26
59
54
2
59
31
55
2
16
26
50
52
59
36
55
54
24
32
33
43
30
52
31
36
55
54
2
Best Practice Level of Evidence
Setting Length of
initiative
Frequency of
initiative
Health Outcomes
Provide teachers with more coping strategies to implement such as: • Breath therapy 28 • Progressive relaxation 49 • Physical exercise 49
• Improved emotional well-being after 11 weeks 28
• Improved balance and mental stability 28
• Reduced stress 49
Implement workshops/trainings that incorporate how to handle interpersonal relationships: • Teach stress management
and peer collaboration 14
• Teach how to handle interpersonal problems in schools 62
• Teach stress biology and
management of interpersonal relationships 63
• Improved organizational commitment 14
• Improved personal accomplishment 14
• Improved job satisfaction 14
• Reduced depersonalization 14
• Reduced emotional exhaustion 14, 62
• Improved personal accomplishment 62
• Reduced teacher depression symptoms 63
Implement school-wide preventive behavior interventions that may include:
• Training teachers to implement behavior management programs: PAX Good Behavior Game & PATHS to PAX 20
• School-Wide Positive Behavior Interventions and Supports (SWPBIS): three tiered intervention model designed to match the intensity of
• Improved teacher efficacy 20
• Improved behavior management efficacy 20
• Improved personal accomplishment 15, 20
• Reduced emotional exhaustion 15
• Improved burnout levels 51
14
63
62
15
51
20
20
51 20
51
15
51
15 15
14
62
63
14
62
14
63
14
63
62
63
62
28
49
49
28
49
49 28
49
28
3
Best Practice Level of Evidence
Setting Length of
initiative
Frequency of
initiative
Health Outcomes
intervention with the severity of student problem behavior 51
• A whole-school rights-based reform initiative called Rights, Respect, and Responsibility 15
Implement cognitive behavioral techniques such as: • Self-administering
programs (i.e., complementary and alternative medicine) 5
• Conducting school-based
counseling groups with music therapy techniques 10
And in congruence with: • Self-management &
relaxation techniques, mindful exercises, aromatherapy, and acupuncture 60
• Reduced teacher stress after eight weeks 5, 60
• Reduced burnout levels after six weeks 10
• Reduced depression 60 • Reduced anxiety 60
Implement stress inoculation trainings (i.e., method to prepare individuals to handle stressful events) with 44 and without 7 exercise
• Decreased teacher stress 7, 44
• Decreased anxiety 44
5
10
60
7
44
5
10
60
5
10
60
10
60
5
10
5
8
44
7
44
7
7
44 7
44
4
Best Practice Level of Evidence
Setting Length of
initiative
Frequency of
initiative
Health Outcomes
Implement gratitude programs designed to enhance self-awareness and well-being through self-reflection on meaning and appreciation 8, 9
• Increased life satisfaction 8
• Increased positive affect 8
• Improved personal accomplishment 9
• Reduced emotional exhaustion 9
• Reduced depersonalization 9
Implement a [collaborative] problem-solving training program using a cognitive behavioral model: • In person 53, 58 • Via the internet 22
• Improved teacher depressive symptoms 22
• Reduced teacher stress 53, 58
• Decreased discipline referrals 53
Implement a: • Mental health
curriculum training for teachers 37
• Mental health promotion program for teachers 61
• Improved help-seeking efficacy 37
• Reduced job-related anxiety 61
8
10
22
53
58
37
61
22
53
58
22
53
58
58
53
58
53
22
37
37
61
37
37 61
8
9
8
9 8
9
5
Best Practice Level of Evidence
Setting Length of
initiative
Frequency of
initiative
Health Outcomes
Implement workshops/trainings that create individualized stress coping plan: • Teach sources of stress,
its effects, and help to create an individualized stress management program 35
• Require sharing of
professional experiences with colleagues, identification of stress factors and strategies for dealing with them, planning of personalized coping program, participation in relaxation training, practicing assertiveness, and identifying possible strategies for disruptive student behavior 18
• Reduced stress after 10 weeks 18
• Spent more time managing stress after two three-hour trainings 35
• Used more diverse methods to alter a major stressor after two three-hour trainings 35
Implement the ACHIEVER Resilience Curriculum to train teachers in the practices of values clarification, commitment, and mindfulness through cognitive behavioral therapy 13, 39
• Reduced job stress 13, 39 • Improved teaching
efficacy 13 • Stronger intentions to
implement evidence-based practices 13
• Improvements in implementing evidence-based practices with fidelity 39
35
18
13
39
13
39
13
39
13
39
18
18
35
18
35
18
35 18
35
6
Best Practice Level of Evidence
Setting Length of
initiative
Frequency of
initiative
Health Outcomes
Implement mentoring programs with more experienced teacher mentors for novice teachers. 45, 47
• Improved self-efficacy
45 • Increased desire to stay
in profession 45 • Improved teacher
wellbeing 47 • Improved teacher
retention rates 47
Implement comprehensive health promotion programs that include:
• Stress management, nutrition education, fitness, weight control, and recreational activities 1
• Improved teacher morale 1
Develop pre-referral intervention teams for teachers that address student difficulties by implementing interventions and team support from other teachers before consideration for special education. 41
• Decreased teacher distress related to students’ needs41
45 47
45 47
45
47
45
47
45
47
45
47
1
7
Best Practice Level of Evidence
Setting Length of
initiative
Frequency of
initiative
Health Outcomes
Implement induction programs that promote stress awareness, help teachers produce a personal stress improvement plan, and teach stress reducing techniques 29
• Less likely to quit profession29
Com
preh
ensi
ve W
elln
ess P
rogr
ams Offer comprehensive
wellness programs to employees such as: • Johnson and Johnson
Live for Life program that includes topics on weight loss, nutrition, blood pressure and stress management, offers health risk assessments, provides incentives for participation, and an after school exercise program 17
• Weight management program with weekly weigh-in/consultations, and physical activity and nutrition tracking 19
• Eat Smart, Move More, Weigh Less program – weight management program that teaches about nutrition and physical activity behaviors 22
• An obesity prevention program developed by a participatory process (i.e., the involvement of school personnel in designing the intervention through interest surveys) that incorporates health
• Higher fruit and vegetable intake 17
• Lower fat food consumption 17
• Higher physical activity
• Higher fruit, vegetable, and water intake 19
• Decreased BMI and waist circumference 21,
56 • Increased confidence
in healthy eating and being physically active 21
17 19 56 17
56
17
19
21
17
19
56
21 21 56
8
Best Practice Level of Evidence
Setting Length of
initiative
Frequency of
initiative
Health Outcomes
promotion activities such as providing healthy snacks at meetings, walking clubs, stress management, first aid trainings, healthy cooking classes, a quarterly newsletter, and incentives for program participation56
Screen school staff for cardiovascular risk factors (e.g., smoking, physical activity, and fat consumption) by conducting health risk assessments 48
• Improved physical activity levels48
• Increased notion that teachers have a role in promoting heart-healthy behaviors to students48
Send school employees to the statewide health promotion conference called ALL WELL, which promotes the development of coordinated school health programs. 34
Public schools
• More schools with active employee wellness programs after 7 years34
9
Best Practice Level of Evidence
Setting Length of
initiative
Frequency of
initiative
Health Outcomes
Implement the WellSteps, LLC. Wellness program that includes administrative planning, culture evaluation and analysis, baseline health behavior and biometric evaluation, strategies to improve communication, and a behavior change campaign 40, 46
Public schools
• Increased exercise 40 • Increased fruit and
vegetable consumption 40
• Increased days per week of restful sleep 40
• Decreased alcohol consumption 40
• Lower risk measures for BMI, blood pressure, glucose and total cholesterol 46
Phys
ical
Act
ivity
Implement a website based physical activity intervention that includes an interactive computer-tailored program that generates individualized PA advice to improve PA levels 57
• Increased active transportation
• Increased leisure time physical activity
• Decreased time spent sitting
Prompt teachers through SMS messaging about exercise benefits, distribute PA leaflets, hang PA promoting posters around school, and provide pedometers for teachers to wear 12
• Increased steps at work
40
46 40
46 40
46
10
Best Practice Level of Evidence
Setting Length of
initiative
Frequency of
initiative
Health Outcomes
Implement a walking program for teachers:
• During school that includes incentives, a tracking system and walking with students 38
• After school at a moderate intensity for 30 minutes per day, 3 times per week 42
• Increased mood and energy 38
• Ability to bond with coworkers and students 38
• Increased heart rate variability 42
Nut
ritio
n Implement nutrition education workshops for teachers that include:
• Causes & implications of childhood obesity 11
• Importance of healthy eating and PA 4
• Use of nonfood awards 4
• Increased teacher nutrition knowledge 11
• Improved self-reported dietary behaviors 11
• Reduction in number of teachers who thought fast food should be offered as lunch and that is was acceptable to sell unhealthy foods as part of school fundraising 4
Incorporate environmental features (e.g., healthy choice signage, commercial kitchen, teaching kitchen, school garden, and removal of vending machines) in schools that promote healthy nutrition choices. 27
• Improved dietary fat intake 27
4
11
27
11
4 11
4
11
4
38
42
38
42
42
42
38
38
42
11
References
1. Allegrante, J.P., & Michela, J.L. (1990). Impact of school-based workplace health promotion program on morale of inner-city teachers. Journal of School Health, 60(1), 25-28.
2. Ancona, M.R., & Mendelson, T. (2014). Feasibility and preliminary outcomes of a yoga and mindfulness intervention for school teachers. Advances in School Mental Health Promotion, 7(3), 156-170.
3. Anderson, V. L., Levinson, E. M., Barker, W., & Kiewra, K. R. (1999). The effects of meditation on teacher perceived occupational stress, state and trait anxiety, and burnout. School Psychology Quarterly, 14(1), 3–25.
4. Arcan, C., Hannan, P. J., Himes, J. H., Fulkerson, J. A., Rock, B. H., Smyth, M., & Story, M. (2013). Intervention effects on kindergarten and first-grade teachers’ classroom food practices and food-related beliefs in American Indian reservation schools. Journal of the Academy of Nutrition & Dietetics, 113(8), 1076–1083.
5. Au, D. W. H., Tsang, H. W. H., Lee, J. L. C., Leung, C. H. T., Lo, J. Y. T., Ngai, S. P. C., & Cheung, W. M. (2016). Psychosomatic and physical responses to a multi-component stress management program among teaching professionals: A randomized study of cognitive behavioral intervention (CB) with complementary and alternative medicine (CAM) approach. Behaviour Research and Therapy, 80, 10–16. https://doi.org/10.1016/j.brat.2016.02.004
6. Beshai, S., McAlpine, L., Weare, K., & Kuyken, W. (2016). A non-randomised feasibility trial assessing the efficacy of a mindfulness-based intervention for teachers to reduce stress and improve well-being. Mindfulness 7, 198-208.
7. Cecil, M. A., & Forman, S. G. (1990). Effects of stress inoculation training and coworker support groups on teachers’ stress. Journal of School Psychology, 28(2), 105–118.
8. Chan, D. W. (2010). Gratitude, gratitude intervention and subjective well-being among Chinese school teachers in Hong Kong. Educational Psychology, 30(2), 139–153.
9. Chan, D. W. (2011). Burnout and life satisfaction: Does gratitude intervention make a difference among Chinese school teachers in Hong Kong? Educational Psychology, 31(7), 809–823.
10. Cheek, J. R., Bradley, L. J., Parr, G., & Lan, W. (2003). Using music therapy techniques to treat teacher burnout. Journal of Mental Health Counseling, 25(3), 204–217.
11. Chen, Y.-H., Yeh, C.-Y., Lai, Y.-M., Shyu, M.-L., Huang, K.-C., & Chiou, H.-Y. (2010). Significant effects of implementation of health-promoting schools on school teachers’ nutrition knowledge and dietary intake in Taiwan. Public Health Nutrition, 13(4), 579–588. https://doi.org/10.1017/S1368980009991017
12. Cheung, P.Y., Chow, B.C., & Parfitt, G. (2007). Using environmental stimuli in physical activity intervention for school teachers: A pilot study. International Electronic Journal of Health Education, 11, 47-56.
13. Cook, C.R., Miller, F.G., & Fiat, A. (2017). Promoting secondary teachers’ well-being and intentions to implement evidence-based practices: Randomized evaluation of the achiever resilience curriculum. Psychology in the Schools 54(1), 13-28.
14. Cooley, E., & Yovanoff, P. (1996). Supporting professionals-at-risk: Evaluating interventions to reduce burnout and improve retention of special educators. Exceptional Children, 62(4), 336–355.
15. Covell, K., McNeil, J. K., & Howe, B. R. (2009). Reducing teacher burnout by increasing student engagement: A children’s rights approach. School Psychology International, 30(3), 282–290.
16. Crain, T. L., Schonert-Reichl, K. A., & Roeser, R. W. (2016). Cultivating teacher mindfulness: Effects of a randomized controlled trial on work, home, and sleep outcomes. Journal of Occupational Health Psychology.
12
https://doi.org/10.1037/ocp0000043 17. Cullen, K.W., Baranowski, T., Baranowski, J., Hebert, D., deMoor, C., Hearn, M.D., &
Resnicow, K. (1999). Influence of school organizational characteristics on the outcomes of a school health promotion program. The Journal of School Health, 69(9), 376-380.
18. De Jesus, S.N., & Conboy, J. (2001). A stress management course to prevent teacher distress. International Journal of Educational Management, 15(3), 131-137.
19. DuBose, K. D., Mahar, M. T., Sugg, M., & Munday, K. (2010). Evaluation Of A School-based faculty/staff wellness intervention. Medicine & Science In Sports & Exercise, 4237.
20. Domitrovich, C. E., Bradshaw, C. P., Berg, J. K., Pas, E. T., Becker, K. D., Musci, R., … Ialongo, N. (2016). How do school-based prevention programs impact teachers? Findings from a randomized trial of an integrated classroom management and social-emotional program. Prevention Science: The Official Journal of the Society for Prevention Research, 17(3), 325–337. https://doi.org/10.1007/s11121-015-0618-z
21. Dunn, C., Whetstone, L.M., Kolasa, K.M., Jayaratne, K.S.U., Thomas, C., Aggarwal, S., ... Rogers, A.B. (2013). Delivering a behavior-change weight management program to teachers and state employees in North Carolina. American Journal of Health Promotion, 27(6), 378-383.
22. Ebert, D. D., Lehr, D., Bob, L., Riper, H., Cuijpers, P., Andersson, G., … Berking, M. (2014). Efficacy of an internet-based problem-solving training for teachers: Results of a randomized controlled trial. Scandinavian Journal of Work, Environment & Health, 40(6), 582–596.
23. Elder, C., Nidich, S., Moriarty, F., & Nidich, R. (2014). Effect of transcendental meditation on employee stress, depression, and burnout: a randomized controlled study. The Permanente Journal, 18(1), 19–23. https://doi.org/10.7812/TPP/13-102
24. Emerson, L., Leyland, A., Hudson, K., Rowse, G., Hanley, P., & Hugh-Jones, S. (2017). Teaching mindfulness to teachers: A systematic review and narrative synthesis. Mindfulness, 8(5), 1136-1149.
25. Flook, L., Goldberg, S. B., Pinger, L., Bonus, K., & Davidson, R. J. (2013). Mindfulness for teachers: A pilot study to assess effects on stress, burnout and teaching efficacy. Mind, Brain and Education: The Official Journal of the International Mind, Brain, and Education Society, 7(3). https://doi.org/10.1111/mbe.12026
26. Franco, C., Manas, I., Cangas, A.J., Moreno, E., & Gallego, J. (2010). Reducing teachers’ psychological distress through a mindfulness training program. The Spanish Journal of Psychology, 13(2), 655-666.
27. Frerichs, L., Brittin, J., Intolubbe-Chmil, L., Trowbridge, M., Sorensen, D., & Huang, T. T.-K. (2016). The role of school design in shaping healthy eating-related attitudes, practices, and behaviors among school staff. Journal of School Health, 86(1), 11–22. https://doi.org/10.1111/josh.12347
28. Goetz, K., Loew, T., Hornung, R., Cojocaru, L., Lahmann, C., & Tritt, K. (2013). Primary prevention programme for burnout-endangered teachers: Follow-up effectiveness of a ombined group and individual intervention of AFA breathing therapy. Evidence-Based Complementary and Alternative Medicine: eCAM, 2013, 798260. https://doi.org/10.1155/2013/798260
29. Gold, Y. (1989). Reducing stress and burnout through induction programs. Action in Teacher Education, 11(3), 66.
30. Gold, E., Smith, A., Hopper, I., Herne, D., Tansey, G., & Hulland, C. (2010). Mindfulness- based stress reduction (MBSR) for primary school teachers. Journal of Child and Family Studies, 19(2), 184–189.
31. Harris, A. R., Jennings, P. A., Katz, D. A., Abenavoli, R. M., & Greenberg, M. T. (2015).
13
Promoting stress management and wellbeing in educators: Feasibility and efficacy of a school-based yoga and mindfulness intervention. Mindfulness, 7(1), 143-154. doi:10.1007/s12671-015-0451-2
32. Hwang, Y., Bartlett, B., Greben, M., & Hand, K. (2017). A systematic review of mindfulness interventions for in-service teachers: A tool to enhance teacher wellbeing and performance. Teaching and Teacher Education, 64(2017), 26-42.
33. Iancu, A.E., Rusu, A., Maroiu, C., Pacurar, R., & Maricutoiu, L.P. (2017). The effectiveness of interventions aimed at reducing teacher burnout: A meta-analysis. Educational Psychology Review.
34. James, G. (2001). A seven-year follow-up comparing attendees and nonattendees at a statewide, school employee wellness conference. Journal of School Health, 71(4), 127-131.
35. Jenkins, S., & Calhoun, J. F. (1991). Teacher stress: Issues and intervention. Psychology in the Schools, 28(1), 60–70.
36. Jennings, P.A., Frank, J.L., Snowberg, K.E. Coccia, M.A., & Greenberg, M.T. (2013). Improving classroom learning environments by cultivating awareness and resilience in education (CARE): Results of a randomized controlled trial. School Psychology Quarterly, 28(4), 374-390.
37. Kutcher, S., Wei, Y., Gilberds, H., Ubuguyu, O., Njau, T., Brown, A., … Perkins, K. (2016). A school mental health literacy curriculum resource training approach: Effects on Tanzanian teachers’ mental health knowledge, stigma and help-seeking efficacy. International Journal of Mental Health Systems, 10(50), https://doi.org/10.1186/s13033-016-0082-6
38. Langley, K., & Kulinna, P.H. (2018). Developing a staff physical activity program at your school: Implementing the lesser-used component of the CSPAP model. Journal of Physical Education, Recreation, & Dance, 89(2), 49-55.
39. Larson, M., Cook, C.R., Fiat, A., & Lyon, A.R. (2018). Stressed teachers don’t make good implementers: Examining the interplay between stress reduction and intervention fidelity. School Mental Health, 2018(10), 61-76.
40. LeCheminant, J., Merrill, R.M., & Masterson, T.D. (2017). Changes in behaviors and outcomes among school-based employees in a wellness program. Workplace health Promotion, 18(6), 895-901.
41. Lhospital, A. S., & Gregory, A. (2009). Changes in teacher stress through participation in pre- referral intervention teams. Psychology in the Schools, 46(10), 1098–1112.
42. Liu, S., Cheng, D., Wang, J., Lin, T., & Chang, K. (2015). Effects of moderate exercise on relieving mental load of elementary school teachers. Evidence-Based Complementary and Alternative Medicine, 2015.
43. Lomas, T., Medina, J.C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F.J. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education, 2017, 132-141.
44. Long, B. C. (1988). Stress management for school personnel: Stress-inoculation training and exercise. Psychology in the Schools, 25(3), 314–324.
45. Martin, J. J., McCaughtry, N., Kulinna, P. H., & Cothran, D. (2009). The impact of a social cognitive theory-based intervention on physical education teacher self-efficacy. Professional Development in Education, 35(4), 511–529.
46. Merrill, R. M., & Sloan, A. (2014) Effectiveness of a health promotion program among employees in a western United States school district. Journal of Occupational and Environmental Medicine, 56(6), 639-644.
47. Naghieh, A., Montgomery, P., Bonell, C.P., Thompson, M., & Aber, J.L. (2015).
14
Organisational interventions for improving wellbeing and reducing work-related stress in teachers. Cochrane Database of Systematic Reviews, 2015(4).
48. O’Loughlin, J., Renaud, L., Paradis, G., & Meshefedjian, G. (1996). Screening school personnel for cardiovascular disease risk factors: Short-term impact on behavior and perceived role as promoters of heart health. Preventive Medicine, 25, 660-667.
49. Rigby, C. j., & Bennett, H. f. (1996). Teacher stress interventions: A comparative study. South African Journal of Education, 16(1), 38.
50. Roeser, R. W., Schonert-Reichl, K. A., Jha, A., Cullen, M., Wallace, L., Wilensky, R., … Harrison, J. (2013). Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials. Journal of Educational Psychology, 105(3), 787–804. https://doi.org/10.1037/a0032093
51. Ross, S. W., Romer, N., & Horner, R. H. (2012). Teacher well-being and the implementation of school-wide positive behavior interventions and supports. Journal of Positive Behavior Interventions, 14(2), 118–128. https://doi.org/10.1177/1098300711413820
52. Ruijgrok-Lupton, P.E., Crane, R.S., & Dorjee, D. (2018). Impact of mindfulness-based teacher training on MBSR participant wellbeing outcomes and course satisfaction. Mindfulness, 2018(9), 117-128.
53. Schaubman, A., Stetson, E., & Plog, A. (2011). Reducing teacher stress by implementing collaborative problem solving in a school setting. School Social Work Journal, 35(2), 72–93.
54. Schnaider-Levi, L., Mitnik, I., Zafrani, K., Goldman, Z., & Lev-Ari, S. (2017). Inquiry-based stress reduction meditation technique for teacher-burnout: A qualitative study. Mind, Brain, & Education, 11(2), 75-85.
55. Schussler, D.L., Jennings, P.A., Sharp, J.E., & Frank, J.L. Improving teacher awareness and well-being through CARE: A qualitative analysis of the underlying mechanisms. Mindfulness, 2016(7), 130-142.
56. Seigel, J.M., Prelip, M.L., Erausqin, J.T., Kim, S.A. (2009). A worksite obesity intervention: results from a group-randomized trial. American Journal of Public Health, 100(2), 327-333.
57. Spittaels, H. Bourdeaudhuij, I.D., & Vandelanotte, C. (2007). Evaluation of a website delivered computer-tailored intervention for increasing physical activity in the general population. Preventive Medicine, 44(2007), 209-217.
58. Stetson, E.A., & Plog, A.E. (2016). Collaborative problem solving in schools: Results of a year-long consultation project. School Social Work Journal, 40(2).
59. Taylor, C., Harrison, J., Haimovitz, K., Oberle, E., Thomson, K., Schonert-Reichl, K., & Roeser, R.W. (2016). Examining ways that a mindfulness-based intervention reduces stress in public school teachers: A mixed-methods study. Mindfulness, 2016(7), 115-129.
60. Tsang, H.W.H., Cheung, W.M., Chan, A.H.L., Fung, K.M.T., Leung, A.Y., & Au, D.W.H. (2013). A pilot evaluation on a stress management programme using a combined approach of cognitive behavioral therapy and complementary and alternative medicine for elementary school teachers. Stress Health, 31, 35-43.
61. Tyson, O., Roberts, C. M., & Kane, R. (2009). Can implementation of a resilience program for primary school children enhance the mental health of teachers? Journal of Psychologists and Counsellors in Schools, 19(2), 116–130.
62. Unterbrink, T., Pfeifer, R., Krippeit, L., Zimmermann, L., Rose, U., Joos, A., … Bauer, J. (2012). Burnout and effort-reward imbalance improvement for teachers by a manual-based group program. International Archives of Occupational and Environmental Health, 85(6), 667–674. https://doi.org/10.1007/s00420-011-0712-x
63. Unterbrink, T., Zimmerman, L., Pfeifer, R., Rose, U., Joos, A., Hartmann, A., ... Bauer, J. (2010). Improvement in school teachers mental health by a manual-based psychological group program. Psychotherapy & Psychosomatics, 79(4), 262–264.
15
64. Winzelberg, A. J., & Luskin, F. M. (1999). The effect of a meditation training in stress levels in secondary school teachers. Stress Medicine, 15(2), 69–77.
Contributors Content Expert Panelists:
• Ron Goetzel, Ph.D., Johns Hopkins University *2016-2018 Contributing members: Belansky, E., Coatsworth, J.D., Cutforth, N., Dauenhauer, B., Kutchman, E., Riggs, N.R., & Toll, R.
Suggested Citation: Pulling Kuhn, A., Carson, R. L., George, M.W , Graham, D., Ingman, B., & the Advancing
IDEAS for School Health Collaborative* (2018). Menu of evidence-based practices for school health: Employee wellness. University of Northern Colorado Active Schools Lab, Greeley, CO.
The creation of this menu was facilitated by the University of Northern Colorado Active
Schools Lab (http://www.UNCActiveSchools.com)