The Influence of Teacher-guided Mindfulness Practice on Inter and Intra-personal Abilities among Israeli Arab Students

Data collected among Arab pupils, before and after practicing mindfulness, guided by their teacher

C2C-IT and C2C-I - 2020

C2C-IT and C2C-I mindfulness and compassion programs were implemented among teachers or teachers and their students, throughout an academic year. Pupils filled out a questionnaire three times, before the beginning of the C2C workshop (“pre-measure”), immediately after its termination (“post-measure”), and six months after the workshop completion (“follow-up measure”). The questionnaire included 10 scales that measured anxiety, perceived stress, somatization, well-being, attachment to the teacher, mindfulness, attentional deficits, and feeling about the classroom

C2CIT-2019

Data collected before and after a Call to Care Israel for Teachers intervention, including a control group. The data includes de following variables: Interpersonal Mindfulness in Teaching Teachers’ Sense of Efficacy Overall Efficacy in students engagement Efficacy in Instructional Practices Efficacy in Classroom Management State Anxiety Mindfulness Overall Observe Describe Awareness Non-judgmental No reactivity Self-compassion Overall Self-kindness Self-judgment Common humanity Isolation Mindfulness Over identification Burnout Emotional exhaustion Depersonalization Reduced personal accomplishment Perceived Stress Rumination-Reflection Rumination Reflection Interpersonal Reactivity Perspective taking Fantasy Personal distres