Acceptance & commitment therapy for school leaders’ well-being: an initial feasibility study
Educational Psychology in Practice
; 2020.
Article
in English
| Scopus | ID: covidwho-966771
ABSTRACT
Acceptance and Commitment Therapy (ACT) has evolved a considerable evidence-base in recent years. One area wherein the model has demonstrated strong empirical support is through its application within the workplace. However, little empirical work has been carried out within the educational workforce and even less has been done with school leaders specifically. This paper reports on an initial feasibility study, using a group-based ACT programme to promote the well-being of school leaders. Seven leaders attended the programme, and completed established measures of well-being, burnout and valued living before and after the programme. The patterns of change indicated improvements on all three measures from pre- to post-intervention. Transcripts from semi-structured interviews were thematically analysed, revealing three themes Increasing Awareness;Building Resilience;and a Safe and Supportive Group. Results and analyses are discussed in terms of future directions for the field and in terms of potential implications for the current COVID-19 pandemic. © 2020 Association of Educational Psychologists.
Full text:
Available
Collection:
Databases of international organizations
Database:
Scopus
Language:
English
Journal:
Educational Psychology in Practice
Year:
2020
Document Type:
Article
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