It has been suggested that mindfulness training can provide teachers with coping mechanisms and influence their perceptions of self and other; however, how does mindfulness help teachers cope in a stressful security situation both as Israeli citizens who live in a war zone and as teachers who are responsible to their students' lives? This is the unique objective of this paper. Fifteen female teachers, who live and work in the western Negev and which completed a two-year mindfulness training, were interviewed. A thematic analysis was used in order to trace the main themes. Interviewees reported that their coping process heightened as a result of being able to put aside intrusive thoughts and feelings that used to paralyze them and focus on active coping focused on what is needed to do promptly in class in times of danger. Most also noted a more accepting attitude of themselves, devoid of self-criticism or blame as for what they have should or should not have done when facing a stressful situation. In relation to their students, they were more empathetic to the behaviors and emotions expressed by their students and reported being more compassionate. The results will be discussed through the prism offered by Lazarus and Folkman (1991). Psychological implications of the outcomes of mindfulness training for teachers living in areas under the shadow of war will be suggested.

Authors:
Tal Litvak Hirsch, Ben Gurion University of the Negev, Israel

About the Presenter(s)
Dr Tal Litvak Hirsch is a University Associate Professor/Senior Lecturer at Ben Gurion University of the Negev in Israel

See this presentation on the full schedule – Thursday Schedule

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