Exploring the effects of holistic training targeting perceived stress, mindfulness, and self-compassion on Early Childhood Educators’ (ECEs’) performance patterns and well-being

Exploring the effects of holistic training targeting perceived stress, mindfulness, and self-compassion on Early Childhood Educators’ (ECEs’) performance patterns and well-being | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Exploring the effects of holistic training targeting perceived stress, mindfulness, and self-compassion on Early Childhood Educators’ (ECEs’) performance patterns and well-being Carter Juergens, Samantha Lazarus, Mia Cajigas, Julie Bonham, and 2 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6058745/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Introduction : Investigating psychosocial characteristics and dynamic relationships between perceived stress, mindfulness, and self-compassion in ECEs will provide clarity for interprofessional collaboration between OT practitioners and ECEs for targeted areas of intervention. Objective : Explore the effectiveness of mindfulness-based skill building on self-compassion and perspective taking in ECEs. Participants : Participants selected through volunteer and criterion sampling. 8 total participants [Inclusion criteria: >18 y/o, held an ECE teaching position, fluent in English]. Methods : Mixed-method, experimental approach. Intervention included 3 workshops: values identification, mindfulness/sensory kits, and time management. Workshops were held once a month for three months. The location in which this research took place was a daycare center in rural, central Virginia. Quantitative data taken using a pre/post Qualtrics survey of 3 assessments (PSS, FFMQ, SCS). SPSS computed the data into measures of central tendency. Qualitative data collected through de-identified self-reflection journals. Results : PRE and POST: PSS [central tendency measures = moderate cut-off score, outliers = high, low]; SCS [central tendency measures = moderate cut-off score]; FFMQ [central tendency measures = 15.43, outliers = 12.36 and 13.25]. Perceived stress showed an overall increase from pre to post. Levels of self-compassion did not change from pre to post. 50% of participants increased and 50% decreased their FFMQ score. Self-reflection journals reflected subjective statements categorized into emotion, acquired knowledge, and intention language. Conclusions & Relevance : There was not enough evidence gathered to support a statistically significant change after initiation of the holistic training intervention in specific outcome domains of mindfulness, self-compassion, and perceived stress. Future research should intervene at the application level over a longer period of time in order to create a larger impact on behavior change. Mindfulness Self compassion Perceived Stress Interprofessional Collaboration Occupational Therapy Early Childhood Educators Figures Figure 1 Introduction Problem of the Study: Roughly 50 million Americans, or 21 percent of U.S. adults, are experiencing at least one mental illness (Warren, 2023). In a recent study completed in Australia, 48 percent of early childhood educators (ECEs) reported feelings of stress, anxiety, worry, fear, anger, and frustration (Berger et al., 2022). Given the direct association between depression, stress, and emotional exhaustion there is reason to believe early childhood educators could benefit from workplace support and intervention that allows them to manage their psychological load (Buettner et al., 2016). Compassion fatigue, as described by Turgoose and Maddox (2017), is a term used to frame the emotional and physical fatigue experienced by those in helping professions due to their chronic use of empathy. Turgoose and Maddox suggest that compassion fatigue makes it harder to carry out job demands. Additionally, poor physical health and mental health factors also appear to contribute to stress and burnout among ECEs (Stein et al., 2022). Additionally, according to Buettner et al. (2016) and Jennings & Greenberg (2009), a teacher’s mental capacity and well-being have a direct impact on their student's social and emotional learning. Well-being can be defined as “a general term encompassing the total universe of human life domains, including physical, mental and social aspects that make up what can be called a ‘good life’” (Boer et al., 2021). Integrating self-care skills, techniques, and strategies could help mitigate burnout and provide a positive way to respond actively in stressful moments (Lewis & King 2019). Mindfulness can be thought of as “moment-to-moment, non-judgmental awareness, cultivated by paying attention in a specific way, that is, in the present moment, and as non-reactively, as non-judgmentally, and as open-heartedly as possible” (Kabat-Zinn, 2005, pg. 14). According to Baer (2009), participating in mindfulness-based activities enables individuals to achieve the skillset to intentionally respond to life’s stressors and increase their capacity to be aware of the moment without judgment or reactivity. Those who employ mindfulness-based strategies have reported decreased feelings of perceived stress (Klatt et al., 2009). Dolcos et al. (2018) also notes that extensive literature surrounding outcomes of enhanced well-being stems from the brain’s underlying features (structures and functions) and acknowledges interventions across physical and cognitive domains can be effectively implemented. Through research, there has been discovered potential for the establishment of mindfulness habits and routines to create new neural pathways in the brain and aid in bringing teachers to a higher level of consciousness (Holmes, 2019). As a result of enacting mindfulness exercises, research studies discovered positive structural changes which affected awareness, memory, and emotion, in brain regions of the cingulate cortex, insula, and hippocampus (Dolcos et al., 2018). In the context of stress, a decrease in gray-matter density in the amygdala is often seen as beneficial because it suggests reduced activity in the brain region responsible for processing fear and emotional stress. A study on mindfulness-based stress reduction found that as individuals' perceived stress decreases, the gray-matter density in the amygdala also decreases, which is significant because the amygdala plays a key role in processing stress and emotional responses (Lazar, 2010). Occupational therapy (OT) practitioners utilize aspects of the OT domain to design occupation-based intervention plans that are client-centered. These aspects include, but are not limited to, the client’s transactional relationships, context, and engagement in valuable occupations (AOTA, 2020). For ECEs, teaching is a primary occupation. It has been shown that educators who are unable to regulate have a poor quality of life (Herbert, 2017). Additionally, according to Jeon et al., (2016) it has been shown that educators who are unable to regulate their own emotions are unlikely to think clearly; therefore, preventing them from making rational decisions when it comes to their students. When considering ECE’s capacity to demonstrate self-compassion, it is imperative to examine cognitive control of emotion, intention to behave with awareness, as well as non-reactivity and non-judgment to individualized inner experience (Baer et al., 2006; Raes et al., 2010; Ochsner & Gross, 2005). Jeon, L. et al. (2018) emphasized the necessity of directing future research toward connecting the mechanisms of teacher role competence and job-related psychosocial well-being. According to Vizzotto et al. (2013), the term “psychosocial characteristics” is one used to describe the influences of the social factors affecting an individual’s behavior and mental health. Current literature investigating relevant psychosocial characteristics, specifically within populations of ECEs, is limited; therefore, further inquiry is essential to understanding where interprofessional collaboration efforts can be made between ECEs, OT, and mental health advocates. Purpose Statement: The purpose of this study is to determine the effect of holistic training interventions on perceived stress, mindfulness, self-compassion, and to establish performance patterns. With the implementation of a holistic training program, we deem that it will aid in the process of establishing and creating supportive stress management techniques, building a higher capacity for self-compassion, as well as cognitive flexibility. By introducing participants to various methods of stress management, the hope is that an overall heightened sense of well-being and improved stress tolerance. With this, the main motivation behind this research is to examine teachers’ psychosocial characteristics in relation to self-compassion and mindfulness. Emphasis should be placed on educators’ mental health and engagement in meaningful occupations. Our aim is to provide tangible and accessible holistic training specifically in ways of promoting non-judgment, non-reactivity, and the ability to self-soothe to improve self-compassion and balanced perspective-taking. It is hypothesized that, after implementing a multifaceted intervention approach with ECEs from a holistic and collaborative OT perspective, stress levels, along with perceived mindfulness and self-compassion, will show statistically significant outcomes, which, in turn, will improve performance patterns and enhance overall well-being. By considering the context in which the performance occurs and with collaborative efforts between OTs and ECEs, direct influences on ECEs’ attitudes, beliefs, and habits may be made while also creating goal-directed actions to address perceived stress levels. The study’s research questions are as follows: Will engaging in mindfulness-based activities lead to skills that will improve well-being? Will holistic training enhance self-compassion? Will participation in daily mindfulness activities lead to established performance patterns? Theoretical Framework: This study is influenced by an occupational-therapy-based, theoretical model known as KAWA River. This model, developed by Dr. Michael Iwama, outlines a metaphor using a natural occurrence of river flow to depict one’s life journey following the chronological experience of life. Using KAWA as a subjective assessment tool, allows OTs to collaborate with their clients to determine and identify what supports and resources they have that act as either supportive or inhibitory towards their life experience. Key Elements of the KAWA River Model i. River Flow: represents the trajectory of a person’s life, including the experiences, energy and well-being of an individual ii. Riverbanks: (Torimaki): these symbolize the environment and social context in which a person lives. This includes family, culture, and community, which either support or hinder the flow of the river. iii. Rocks (Iwa): represent obstacles or life challenges that block or disrupt the flow of the river, such as mental health challenges, physical disability, incarceration, or financial distress. iv. Driftwood (Ryuboku): represents personal resources, strengths, skills, values and liabilities that either help or hinder, depending on how they interact with the other elements. v. Spaces (Sukima): these gaps symbolize the potential opportunities for change, adaptation and therapeutic intervention. The aim is to create space in the river so that the flow of life can move more freely. The principal use of this model is to create a space where the client's narrative aligns with that of the various river components. Furthermore, the goal is to find ways to increase the flow of the river by addressing barriers (rocks) and utilizing strengths (driftwood) and modifying the environment (riverbanks). It is notable to mention that an individual's perception of the following 5 interrelated constructs (e.g. river flow, riverbanks, rocks, driftwood, spaces between) have the potential to reveal influential factors of social and environmental context, personal goals and priorities, obstacles and challenges, opportunities for growth and psychosocial characteristics that can aid in the therapeutic process. The KAWA River model allows an individual to widen thought patterns into perspective taking and this can be seen as perception, awareness and experience of self throughout one's lifespan and their capacity to respond to stimuli with confidence, motivation, non-judgment, and acceptance. Visual representations of this model are shown below in Fig. 1 (Teoh & Iwama, 2015). Methods Participants The sample of this study included 8 ECEs employed at a not-for-profit childcare center in rural, central Virginia. Volunteer and criterion-based sampling was utilized to obtain the participant total. According to World Population Review, as of 2023, the town in which our study took place held a total population of approximately 2,202. This population count met Ratcliffe’s (2016) criterion describing it as “rural,” being that all of its population, housing, and territory are not included within an urbanized area or urban cluster. The inclusion criteria for the study’s sample were individuals of, or greater than, the age of 18 years, who held a teaching position at the childcare center, and were fluent in English. Exclusion criteria for this sample were individuals below the age of 18 and those who did not hold an ECE role. Each participant of this study was protected under JMU’s Institutional Review Board (IRB) and provided their informed consent before participating in each of the study’s workshops. Participants were informed of their right to withdraw and the confidentiality procedures that were in place for the de-identification of their responses. Study Design and Intervention This study utilized a mixed method, experimental design to examine participants’ perceived stress levels, self-compassion scores, and mindfulness totals both before and after engaging in three “holistic training” workshops. These workshops were held across a 3-month period at the ECEs childcare center at their monthly staff meeting. These workshops consisted of individual and group activities, self-reflection, as well as integrative experiences. Session content was multifaceted and included but was not limited to the identification of personal values, mindfulness-based practices, and time management strategies. Workshop sessions were curated based on teacher-reported needs and a pre-intervention informal needs assessment. Furthermore, informal interviews were conducted with the ECEs in order to elaborate on personal areas of need. Majority of the responses reflected a desire to incorporate changes into their daily routine and exhibited challenges in identifying stress management techniques and how to integrate these effectively. The intervention design emphasized knowledge building and enhanced problem solving skills through reflective questioning to gain insight into one's current level of self-awareness. Sessions focused on skill-building through guided mindfulness practice, creative-expression, sensory-based self regulation techniques, and values-identification activities. Additionally, collaboration through small-group discussions offered opportunities to enhance cognitive flexibility and perspective-taking skills among peers who may also be experiencing compassion fatigue and stress. This population was identified as particularly vulnerable due to the increasing prevalence of stress, anxiety, fear, anger and frustration in the workplace (Berger et al, 2022). Grounded in the theoretical framework of the KAWA River Model (Teoh & Iwama, 2015), the group intervention series drew on mindfulness based approaches that encourage cognitive restructuring and mindfulness to help participants manage their psychological load. Moreover, journals were completed through the theoretical perspective of the KAWA River Model where participants were encouraged to draw their “River Story,” following a brief explanation of each component of the model (Figure 1). As literature suggests, journaling is an evidence-based form of reflection and can strengthen the ability to gain control over emotional responses (Hiemstra, 2001). Written reflections were prompted both before and after each workshop. Finally, each session ended with a group discussion which acted as a way for ECEs to articulate and gain clarity on session topics. Topics were centered around author-made generalizing, process, and application-based dialogue. The primary goal of the interventions listed below is to reduce self-reported stress levels and increase levels of mindfulness and self-compassion, with secondary outcomes including enhanced emotional awareness and social support. Quantitative data was obtained through conduction of a 61-item Qualtrics survey, consisting of three scales including the Perceived Stress Scale (PSS), Five Facet Mindfulness Questionnaire (FFMQ), and Self Compassion Scale (SCS). This survey was completed by each participant at the pre- and post-intervention point in order to gain insight into the results and effectiveness of the intervention. This data was then compiled using descriptive statistics and measures of central tendency (mean, median, mode) against available cut-off scores across each scale used. Qualitative data was collected through the use of de-identified, self-reflection journals, where participants were cued to reflect on various prompts at the beginning and end of each session. The final phase of the research design quantified objective and subjective components taken from the initial and follow-up questionnaires. After pre- and post-data was collected, change scores between the data sets were paired. Workshop #1: Values Identification: To begin the holistic training workshop series, the values identification group intervention was initiated. Its purpose was to assist participants in identifying and prioritizing their values to aid in decision-making and enhance well-being. It is established in the literature that articulating and gaining clarity around values may help individuals choose and align activities that aid in achieving a higher quality of life and continuing to engage in daily occupations (Values, N.d ). The aim of this group intervention was to guide participants toward recognizing and articulating personal values in order to build a cognitive, emotional, and spiritual connection to the thought patterns behind motivation. It was believed that identifying values would impact participants’ personal causation, choice-making, and routines to integrate meaning and purpose into their lives. Workshop #2: Meditation and Sensory Kits: Mindfulness-based intervention has been proven to significantly decrease teachers’ overall stress (Taylor et al., 2021). The purpose of this group intervention was to assist ECEs in identifying their stressors and labeling the emotions that occur during increased task demands. Participants were provided with various research-based, stress reducing techniques and also engaged with a 10-minute guided mindfulness meditation. This meditation was introduced for the purpose of providing an integrative experience as well as resources to apply both in and outside of the classroom. Additionally, the ECEs were educated on sensory-based strategies to regulate their nervous systems in times of stress. Within this session, ECEs created their own “sensory kit” to reference for current and future use during and outside of their workday. Lastly, participants were provided with small resource packets for readily available mindfulness methods and techniques to recall and take with them for future reference. Workshop #3: Time Management: To close out the intervention series, a time-management group intervention was introduced to ECEs. A classic literature review by Claessens et al. (2007) found that time management behaviors are positively correlated to one’s perceived control on life, health and wellness, and overall job satisfaction while also decreasing their perceived stress levels. The purpose of this workshop was to assist ECEs in identifying their life stressors through means of labeling their task demands (personal and work-related) broken down by the hour each day of their “typical” week. The intention was to create a space for teachers to visualize how they spend their time while also encouraging reflection on areas where stress-management techniques and mindful activities could be integrated into their daily and weekly routine. Instrumentation The FFMQ is a self-completed Likert scale questionnaire measuring the five facets of mindfulness including categories of observing, describing, acting with awareness, non-judgment, and non-reactivity with higher scores indicating higher levels of mindfulness. This measure was found to have acceptable internal consistency (Cronbach’s alphas = 0.87–0.93) and test-retest reliability (Intra-class Correlation; ICC = 0.88) (Chien, et al., 2020). The PSS measures the degree in which situations in one’s life are perceived as stressful. The PSS was revealed to have excellent test/retest reliability (r = .85) & internal consistency (Cronbach’s Alpha = .84) in a study with college students conducted by Cohen et al. (1983). The SCS is a self-report measure used by adults to measure their capacity for self-compassion, in other words, the ability to hold one’s feelings of suffering with a sense of warmth, connection and concern. The SCS was discovered to withhold internal validity (Cronbach’s α = 0.92) and test-retest reliability (Cronbach’s α = 0.93) (Neff, 2003). The six subscales within this assessment describe each psychosocial characteristic including self-kindness, self-judgment, common humanity, isolation, mindfulness, and over-identification. Reflective journaling was used to capture participant perspectives. Participants were encouraged to journal at the beginning and end of each workshop. Results Quantitative Data Data from 8 participants (n=8) were analyzed. Descriptive statistics were completed for the analysis of data outcomes. The data was compiled, processed, and computed into excel spreadsheets at both the pre-intervention point and post-intervention point. The pre-intervention data was then distributed and compared according to its de-identified, post-intervention counterpart. The data was then analyzed through measures of central tendency to achieve insight into statistical significance ECE scores compared to normative data/cut-off scores. All data was password protected and stored securely. The PSS cut-off scores range between 0 and 40; it is noted that scores of “Low” fall between 0 and 13, “Moderate” between 14 and 26, and “High” between 27 and 40. Low, moderate, and high categories indicate the level of stress the individual has experienced. The pre-test results for the PSS, across the sample population of ECEs, revealed the mean (17), median (15), and noted outliers (6 and 30), with no known mode. These scores indicated that the majority of the sample obtained a score within the moderate perceived stress category (scores between 14 and 26). The post-test results for the PSS revealed the mean (20.63), median (20.5), mode (22), and noted outliers (12 and 31). These scores indicated that the majority of the sample obtained a score within the moderate perceived stress category. The SCS cut-off scores range between 1 and 5; it is noted that scores of “Low” fall between 1.0 and 2.49, “Moderate” between 2.5 and 3.5 and “High” between 3.51 and 5.0. Low, moderate, and high categories indicate the level of self-compassion the individual presents with. The pre-test results for the SCS, across the sample population of ECEs, revealed the mean (2.72), median (2.7), and mode (3). These scores indicated that the majority of the sample obtained a score within the moderate self-compassion category. The post-test results for the SCS revealed the mean (2.77), median (2.9), and mode (3). These scores indicate that the majority of the sample obtained a score within the moderate self-compassion category. Finally, unlike the PSS and SCS, the FFMQ did not have normative data or cut-off scores available; however, a total computed score was collected with higher scores indicating increased overall mindfulness. Additionally, it extends the opportunity to compare specific items and trends related to individual facets (Observing, Describing, Acting with Awareness, Non Reactivity, and Non Judging) within the total mindfulness score. The pre-test results for the FFMQ, across the sample population of ECEs, revealed the mean (15.65) and median (15.3), and the outlier (12.36). The post-test results for the FFMQ revealed the mean (15.78), median (14.99), and outlier (13.25). Qualitative Data To assess qualitative data, de-identified self-reflection journals were incorporated into intervention workshops to obtain insight into the individual perspectives of each of our participants regarding each topic area. The reflection journals were reviewed and analyzed by researchers within an unstructured coding format to obtain language themes and categorizations. Specifically, the reflection journals were investigated for language patterns with various categorizations resulting in three types. Those three categories included “acquired knowledge,” “emotion,” and “intention” driven verbiage. Discussion Comparing perceived stress across time allows the ability to make interpretations on the effectiveness of the research intervention in accordance to outcomes of ECE well-being. The same is true for assessing mindfulness and self-compassion, as zeroing in on one’s ability to refrain from judgment, reflect on their reactions, take on perspectives, and have empathy for themselves, provides insight into interpretational outcomes. As previously mentioned, ECEs interact with and care for children all day, which can be a very taxing demand with potential reductions in their emotional capacity resulting from that demand. It was important to build an intervention series that educated on the importance of identifying ways that will help them reduce the emotional load they carry with them every day (Stein et al., 2022). To enhance collaborative efforts between OTs and ECEs on the basis of reducing perceived stress and increasing mindfulness and self-compassion in ECEs, psychosocial characteristics as well as personal reflections must be explored and interpreted. Psychosocial Characteristics Psychosocial characteristics, such as social support, resilience, self-efficacy and coping style greatly influence how individuals respond to stress and engage with their environment. We used Baer (2009) and Neff’s (2003) framework of mindfulness and self-compassion facets to identify psychosocial characteristics that may support or inhibit participation. By identifying these aspects, facilitators can adjust the group intervention to emphasize techniques likely to yield the best outcomes, such as grounding exercises for participants with low cognitive control or problem-solving techniques for those with high resilience but poor stress management skills. These specific psychosocial characteristics are understood to be imperative for the acquisition of mindfulness. Table 1. Psychosocial Characteristics Found within FFMQ & Self- Compassion Scale FFMQ SCS Observing Over-Identification Describing Isolation Acting with Awareness Self-Judgement Non-judging Self-Kindness Non-reactivity Common Humanity Mindfulness FFMQ Interpretations: The results outlined a statistically significant change between total mindfulness scores. The data suggested that the 50 percent of the ECE sample had an overall increase in their total score; where the latter 50 percent had a total decrease in their level of mindfulness. Importantly, ECE’s subset scores within each facet indicated various trends. Breaking down mindfulness into five distinct facets, allows for a more nuanced understanding of an individual's mindfulness skills and can help shape a personalized mindfulness practice moving forward. Notably, subset scores for “observing” and “describing” each experienced an overarching increase from pre to post. ECEs scores within the facet of “acting with awareness” had an overarching decrease from pre to post. While facets of “non-reactivity” and “non-judgement” depicted similar values (no change) from pre to post. For instance, someone whose score increased on “Observing” and “Describing” may have developed a stronger connection to one’s inner experience. By cultivating the ability to notice and name internal experiences, participants can build a stronger foundation for emotional regulation, self-awareness, and effective coping, key goals in mindfulness-based interventions. Initially, some people might resist self-reflection or feel uncomfortable with heightened self-awareness. However, as they become more accustomed to the process, they may develop greater ease in observing and describing their internal world. Encouraging self-reflection and the regular observation of one’s inner experience can foster increased clarity and focus on the details of one’s thoughts and emotions. This increased clarity can translate to higher scores in Observing as participants learn to notice subtler elements of their experiences and in Describing as they gain precision in articulating those experiences. Some individuals may initially avoid noticing or labeling difficult emotions or sensations. Mindfulness training often encourages a nonjudgmental stance toward these experiences, which can reduce avoidance behaviors. As they become more accepting of their thoughts and feelings, participants may naturally improve their capacity to observe and describe their inner experiences. Increased Observation Skills: Many mindfulness practices emphasize noticing sensory details and internal experiences, such as thoughts, emotions and bodily sensations. Over time, consistent mindfulness practice can enhance awareness, leading to higher Observing scores. and participants may become more skilled at tuning into their inner experience. Increased Describing Skills: The increase in Describing scores could indicate that the individual has become better at identifying and labeling their thoughts, feelings, and sensations. Mindfulness training often encourages using specific language to name emotions and physical sensations, helping individuals develop a richer emotional vocabulary. As a result, they may find it easier to articulate these experiences during the post-test. Decreased Acting with Awareness Skills: The majority of our sample depicted a decrease within Acting with Awareness indicating increased distractibility and the potential habit of assuming “autopilot mode,” or in other words, engaging in activities of daily life without awareness of that present moment. Participants may have put effort into developing other facets, like Observing and Describing, which could inadvertently reduce their focus on Acting with Awareness. As participants become more attuned to their mental habits, this heightened self-awareness can lead to lower scores as they now recognize more instances of mind-wandering or distraction. Another potential explanation could account for the overall increase in stress levels seen. Under increased cognitive or emotional load participants might find it harder to practice “awareness” consistently. A drop in this score doesn’t necessarily mean a regression in mindfulness skills but might reflect a more comprehensive understanding of their habits and areas for future growth. Non-reactivity and Non-judgement: These facets did not produce a significant change from pre to post thus the ability to generate a true interpretation. Several explanations could account for this, including the complex nature of these skills, or challenges in integrating mindfulness-based habits in a limited period of time. Non-reactivity and Non-judging are often challenging to develop as they require unlearning habitual responses to emotions and thoughts. These facets often involve managing automatic reactions and self-criticism, which may take longer to change. A stable score could indicate that, while participants are aware of these concepts, deeper shifts may require more practice. SCS Interpretations: In terms of participant’s self-compassion levels, the data suggests that there was no indicative change between pre and post test self-compassion scores. Roughly 87.5 percent of the sample fell within the moderate category of self-compassion; while 12.5 percent of the same complied with the low self-compassion category. The psychosocial characteristics most affected within this population associated with the SCS included over-identification, isolation, self-judgment, and self-kindness. Common humanity and mindfulness items were not found to show positive change from pre to post. However, due to mixed findings surrounding all SCS subsets, the interpretation of influential characteristics are limited. For instance, an increase in Self-Kindness and no change in Common Humanity could indicate that while the participant is becoming gentler with themselves, they still struggle with a sense of shared experience in difficult times. A decrease in Over-Identification alongside increases in Self-Kindness can indicate progress in managing emotional responses, even if the total score remains stable. Mixed results may suggest that some facets are more challenging and may take longer to develop and provide a balanced view revealing concentrated fluctuations in certain areas. PSS Interpretations: With regard to the results of the study, it was found that central tendency values compared against normative cut-off scores indicated that upon completion of the intervention ECE perceived stress levels increased. Due to our small sample size, there was one outlier that skewed perceived stress data (scoring within the high perceived stress range on both the pre and post); however, the majority of our sample fell within the moderate perceived stress range on both pre and post. Overall, perceived stress showed an increase from pre to post, with 25 percent of people in the low stress category moving up to moderate stress in the post. We believe the increase in perceived stress may stem from heightened awareness of life stressors, especially as individuals recognize areas where they have limited control. When people become more aware of their stress, it can initially lead to feeling more stressed, as they may not have previously acknowledged these factors. Additionally, some participants might not yet have the cognitive capacity or resources to address their stress effectively, creating a disconnect between participants and facilitators. It’s also possible that personal or environmental stressors outside the study may have contributed to an increased PSS score beyond what was directly influenced by the intervention design. Reflection Journal Interpretations: After analyzing the ECE journals, we identified common themes across subjective statements from each of the 8 participants. Reflective language was seen within participant entries. However, due to the non-structured journaling approach of minimal frequency, we were limited in the amount of data we could pull from in terms of performance patterns. It was noted that participant perspectives were associated with each of the specific workshop topics. Acquired Knowledge: Indicates shifts in new insights or understanding that participants gained through experience. Following the mindfulness and sensory kits workshop, some examples of acquired knowledge phrases included: “My main takeaway was” and “It is important to…” demonstrating how participants' perspectives have evolved. Emotion: By analyzing how participants articulate changes in their emotions, whether they express increased resilience, reduced anxiety, or heightened empathy, facilitators can gauge the emotional impact of the experience. There were correlations between emotion language upon completion of the values identification workshop that was completed. Examples of emotion language included phrases such as “I enjoyed” and “it made me feel.” Intention: Lastly, recognizing shifts in intention can help facilitators support participants in clarifying their future goals and aligning their actions with their newfound understanding. The time management workshop revealed entries using ‘intentional’ language amongst participants. Some examples of intention language included, but were not limited to, word choices of “plan,” “take time,” and “prioritize.” Final Thoughts In summary, the interpretations made within this study speak to which psychosocial characteristics can be targeted and can help educators navigate through the river and prepare them for the future rocks they may face in their life (Teoh & Iwama, 2015). Through our theoretical perspective, these characteristics are seen as powerful determinants navigating life’s river flow in ways supporting an overall impact on well-being, self-compassion, and mindfulness. Bringing awareness to these aspects through knowledge building and strategy-based training can enable interprofessional collaboration between ECEs and OTs to create effective interventions geared toward increasing ECE engagement in meaningful performance patterns that enhance well-being. Limitations/Future Considerations This research had limited generalizability due to its small sample size. The research sample consisted of 8 ECEs making the transferability of its outcome measures limited. Additionally, the study was conducted over a 3 month span, consisting of interventions short in duration, with each held at approximately 20-25 mins. It is considered that time was the most limiting factor, as we believe it reduced the potential for participant buy-in as well as the effectiveness and carryover of the provided intervention into the daily routines of the participating individuals. Regarding our data collection method, the survey utilized consisted of 61 test items which may have reduced the validity of the participant responses due to its extensive nature. Finally, it is important to note that the researchers of this study were involved with each process within the study including the initial participant interviews, the organization and theoretical framework for the creation of the workshops, workshop/intervention implementation, and throughout data collection/analysis. With this, it is important to mention potential investigator bias as this study’s data was not interpreted through a blind review process. The researchers have identified deficit areas in this study that would be beneficial to consider when looking at furthering this researcher in the future. Continued research should be completed with a larger sample size in order to increase the ability to generalize to a larger population. When looking at the Bloom’s Taxonomy of Learning (Fig. 2) (Armstrong, 2010), the interventions that were completed during this research focused mostly on the remember and understand levels of the diagram. Further research should focus on moving towards the apply stage in order to encourage a change in participants behavior including habits, attitudes and routines. The interventions completed in this research were done over three different sessions and after that there was no follow up to ensure continued understanding of the lessons that were provided. The sessions that were completed were in one large group with all the participants. Being that discussions surrounded vulnerable subject matter, we believe that it would be beneficial to conduct similar sessions in smaller groups in order to encourage more increased participation. Finally, completing the interventions over a longer period of time would have allowed for repetition of concepts and further discussion of how to implement the topics into the participants’ daily lives. Declarations Competing interests The authors of this study have no competing interests as defined by Discover Education, or other interests that might be perceived to influence the results and/or discussion reported in this paper. There was no financial interest or benefit to the authors of this research article. Funding This research received no specific grant or external funding. Data Availability Data is provided within the manuscript or supplementary information files. Ethics Declaration This study was approved by James Madison’s IRB (#: 23-4164) and ethics committee. All participants volunteered and informed consent was obtained from all individual participants included in the study. Participant data and responses were de-identified and confidential. Consent to Participate Informed consent was obtained from all individual participants included in the study. Participants were informed that their participation was voluntary and that they had the right to participate and withdrawal at any time. Participants were informed that their responses and data would be stored securely and kept confidential. Consent to Publish Participants signed informed consent regarding publishing of their data. Participants were informed they had the right to at any time and all their responses were kept confidential. Author Contribution Statements We, the students and research committee members, agree to the following statements marked below regarding the assignment of authorship of publishable papers or other copyright materials that may result from the research described in this proposal submission. Carter Juergens (corresponding author) directed the research of which this project is a part and contributed to the written manuscript. Samantha Lazarus directed the research of which this project is a part and contributed to the written manuscript. Mia Cajigas directed the research of which this project is a part and contributed to the written manuscript. Julie Bonham contributed to this research project and advised the three graduate students with their research process. Amy Yun contributed to this research project and advised the three graduate students with the data analysis portion of their project. Jeanne Wenos contributed to this research project and advised the three graduate students with the initial study design References American Occupational Therapy Association. (2020). Occupational therapy practice framework: Domain and Process (4th edition). American Occupational Therapy Association. Armstrong, P. (2010). Bloom’s Taxonomy. Vanderbilt University Center for Teaching. Retrieved [11/3/2024] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/. Baer, R. A. (2009). Self-focused attention and mechanisms of change in mindfulness-based treatment. Cognitive Behaviour Therapy , 38 (sup1), 15–20. https://doi.org/10.1080/16506070902980703 Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., & Toney, L. (2006). Using self-report assessment methods to explore facets of mindfulness. Assessment, 13(1), 27-45. Berger, E., Quinones, G., Barnes, M., & Reupert, A. (2022). Early childhood educators' psychological distress and wellbeing during the COVID-19 pandemic. Early Childhood Research Quarterly , 60 , 298–306. https://doi.org/10.1016/j.ecresq.2022.03.005 Boer, D. R., Hoekstra, F., Huetink, K. I. M., Hoekstra, T., Krops, L. A., & Hettinga, F. J. (2021). Physical Activity, Sedentary Behavior and Well-Being of Adults with Physical Disabilities and/or Chronic Diseases during the First Wave of the COVID-19 Pandemic: A Rapid Review. International journal of environmental research and public health , 18 (12), 6342. https://doi.org/10.3390/ijerph18126342 Buettner, C. K., Jeon, L., Hur, E., & Garcia, R. E. (2016). Teachers’ social–emotional capacity: Factors associated with teachers’ responsiveness and professional commitment. Early Education and Development , 27 (7), 1018–1039. https://doi.org/10.1080/10409289.2016.1168227 Chien, W. T., Chow, K. M., Chong, Y. Y., Bressington, D., Choi, K. C., & Chan, C. W. H. (2020). The Role of Five Facets of Mindfulness in a Mindfulness-Based Psychoeducation Intervention for People With Recent-Onset Psychosis on Mental and Psychosocial Health Outcomes. Frontiers in psychiatry , 11 , 177. https://doi.org/10.3389/fpsyt.2020.00177 Claessens, B., et al. (2007). A review of the time management literature. Emerald Group Publishing Limited. DOI: 10.1108/00483480710726136 Cohen, S., Kamarck, T., & Mermelstein, R. (1983). Perceived Stress Scale [Database record]. APA PsycTests . Retrieved from https://doi.org/10.1037/t02889-000 Dolcos, S., Moore, M., & Katsumi, Y. (2018). Neuroscience and well-being. In E. Diener, S. Oishi, & L. Tay (Eds.), Handbook of well-being . Salt Lake City, UT: DEF Publishers. DOI:nobascholar.com Gross, J.J., & John, O.P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85, 348-362. Hebert, K. (2017). The relationship between emotion regulation and quality of life in healthy adults: Implications for occupational therapy. The American Journal of Occupational Therapy , 71 (4_Supplement_1), 7111505138p1-7111505138p1. https://doi.org/10.5014/ajot.2017.71S1-PO5107 Hiemstra, R. (2001). Uses and benefits of journal writing. In L. M. English & M. A. Gillen, (Eds.), Promoting journal writing in adult education (New Directions for Adult and Continuing Education, No. 90, pp. 19-26). https://free.openeclass.org/modules/document/file.php/ENG155/Digital%20journal%20writing/UsesBenefitsJournal.pdf Holmes, K. (2019). Neuroscience, mindfulness and holistic wellness reflections on interconnectivity in teaching and learning. Interchange , 50 (3), 445–460. https://doi.org/10.1007/s10780-019-09360-6 Jennings, P. A., & Greenberg, M. T. (2009). “The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes.” Review of Educational Research, 79(1), 491–525. https://doi.org/10.3102/0034654308325693 Jeon, L., Hur, E., & Buettner, C. K. (2016). Child-care chaos and teachers' responsiveness: The indirect associations through teachers' emotion regulation and coping. Journal of School Psychology , 59 , 83-96. https://doi.org/10.1016/j.jsp.2016.09.006 Jeon, L., Buettner, C. K., & Grant, A. A. (2018). Early Childhood Teachers’ Psychological Well-Being: Exploring Potential Predictors of Depression, Stress, and Emotional Exhaustion. Early Education and Development , 29(1), 53–69. https://doi.org/10.1080/10409289.2017.1341806 Kabat-Zinn, J. (2015). Mindfulness , 6 (6), 1481–1483. https://doi.org/10.1007/s12671-015-0456-x Klatt, M. D., Buckworth, J., & Malarkey, W. B. (2009). Effects of low-dose mindfulness-based stress reduction (MBSR-ld) on working adults. Health education & behavior : the official publication of the Society for Public Health Education , 36 (3), 601–614. https://doi.org/10.1177/1090198108317627 Lazar, S. W. (2010). Stress reduction correlates with structural changes in the amygdala. Social Cognitive & Affective Neuroscience, 5, 11–17. Lewis, M. L., & King, D. M. (2019). Teaching self-care: The utilization of self-care in social work practicum to prevent compassion fatigue, Burnout, and vicarious trauma. Journal of Human Behavior in the Social Environment , 29 (1), 96–106. https://doi.org/10.1080/10911359.2018.1482482 Neff, K. D. (2003). Development and validation of a scale to measure self-compassion. Self and Identity, 2, 223-250. Neff, K. D. (2003). Self-compassion: An alternative conceptualization of a healthy attitude toward oneself. Self and Identity , 2, 85–101 Ochsner, K. & Gross, J. (2005). The cognitive control of emotion. Trends in Cognitive Sciences. https://doi.org/10.1016/j.tics.2005.03.010 Raes, F. (2010). Rumination and worry as mediators of the relationship between self-compassion and depression and anxiety. Personality and Individual Differences , 48 (6), 757–761. https://doi.org/10.1016/j.paid.2010.01.023 Ratcliffe, M. et al. (2016). Defining rural at the U.S. census bureau: American community survey and geography brief. U.S. Department of Commerce Economics and Statistics Administration. https://www2.census.gov/geo/pdfs/reference/ua/Defining_Rural.pdf Stein, R., Garay M., Nguyen, A. (2022). It matters: Early childhood mental health, educator stress,and burnout. Early Childhood Education Journal. https://doi.org/10.1007/s10643-022-01438-8 Taylor, S. G., Roberts, A. M., & Zarrett, N. (2021). A Brief Mindfulness-Based Intervention (bMBI) to Reduce Teacher Stress and Burnout. Teaching and teacher education , 100 , 103284. https://doi.org/10.1016/j.tate.2021.103284 Teoh, J.Y. & Iwama, M.K. (2015). The Kawa Model Made Easy: a guide to applying the Kawa Model in occupational therapy practice (2nd edition). Retrieved from: www.kawamodel.com Turgoose, D. and Maddox, L. (2017) Predictors of compassion fatigue in mental health professionals: A narrative review. American Psychological Association. Vol. 23, No. 2, 172–185 http://dx.doi.org/10.1037/trm0000116 Values. (n.d.). Ethics Unwrapped . Retrieved from https://ethicsunwrapped.utexas.edu/glossary/values Vizzotto, A.D.B., de Oliveira, A.M., Elkis, H., Cordeiro, Q., Buchain, P.C. (2013). Psychosocial Characteristics. In: Gellman, M.D., Turner, J.R. (eds) Encyclopedia of Behavioral Medicine. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-1005-9_918 Warren, D. (2023). The state of mental health in America 2023: Adult prevalence and access to care. NextStep Solutions. https://www.nssbehavioralhealth.com World Population Review. ( 2023) . https://worldpopulationreview.com/us-cities/-va-population Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6058745","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":446388939,"identity":"69124437-6d04-4d9b-99d5-a91ae0b27414","order_by":0,"name":"Carter Juergens","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA90lEQVRIiWNgGAWjYBACxgYog58hgRlEgwkGHmK0SDYQqwUODA5AtDAQ1MI8I/nYxy8VdnLGx3OMDT78YWDXnZHA+OBtGx6HzUhLni1zJtnY7Mwb48SZbQzMZjcSmA3n4tWSY8ws2XYgcduNHOPDvA1gLWzSvHi15H9mlvx3oH4zUO/hP3/AWth/49eSw8z4seFAgoFEjnEyAxvEFma8WnqeGTMzHEs2nHHmWbFhb5sEs9mZh82Sc87h1mLYnvyY8UeNnTx/e/JmiR9/bJLNjicf/PCmDI+WBmBAI8WCRDJS9GIH8iDH/UASsMOrfBSMglEwCkYkAAAP70/LwKp90QAAAABJRU5ErkJggg==","orcid":"","institution":"James Madison University","correspondingAuthor":true,"prefix":"","firstName":"Carter","middleName":"","lastName":"Juergens","suffix":""},{"id":446388940,"identity":"44b9cef3-6065-4c4f-8881-11df2abbc5b1","order_by":1,"name":"Samantha Lazarus","email":"","orcid":"","institution":"James Madison University","correspondingAuthor":false,"prefix":"","firstName":"Samantha","middleName":"","lastName":"Lazarus","suffix":""},{"id":446388942,"identity":"bf16e10c-1f26-4881-a555-9b4df0001c8f","order_by":2,"name":"Mia Cajigas","email":"","orcid":"","institution":"James Madison University","correspondingAuthor":false,"prefix":"","firstName":"Mia","middleName":"","lastName":"Cajigas","suffix":""},{"id":446388943,"identity":"33c54fff-cc11-4b53-be76-115725caf4a4","order_by":3,"name":"Julie Bonham","email":"","orcid":"","institution":"James Madison University","correspondingAuthor":false,"prefix":"","firstName":"Julie","middleName":"","lastName":"Bonham","suffix":""},{"id":446388944,"identity":"72c38b71-430f-4f25-b7a3-c85a80b5a716","order_by":4,"name":"Amy Russell Yun","email":"","orcid":"","institution":"James Madison University","correspondingAuthor":false,"prefix":"","firstName":"Amy","middleName":"Russell","lastName":"Yun","suffix":""},{"id":446388946,"identity":"8f849aea-71d3-46ed-b2de-3b815ce4968c","order_by":5,"name":"Jeanne Wenos","email":"","orcid":"","institution":"James Madison University","correspondingAuthor":false,"prefix":"","firstName":"Jeanne","middleName":"","lastName":"Wenos","suffix":""}],"badges":[],"createdAt":"2025-02-18 19:38:15","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6058745/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6058745/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":81931945,"identity":"3e671727-c7bd-4fe8-90ff-240dbe67445b","added_by":"auto","created_at":"2025-05-05 05:31:34","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":117791,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cem\u003e\u003cstrong\u003eKAWA River Model: \u003c/strong\u003e\u003c/em\u003eDepiction across time and an individual’s lifespan from “birth” to “end of life.”\u003c/p\u003e\n\u003cp\u003eSpecific components of KAWA River include; \u003cem\u003eTorimaki, \u003c/em\u003esocial and physical contexts, \u003cem\u003eIwa, \u003c/em\u003eproblematic life circumstances, \u003cem\u003eRyuboku, \u003c/em\u003epersonal attributes and resources that support or inhibit life flow\u003cem\u003e, \u003c/em\u003eand\u003cem\u003e Sukima, \u003c/em\u003espaces between obstructions (©MiaCajigasviaCanva.com derived from Teoh \u0026amp; Iwama, 2015)\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-6058745/v1/5f27f85d31e5e35482bb49a1.png"},{"id":86947212,"identity":"5c7a13cd-75ac-439d-a7de-f82a498ac09d","added_by":"auto","created_at":"2025-07-17 13:16:58","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":770265,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6058745/v1/181e5511-18ae-4868-8656-37a43e2827c6.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"\u003cp\u003eExploring the effects of holistic training targeting perceived stress, mindfulness, and self-compassion on Early Childhood Educators’ (ECEs’) performance patterns and well-being\u003c/p\u003e","fulltext":[{"header":"Introduction","content":"\u003cp\u003e\u003cstrong\u003e\u003cem\u003eProblem of the Study:\u0026nbsp;\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eRoughly 50 million Americans, or 21 percent of U.S. adults, are experiencing at least one mental illness (Warren, 2023). In a recent study completed in Australia, 48 percent of early childhood educators (ECEs) reported feelings of stress, anxiety, worry, fear, anger, and frustration (Berger et al., 2022). Given the direct association between depression, stress, and emotional exhaustion there is reason to believe early childhood educators could benefit from workplace support and intervention that allows them to manage their psychological load (Buettner et al., 2016).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eCompassion fatigue, as described by Turgoose and Maddox (2017), is a term used to frame the emotional and physical fatigue experienced by those in helping professions due to their chronic use of empathy. Turgoose and Maddox suggest that compassion fatigue makes it harder to carry out job demands. Additionally, poor physical health and mental health factors also appear to contribute to stress and burnout among ECEs (Stein et al., 2022). Additionally, according to Buettner et al. (2016) and Jennings \u0026amp; Greenberg (2009), a teacher\u0026rsquo;s mental capacity and well-being have a direct impact on their student\u0026apos;s social and emotional learning. Well-being can be defined as \u0026ldquo;a general term encompassing the total universe of human life domains, including physical, mental and social aspects that make up what can be called a \u0026lsquo;good life\u0026rsquo;\u0026rdquo; (Boer et al., 2021). Integrating self-care skills, techniques, and strategies could help mitigate burnout and provide a positive way to respond actively in stressful moments (Lewis \u0026amp; King 2019).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eMindfulness can be thought of as \u0026ldquo;moment-to-moment, non-judgmental awareness, cultivated by paying attention in a specific way, that is, in the present moment, and as non-reactively, as non-judgmentally, and as open-heartedly as possible\u0026rdquo; (Kabat-Zinn, 2005, pg. 14). According to Baer (2009), participating in mindfulness-based activities enables individuals to achieve the skillset to intentionally respond to life\u0026rsquo;s stressors and increase their capacity to be aware of the moment without judgment or reactivity. Those who employ mindfulness-based strategies have reported decreased feelings of perceived stress (Klatt et al., 2009). Dolcos et al. (2018) also notes that extensive literature surrounding outcomes of enhanced well-being stems from the brain\u0026rsquo;s underlying features (structures and functions) and acknowledges interventions across physical and cognitive domains can be effectively implemented. Through research, there has been discovered potential for the establishment of mindfulness habits and routines to create new neural pathways in the brain and aid in bringing teachers to a higher level of consciousness (Holmes, 2019). As a result of enacting mindfulness exercises, research studies discovered positive structural changes which affected awareness, memory, and emotion, in brain regions of the cingulate cortex, insula, and hippocampus (Dolcos et al., 2018). In the context of stress, a decrease in gray-matter density in the amygdala is often seen as beneficial because it suggests reduced activity in the brain region responsible for processing fear and emotional stress. \u0026nbsp;A study on mindfulness-based stress reduction found that as individuals\u0026apos; perceived stress decreases, the gray-matter density in the amygdala also decreases, which is significant because the amygdala plays a key role in processing stress and emotional responses (Lazar, 2010).\u003c/p\u003e\n\u003cp\u003eOccupational therapy (OT) practitioners utilize aspects of the OT domain to design occupation-based intervention plans that are client-centered. These aspects include, but are not limited to, the client\u0026rsquo;s transactional relationships, context, and engagement in valuable occupations (AOTA, 2020). For ECEs, teaching is a primary occupation. It has been shown that educators who are unable to regulate have a poor quality of life (Herbert, 2017). Additionally, according to Jeon et al., (2016) it has been shown that educators who are unable to regulate their own emotions are unlikely to think clearly; therefore, preventing them from making rational decisions when it comes to their students. When considering ECE\u0026rsquo;s capacity to demonstrate self-compassion, it is imperative to examine cognitive control of emotion, intention to behave with awareness, as well as non-reactivity and non-judgment to individualized inner experience (Baer et al., 2006; Raes et al., 2010; Ochsner \u0026amp; Gross, 2005). Jeon, L. et al. (2018) emphasized the necessity of directing future research toward connecting the mechanisms of teacher role competence and job-related psychosocial well-being. According to Vizzotto et al. (2013), the term \u0026ldquo;psychosocial characteristics\u0026rdquo; is one used to describe the influences of the social factors affecting an individual\u0026rsquo;s behavior and mental health. Current literature investigating relevant psychosocial characteristics, specifically within populations of ECEs, is limited; therefore, further inquiry is essential to understanding where interprofessional collaboration efforts can be made between ECEs, OT, and mental health advocates.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003ePurpose Statement:\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe purpose of this study is to determine the effect of holistic training interventions on perceived stress, mindfulness, self-compassion, and to establish performance patterns. With the implementation of a holistic training program, we deem that it will aid in the process of establishing and creating supportive stress management techniques, building a higher capacity for self-compassion, as well as cognitive flexibility. By introducing participants to various methods of stress management, the hope is that an overall heightened sense of well-being and improved stress tolerance. With this, the main motivation behind this research is to examine teachers\u0026rsquo; psychosocial characteristics in relation to self-compassion and mindfulness. Emphasis should be placed on educators\u0026rsquo; mental health and engagement in meaningful occupations. Our aim is to provide tangible and accessible holistic training specifically in ways of promoting non-judgment, non-reactivity, and the ability to self-soothe to improve self-compassion and balanced perspective-taking. It is hypothesized that, after implementing a multifaceted intervention approach with ECEs from a holistic and collaborative OT perspective, stress levels, along with perceived mindfulness and self-compassion, will show statistically significant outcomes, which, in turn, will improve performance patterns and enhance overall well-being. By considering the context in which the performance occurs and with collaborative efforts between OTs and ECEs, direct influences on ECEs\u0026rsquo; attitudes, beliefs, and habits may be made while also creating goal-directed actions to address perceived stress levels.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;The study\u0026rsquo;s research questions are as follows:\u0026nbsp;\u003c/p\u003e\n\u003col\u003e\n \u003cli\u003eWill engaging in mindfulness-based activities lead to skills that will improve well-being?\u003c/li\u003e\n \u003cli\u003eWill holistic training enhance self-compassion?\u003c/li\u003e\n \u003cli\u003eWill participation in daily mindfulness activities lead to established performance patterns?\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eTheoretical Framework:\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study is influenced by an occupational-therapy-based, theoretical model known as KAWA River. This model, developed by Dr. Michael Iwama, outlines a metaphor using a natural occurrence of river flow to depict one\u0026rsquo;s life journey following the chronological experience of life. Using KAWA as a subjective assessment tool, allows OTs to collaborate with their clients to determine and identify what supports and resources they have that act as either supportive or inhibitory towards their life experience.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eKey Elements of the KAWA River Model\u003c/p\u003e\n\u003cp\u003ei. \u003cem\u003eRiver Flow:\u003c/em\u003e represents the trajectory of a person\u0026rsquo;s life, including the experiences, energy and well-being of an individual\u003c/p\u003e\n\u003cp\u003eii. \u003cem\u003eRiverbanks: (Torimaki):\u003c/em\u003e these symbolize the environment and social context in which a person lives. This includes family, culture, and community, which either support or hinder the flow of the river.\u003c/p\u003e\n\u003cp\u003eiii. \u003cem\u003eRocks (Iwa):\u003c/em\u003e represent obstacles or life challenges that block or disrupt the flow of the river, such as mental health challenges, physical disability, incarceration, or financial distress.\u003c/p\u003e\n\u003cp\u003eiv. \u003cem\u003eDriftwood (Ryuboku):\u0026nbsp;\u003c/em\u003erepresents personal resources, strengths, skills, values and liabilities that either help or hinder, depending on how they interact with the other elements.\u003c/p\u003e\n\u003cp\u003ev. \u003cem\u003eSpaces (Sukima):\u003c/em\u003e these gaps symbolize the potential opportunities for change, adaptation and therapeutic intervention. The aim is to create space in the river so that the flow of life can move more freely.\u003c/p\u003e\n\u003cp\u003eThe principal use of this model is to create a space where the client\u0026apos;s narrative aligns with that of the various river components. Furthermore, the goal is to find ways to increase the flow of the river by addressing barriers (rocks) and utilizing strengths (driftwood) and modifying the environment (riverbanks). It is notable to mention that an individual\u0026apos;s perception of the following 5 interrelated constructs (e.g. river flow, riverbanks, rocks, driftwood, spaces between) have the potential to reveal influential factors of social and environmental context, personal goals and priorities, obstacles and challenges, opportunities for growth and psychosocial characteristics that can aid in the therapeutic process. The KAWA River model allows an individual to widen thought patterns into perspective taking and this can be seen as perception, awareness and experience of self throughout one\u0026apos;s lifespan and their capacity to respond to stimuli with confidence, motivation, non-judgment, and acceptance. Visual representations of this model are shown below in Fig. 1 (Teoh \u0026amp; Iwama, 2015).\u003c/p\u003e"},{"header":"Methods","content":"\u003cp\u003e\u003cstrong\u003e\u003cem\u003eParticipants\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe sample of this study included 8 ECEs employed at a not-for-profit childcare center in rural, central Virginia. Volunteer and criterion-based sampling was utilized to obtain the participant total. According to World Population Review, as of 2023, the town in which our study took place held a total population of approximately 2,202. This population count met Ratcliffe\u0026rsquo;s (2016) criterion describing it as \u0026ldquo;rural,\u0026rdquo; being that all of its population, housing, and territory are not included within an urbanized area or urban cluster. The inclusion criteria for the study\u0026rsquo;s sample were individuals of, or greater than, the age of 18 years, who held a teaching position at the childcare center, and were fluent in English. Exclusion criteria for this sample were individuals below the age of 18 and those who did not hold an ECE role. Each participant of this study was protected under JMU\u0026rsquo;s Institutional Review Board (IRB) and provided their informed consent before participating in each of the study\u0026rsquo;s workshops. Participants were informed of their right to withdraw and the confidentiality procedures that were in place for the de-identification of their responses.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eStudy Design and Intervention\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study utilized a mixed method, experimental design to examine participants\u0026rsquo; perceived stress levels, self-compassion scores, and mindfulness totals both before and after engaging in three \u0026ldquo;holistic training\u0026rdquo; workshops. These workshops were held across a 3-month period at the ECEs childcare center at their monthly staff meeting. These workshops consisted of individual and group activities, self-reflection, as well as integrative experiences. Session content was multifaceted and included but was not limited to the identification of personal values, mindfulness-based practices, and time management strategies. Workshop sessions were curated based on teacher-reported needs and a pre-intervention informal needs assessment.\u003c/p\u003e\n\u003cp\u003eFurthermore, informal interviews were conducted with the ECEs in order to elaborate on personal areas of need. Majority of the responses reflected a desire to incorporate changes into their daily routine and exhibited challenges in identifying stress management techniques and how to integrate these effectively. The intervention design emphasized knowledge building and enhanced problem solving skills through reflective questioning to gain insight into one\u0026apos;s current level of self-awareness. Sessions focused on skill-building through guided mindfulness practice, creative-expression, sensory-based self regulation techniques, and values-identification activities. Additionally, collaboration through small-group discussions offered opportunities to enhance cognitive flexibility and perspective-taking skills among peers who may also be experiencing compassion fatigue and stress. This population was identified as particularly vulnerable due to the increasing prevalence of stress, anxiety, fear, anger and frustration in the workplace (Berger et al, 2022). Grounded in the theoretical framework of the KAWA River Model (Teoh \u0026amp; Iwama, 2015), the group intervention series drew on mindfulness based approaches that encourage cognitive restructuring and mindfulness to help participants manage their psychological load. Moreover, journals were completed through the theoretical perspective of the KAWA River Model where participants were encouraged to draw their \u0026ldquo;River Story,\u0026rdquo; following a brief explanation of each component of the model (Figure 1). As literature suggests, journaling is an evidence-based form of reflection and can strengthen the ability to gain control over emotional responses (Hiemstra, 2001). Written reflections were prompted both before and after each workshop. Finally, each session ended with a group discussion which acted as a way for ECEs to articulate and gain clarity on session topics. Topics were centered around author-made generalizing, process, and application-based dialogue. The primary goal of the interventions listed below is to reduce self-reported stress levels and increase levels of mindfulness and self-compassion, with secondary outcomes including enhanced emotional awareness and social support.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eQuantitative data was obtained through conduction of a 61-item Qualtrics survey, consisting of three scales including the Perceived Stress Scale (PSS), Five Facet Mindfulness Questionnaire (FFMQ), and Self Compassion Scale (SCS). This survey was completed by each participant at the pre- and post-intervention point in order to gain insight into the results and effectiveness of the intervention. This data was then compiled using descriptive statistics and measures of central tendency (mean, median, mode) against available cut-off scores across each scale used. Qualitative data was collected through the use of de-identified, self-reflection journals, where participants were cued to reflect on various prompts at the beginning and end of each session. The final phase of the research design quantified objective and subjective components taken from the initial and follow-up questionnaires. After pre- and post-data was collected, change scores between the data sets were paired.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eWorkshop #1: Values Identification:\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/em\u003eTo begin the holistic training workshop series, the values identification group intervention was initiated. Its purpose was to assist participants in identifying and prioritizing their values to aid in decision-making and enhance well-being. It is established in the literature that\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003earticulating and gaining clarity around values may help individuals choose and align activities that aid in achieving a higher quality of life and continuing to engage in daily occupations (Values, N.d ). The aim of this group intervention was to guide participants toward recognizing and articulating personal values in order to build a cognitive, emotional, and spiritual connection to the thought patterns behind motivation. It was believed that identifying values would impact participants\u0026rsquo; personal causation, choice-making, and routines to integrate meaning and purpose into their lives.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eWorkshop #2: Meditation and Sensory Kits:\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/em\u003eMindfulness-based intervention has been proven to significantly decrease teachers\u0026rsquo; overall stress (Taylor et al., 2021). The purpose of this group intervention was to assist ECEs in identifying their stressors and labeling the emotions that occur during increased task demands. Participants were provided with various research-based, stress reducing techniques and also engaged with a 10-minute guided mindfulness meditation. This meditation was introduced for the purpose of providing an integrative experience as well as resources to apply both in and outside of the classroom. Additionally, the ECEs were educated on sensory-based strategies to regulate their nervous systems in times of stress. Within this session, ECEs created their own \u0026ldquo;sensory kit\u0026rdquo; to reference for current and future use during and outside of their workday. Lastly, participants were provided with small resource packets for readily available mindfulness methods and techniques to recall and take with them for future reference.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eWorkshop #3: Time Management:\u003cstrong\u003e\u0026nbsp;\u0026nbsp;\u003c/strong\u003e\u003c/em\u003eTo close out the intervention series, a time-management group intervention was introduced to ECEs. A classic literature review by Claessens et al. (2007) found that time management behaviors are positively correlated to one\u0026rsquo;s perceived control on life, health and wellness, and overall job satisfaction while also decreasing their perceived stress levels. The purpose of this workshop was to assist ECEs in identifying their life stressors through means of labeling their task demands (personal and work-related) broken down by the hour each day of their \u0026ldquo;typical\u0026rdquo; week. The intention was to create a space for teachers to visualize how they spend their time while also encouraging reflection on areas where stress-management techniques and mindful activities could be integrated into their daily and weekly routine.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eInstrumentation\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe FFMQ is a self-completed Likert scale questionnaire measuring the five facets of mindfulness including categories of observing, describing, acting with awareness, non-judgment, and non-reactivity with higher scores indicating higher levels of mindfulness. This measure was found to have acceptable internal consistency (Cronbach\u0026rsquo;s alphas = 0.87\u0026ndash;0.93) and test-retest reliability (Intra-class Correlation; ICC = 0.88) (Chien, et al., 2020). The PSS measures the degree in which situations in one\u0026rsquo;s life are perceived as stressful. The PSS was revealed to have excellent test/retest reliability (r = .85) \u0026amp; internal consistency (Cronbach\u0026rsquo;s Alpha = .84) in a study with college students conducted by Cohen et al. (1983). The SCS is a self-report measure used by adults to measure their capacity for self-compassion, in other words, the ability to hold one\u0026rsquo;s feelings of suffering with a sense of warmth, connection and concern. The SCS was discovered to withhold internal validity (Cronbach\u0026rsquo;s \u0026alpha; = 0.92) and test-retest reliability (Cronbach\u0026rsquo;s \u0026alpha; = 0.93) (Neff, 2003). The six subscales within this assessment describe each psychosocial characteristic including self-kindness, self-judgment, common humanity, isolation, mindfulness, and over-identification. Reflective journaling was used to capture participant perspectives. Participants were encouraged to journal at the beginning and end of each workshop.\u0026nbsp;\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003e\u003cstrong\u003e\u003cem\u003eQuantitative Data\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eData from 8 participants (n=8) were analyzed. Descriptive statistics were completed for the analysis of data outcomes. The data was compiled, processed, and computed into excel spreadsheets at both the pre-intervention point and post-intervention point. The pre-intervention data was then distributed and compared according to its de-identified, post-intervention counterpart. The data was then analyzed through measures of central tendency to achieve insight into statistical significance ECE scores compared to normative data/cut-off scores. All data was password protected and stored securely.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe PSS cut-off scores range between 0 and 40; it is noted that scores of \u0026ldquo;Low\u0026rdquo; fall between 0 and 13, \u0026ldquo;Moderate\u0026rdquo; between 14 and 26, and \u0026ldquo;High\u0026rdquo; between 27 and 40. Low, moderate, and high categories indicate the level of stress the individual has experienced. The pre-test results for the PSS, across the sample population of ECEs, revealed the mean (17), median (15), and noted outliers (6 and 30), with no known mode. These scores indicated that the majority of the sample obtained a score within the moderate perceived stress category (scores between 14 and 26). \u0026nbsp;The post-test results for the PSS revealed the mean (20.63), median (20.5), mode (22), and noted outliers (12 and 31). These scores indicated that the majority of the sample obtained a score within the moderate perceived stress category.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe SCS cut-off scores range between 1 and 5; it is noted that scores of \u0026ldquo;Low\u0026rdquo; fall between 1.0 and 2.49, \u0026ldquo;Moderate\u0026rdquo; between 2.5 and 3.5 and \u0026ldquo;High\u0026rdquo; between 3.51 and 5.0. Low, moderate, and high categories indicate the level of self-compassion the individual presents with. The pre-test results for the SCS, across the sample population of ECEs, revealed the mean (2.72), median (2.7), and mode (3). These scores indicated that the majority of the sample obtained a score within the moderate self-compassion category. \u0026nbsp;The post-test results for the SCS revealed the mean (2.77), median (2.9), and mode (3). These scores indicate that the majority of the sample obtained a score within the moderate self-compassion category.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eFinally, unlike the PSS and SCS, the FFMQ did not have normative data or cut-off scores available; however, a total computed score was collected with higher scores indicating increased overall mindfulness. Additionally, it extends the opportunity to compare specific items and trends related to individual facets (Observing, Describing, Acting with Awareness, Non Reactivity, and Non Judging) within the total mindfulness score. The pre-test results for the FFMQ, across the sample population of ECEs, revealed the mean (15.65) and median (15.3), and the outlier (12.36). The post-test results for the FFMQ revealed the mean (15.78), median (14.99), and outlier (13.25).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eQualitative Data\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTo assess qualitative data, de-identified self-reflection journals were incorporated into intervention workshops to obtain insight into the individual perspectives of each of our participants regarding each topic area. The reflection journals were reviewed and analyzed by researchers within an unstructured coding format to obtain language themes and categorizations. Specifically, the reflection journals were investigated for language patterns with various categorizations resulting in three types. Those three categories included \u0026ldquo;acquired knowledge,\u0026rdquo; \u0026ldquo;emotion,\u0026rdquo; and \u0026ldquo;intention\u0026rdquo; driven verbiage.\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eComparing perceived stress across time allows the ability to make interpretations on the effectiveness of the research intervention in accordance to outcomes of ECE well-being. The same is true for assessing mindfulness and self-compassion, as zeroing in on one\u0026rsquo;s ability to refrain from judgment, reflect on their reactions, take on perspectives, and have empathy for themselves, provides insight into interpretational outcomes.\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eAs previously mentioned, ECEs interact with and care for children all day, which can be a very taxing demand with potential reductions in their emotional capacity resulting from that demand. It was important to build an intervention series that educated on the importance of identifying ways that will help them reduce the emotional load they carry with them every day (Stein et al., 2022). To enhance collaborative efforts between OTs and ECEs on the basis of reducing perceived stress and increasing mindfulness and self-compassion in ECEs, psychosocial characteristics as well as personal reflections must be explored and interpreted.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003ePsychosocial Characteristics\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003ePsychosocial characteristics, such as social support, resilience, self-efficacy and coping style greatly influence how individuals respond to stress and engage with their environment. We used Baer (2009) and Neff\u0026rsquo;s (2003) framework of mindfulness and self-compassion facets to identify psychosocial characteristics that may support or inhibit participation. By identifying these aspects, facilitators can adjust the group intervention to emphasize techniques likely to yield the best outcomes, such as grounding exercises for participants with low cognitive control or problem-solving techniques for those with high resilience but poor stress management skills. These specific psychosocial characteristics are understood to be imperative for the acquisition of mindfulness.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eTable 1. Psychosocial Characteristics Found within FFMQ \u0026amp; Self- Compassion Scale\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"624\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFFMQ\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSCS\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003eObserving\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003eOver-Identification\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003eDescribing\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003eIsolation\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003eActing with Awareness\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003eSelf-Judgement\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003eNon-judging\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003eSelf-Kindness\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003eNon-reactivity\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003eCommon Humanity\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003eMindfulness\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cem\u003eFFMQ Interpretations:\u0026nbsp;\u003c/em\u003eThe results outlined a statistically significant change between total mindfulness scores. The data suggested that the 50 percent of the ECE sample had an overall increase in their total score; where the latter 50 percent had a total decrease in their level of mindfulness. Importantly, ECE\u0026rsquo;s subset scores within each facet indicated various trends. Breaking down mindfulness into five distinct facets, allows for a more nuanced understanding of an individual\u0026apos;s mindfulness skills and can help shape a personalized mindfulness practice moving forward. Notably, subset scores for \u0026ldquo;observing\u0026rdquo; and \u0026ldquo;describing\u0026rdquo; each experienced an overarching increase from pre to post. ECEs scores within the facet of \u0026ldquo;acting with awareness\u0026rdquo; had an overarching decrease from pre to post. While facets of \u0026ldquo;non-reactivity\u0026rdquo; and \u0026ldquo;non-judgement\u0026rdquo; depicted similar values (no change) from pre to post.\u003c/p\u003e\n\u003cp\u003eFor instance, someone whose score increased on \u0026ldquo;Observing\u0026rdquo; and \u0026ldquo;Describing\u0026rdquo; may have developed a stronger connection to one\u0026rsquo;s inner experience. By cultivating the ability to notice and name internal experiences, participants can build a stronger foundation for emotional regulation, self-awareness, and effective coping, key goals in mindfulness-based interventions. Initially, some people might resist self-reflection or feel uncomfortable with heightened self-awareness. However, as they become more accustomed to the process, they may develop greater ease in observing and describing their internal world. Encouraging self-reflection and the regular observation of one\u0026rsquo;s inner experience can foster increased clarity and focus on the details of one\u0026rsquo;s thoughts and emotions. This increased clarity can translate to higher scores in \u003cem\u003eObserving\u003c/em\u003e as participants learn to notice subtler elements of their experiences and in \u003cem\u003eDescribing\u003c/em\u003e as they gain precision in articulating those experiences. Some individuals may initially avoid noticing or labeling difficult emotions or sensations. Mindfulness training often encourages a nonjudgmental stance toward these experiences, which can reduce avoidance behaviors. As they become more accepting of their thoughts and feelings, participants may naturally improve their capacity to observe and describe their inner experiences.\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\u003cem\u003eIncreased Observation Skills:\u0026nbsp;\u003c/em\u003eMany mindfulness practices emphasize noticing sensory details and internal experiences, such as thoughts, emotions and bodily sensations. Over time, consistent mindfulness practice can enhance awareness, leading to higher Observing\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003escores. and participants may become more skilled at tuning into their inner experience.\u003c/li\u003e\n \u003cli\u003e\u003cem\u003eIncreased Describing Skills:\u0026nbsp;\u003c/em\u003eThe increase in Describing scores could indicate that the individual has become better at identifying and labeling their thoughts, feelings, and sensations. Mindfulness training often encourages using specific language to name emotions and physical sensations, helping individuals develop a richer emotional vocabulary. As a result, they may find it easier to articulate these experiences during the post-test.\u003c/li\u003e\n \u003cli\u003e\u003cem\u003eDecreased Acting with Awareness Skills:\u0026nbsp;\u003c/em\u003eThe majority of our sample depicted a decrease within\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eActing with Awareness indicating increased distractibility and the potential habit of assuming \u0026ldquo;autopilot mode,\u0026rdquo; or in other words, engaging in activities of daily life without awareness of that present moment. Participants may have put effort into developing other facets, like Observing and Describing, which could inadvertently reduce their focus on Acting with Awareness. As participants become more attuned to their mental habits, this heightened self-awareness can lead to lower scores as they now recognize more instances of mind-wandering or distraction. Another potential explanation could account for the overall increase in stress levels seen. Under increased cognitive or emotional load participants might find it harder to practice \u0026ldquo;awareness\u0026rdquo; consistently. A drop in this score doesn\u0026rsquo;t necessarily mean a regression in mindfulness skills but might reflect a more comprehensive understanding of their habits and areas for future growth.\u003c/li\u003e\n \u003cli\u003e\u003cem\u003eNon-reactivity and Non-judgement:\u0026nbsp;\u003c/em\u003eThese facets did not produce a significant change from pre to post thus the ability to generate a true interpretation. Several explanations could account for this, including the complex nature of these skills, or challenges in integrating mindfulness-based habits in a limited period of time. Non-reactivity\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eand Non-judging\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eare often challenging to develop as they require unlearning habitual responses to emotions and thoughts. These facets often involve managing automatic reactions and self-criticism, which may take longer to change. A stable score could indicate that, while participants are aware of these concepts, deeper shifts may require more practice.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003e\u003cem\u003eSCS Interpretations:\u003c/em\u003e\u003cstrong\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/strong\u003eIn terms of participant\u0026rsquo;s self-compassion levels, the data suggests that there was no indicative change between pre and post test self-compassion scores. Roughly 87.5 percent of the sample fell within the moderate category of self-compassion; while 12.5 percent of the same complied with the low self-compassion category.\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eThe psychosocial characteristics most affected within this population associated with the SCS included over-identification, isolation, self-judgment, and self-kindness. Common humanity and mindfulness items were not found to show positive change from pre to post. However, due to mixed findings surrounding all SCS subsets, the interpretation of influential characteristics are limited. For instance, an increase in Self-Kindness and no change in Common Humanity could indicate that while the participant is becoming gentler with themselves, they still struggle with a sense of shared experience in difficult times. A decrease in Over-Identification alongside increases in Self-Kindness can indicate progress in managing emotional responses, even if the total score remains stable. Mixed results may suggest that some facets are more challenging and may take longer to develop and provide a balanced view revealing concentrated fluctuations in certain areas.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003ePSS Interpretations:\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/em\u003eWith regard to the results of the study, it was found that central tendency values compared against normative cut-off scores indicated that upon completion of the intervention ECE perceived stress levels increased. Due to our small sample size, there was one outlier that skewed perceived stress data (scoring within the high perceived stress range on both the pre and post); however, the majority of our sample fell within the moderate perceived stress range on both pre and post. Overall, perceived stress showed an increase from pre to post, with 25 percent of people in the low stress category moving up to moderate stress in the post. We believe the increase in perceived stress may stem from heightened awareness of life stressors, especially as individuals recognize areas where they have limited control. When people become more aware of their stress, it can initially lead to feeling more stressed, as they may not have previously acknowledged these factors. Additionally, some participants might not yet have the cognitive capacity or resources to address their stress effectively, creating a disconnect between participants and facilitators. It\u0026rsquo;s also possible that personal or environmental stressors outside the study may have contributed to an increased PSS score beyond what was directly influenced by the intervention design.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eReflection Journal Interpretations:\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/em\u003eAfter analyzing the ECE journals, we identified common themes across subjective statements from each of the 8 participants. Reflective language was seen within participant entries. However, due to the non-structured journaling approach of minimal frequency, we were limited in the amount of data we could pull from in terms of performance patterns. It was noted that participant perspectives were associated with each of the specific workshop topics. \u003cem\u003eAcquired Knowledge:\u0026nbsp;\u003c/em\u003eIndicates shifts in new insights or understanding that participants gained through experience. Following the mindfulness and sensory kits workshop, some examples of acquired knowledge phrases included: \u0026ldquo;My main takeaway was\u0026rdquo; and \u0026ldquo;It is important to\u0026hellip;\u0026rdquo; demonstrating how participants\u0026apos; perspectives have evolved. \u003cem\u003eEmotion:\u0026nbsp;\u003c/em\u003eBy analyzing how participants articulate changes in their emotions, whether they express increased resilience, reduced anxiety, or heightened empathy, facilitators can gauge the emotional impact of the experience. There were correlations between emotion language upon completion of the values identification workshop that was completed. Examples of emotion language included phrases such as \u0026ldquo;I enjoyed\u0026rdquo; and \u0026ldquo;it made me feel.\u0026rdquo; \u003cem\u003eIntention:\u0026nbsp;\u003c/em\u003eLastly, recognizing shifts in intention can help facilitators support participants in clarifying their future goals and aligning their actions with their newfound understanding. The time management workshop revealed entries using \u0026lsquo;intentional\u0026rsquo; language amongst participants. Some examples of intention language included, but were not limited to, word choices of \u0026ldquo;plan,\u0026rdquo; \u0026ldquo;take time,\u0026rdquo; and \u0026ldquo;prioritize.\u0026rdquo;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eFinal Thoughts\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIn summary, the interpretations made within this study speak to which psychosocial characteristics can be targeted and can help educators navigate through the river and prepare them for the future rocks they may face in their life (Teoh \u0026amp; Iwama, 2015). Through our theoretical perspective, these characteristics are seen as powerful determinants navigating life\u0026rsquo;s river flow in ways supporting an overall impact on well-being, self-compassion, and mindfulness. Bringing awareness to these aspects through knowledge building and strategy-based training can enable interprofessional collaboration between ECEs and OTs to create effective interventions geared toward increasing ECE engagement in meaningful performance patterns that enhance well-being.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eLimitations/Future Considerations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research had limited generalizability due to its small sample size. The research sample consisted of 8 ECEs making the transferability of its outcome measures limited. Additionally, the study was conducted over a 3 month span, consisting of interventions short in duration, with each held at approximately 20-25 mins. It is considered that time was the most limiting factor, as we believe it reduced the potential for participant buy-in as well as the effectiveness and carryover of the provided intervention into the daily routines of the participating individuals. Regarding our data collection method, the survey utilized consisted of 61 test items which may have reduced the validity of the participant responses due to its extensive nature. Finally, it is important to note that the researchers of this study were involved with each process within the study including the initial participant interviews, the organization and theoretical framework for the creation of the workshops, workshop/intervention implementation, and throughout data collection/analysis. With this, it is important to mention potential investigator bias as this study\u0026rsquo;s data was not interpreted through a blind review process.\u003c/p\u003e\n\u003cp\u003eThe researchers have identified deficit areas in this study that would be beneficial to consider when looking at furthering this researcher in the future. Continued research should be completed with a larger sample size in order to increase the ability to generalize to a larger population. When looking at the Bloom\u0026rsquo;s Taxonomy of Learning (Fig. 2) (Armstrong, 2010), the interventions that were completed during this research focused mostly on the \u003cem\u003eremember\u0026nbsp;\u003c/em\u003eand \u003cem\u003eunderstand\u0026nbsp;\u003c/em\u003elevels of the diagram. Further research should focus on moving towards the \u003cem\u003eapply\u0026nbsp;\u003c/em\u003estage in order to encourage a change in participants behavior including habits, attitudes and routines. The interventions completed in this research were done over three different sessions and after that there was no follow up to ensure continued understanding of the lessons that were provided. The sessions that were completed were in one large group with all the participants. Being that discussions surrounded vulnerable subject matter, we believe that it would be beneficial to conduct similar sessions in smaller groups in order to encourage more increased participation. Finally, completing the interventions over a longer period of time would have allowed for repetition of concepts and further discussion of how to implement the topics into the participants\u0026rsquo; daily lives.\u0026nbsp;\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003e\u003cem\u003eCompeting interests\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors of this study have no competing interests as defined by Discover Education, or other interests that might be perceived to influence the results and/or discussion reported in this paper. There was no financial interest or benefit to the authors of this research article.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eFunding\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research received no specific grant or external funding.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eData Availability\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eData is provided within the manuscript or supplementary information files.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eEthics Declaration\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study was approved by James Madison\u0026rsquo;s IRB (#: 23-4164) and ethics committee. All participants volunteered and informed consent was obtained from all individual participants included in the study. Participant data and responses were de-identified and confidential.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eConsent to Participate\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eInformed consent was obtained from all individual participants\u003cem\u003e\u0026nbsp;\u003c/em\u003eincluded in the study. Participants were informed that their participation was voluntary and that they had the right to participate and withdrawal at any time. Participants were informed that their responses and data would be stored securely and kept confidential.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eConsent to Publish\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eParticipants signed informed consent regarding publishing of their data. Participants were informed they had the right to at any time and all their responses were kept confidential.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eAuthor Contribution Statements\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWe, the students and research committee members, agree to the following statements marked below regarding the assignment of authorship of publishable papers or other copyright materials that may result from the research described in this proposal submission. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eCarter Juergens (corresponding author) directed the research of which this project is a part and contributed to the written manuscript.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eSamantha Lazarus directed the research of which this project is a part and contributed to the written manuscript.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eMia Cajigas directed the research of which this project is a part and contributed to the written manuscript.\u003c/p\u003e\n\u003cp\u003eJulie Bonham contributed to this research project and advised the three graduate students with their research process.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAmy Yun contributed to this research project and advised the three graduate students with the data analysis portion of their project.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eJeanne Wenos contributed to this research project and advised the three graduate students with the initial study design\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAmerican Occupational Therapy Association. 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Neuroscience, mindfulness and holistic wellness reflections on interconnectivity in teaching and learning. \u003cem\u003eInterchange\u003c/em\u003e, \u003cem\u003e50\u003c/em\u003e(3), 445\u0026ndash;460. https://doi.org/10.1007/s10780-019-09360-6\u003c/li\u003e\n\u003cli\u003eJennings, P. A., \u0026amp; Greenberg, M. T. (2009). \u0026ldquo;The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes.\u0026rdquo; Review of Educational Research, 79(1), 491\u0026ndash;525. https://doi.org/10.3102/0034654308325693\u003c/li\u003e\n\u003cli\u003eJeon, L., Hur, E., \u0026amp; Buettner, C. K. (2016). Child-care chaos and teachers\u0026apos; responsiveness: The indirect associations through teachers\u0026apos; emotion regulation and coping. \u003cem\u003eJournal of School Psychology\u003c/em\u003e, \u003cem\u003e59\u003c/em\u003e, 83-96. https://doi.org/10.1016/j.jsp.2016.09.006 \u003c/li\u003e\n\u003cli\u003eJeon, L., Buettner, C. K., \u0026amp; Grant, A. A. (2018). Early Childhood Teachers\u0026rsquo; Psychological Well-Being: Exploring Potential Predictors of Depression, Stress, and Emotional Exhaustion. \u003cem\u003eEarly Education and Development\u003c/em\u003e, 29(1), 53\u0026ndash;69. https://doi.org/10.1080/10409289.2017.1341806\u003c/li\u003e\n\u003cli\u003eKabat-Zinn, J. (2015). \u003cem\u003eMindfulness\u003c/em\u003e, \u003cem\u003e6\u003c/em\u003e(6), 1481\u0026ndash;1483. https://doi.org/10.1007/s12671-015-0456-x\u003c/li\u003e\n\u003cli\u003eKlatt, M. D., Buckworth, J., \u0026amp; Malarkey, W. B. (2009). Effects of low-dose mindfulness-based stress reduction (MBSR-ld) on working adults. \u003cem\u003eHealth education \u0026amp; behavior : the official publication of the Society for Public Health Education\u003c/em\u003e, \u003cem\u003e36\u003c/em\u003e(3), 601\u0026ndash;614. https://doi.org/10.1177/1090198108317627\u003c/li\u003e\n\u003cli\u003eLazar, S. W. (2010). Stress reduction correlates with structural changes in the amygdala. \u003cem\u003eSocial Cognitive \u0026amp; Affective Neuroscience,\u003c/em\u003e 5, 11\u0026ndash;17.\u003c/li\u003e\n\u003cli\u003eLewis, M. L., \u0026amp; King, D. M. (2019). Teaching self-care: The utilization of self-care in social work practicum to prevent compassion fatigue, Burnout, and vicarious trauma. \u003cem\u003eJournal of Human Behavior in the Social Environment\u003c/em\u003e, \u003cem\u003e29\u003c/em\u003e(1), 96\u0026ndash;106. https://doi.org/10.1080/10911359.2018.1482482\u003c/li\u003e\n\u003cli\u003eNeff, K. D. (2003). Development and validation of a scale to measure self-compassion. \u003cem\u003eSelf and Identity,\u003c/em\u003e 2, 223-250.\u003c/li\u003e\n\u003cli\u003eNeff, K. D. (2003). Self-compassion: An alternative conceptualization of a healthy attitude toward oneself. \u003cem\u003eSelf and Identity\u003c/em\u003e, 2, 85\u0026ndash;101\u003c/li\u003e\n\u003cli\u003eOchsner, K. \u0026amp; Gross, J. (2005). The cognitive control of emotion. \u003cem\u003eTrends in Cognitive Sciences. \u003c/em\u003ehttps://doi.org/10.1016/j.tics.2005.03.010 \u003c/li\u003e\n\u003cli\u003eRaes, F. (2010). Rumination and worry as mediators of the relationship between self-compassion and depression and anxiety. \u003cem\u003ePersonality and Individual Differences\u003c/em\u003e, \u003cem\u003e48\u003c/em\u003e(6), 757\u0026ndash;761. https://doi.org/10.1016/j.paid.2010.01.023\u003c/li\u003e\n\u003cli\u003eRatcliffe, M. et al. (2016). Defining rural at the U.S. census bureau: American community survey and geography brief. \u003cem\u003eU.S. Department of Commerce Economics and Statistics Administration. \u003c/em\u003ehttps://www2.census.gov/geo/pdfs/reference/ua/Defining_Rural.pdf \u003c/li\u003e\n\u003cli\u003eStein, R., Garay M., Nguyen, A. (2022). It matters: Early childhood mental health, educator stress,and burnout. \u003cem\u003eEarly Childhood Education Journal. \u003c/em\u003ehttps://doi.org/10.1007/s10643-022-01438-8\u003c/li\u003e\n\u003cli\u003eTaylor, S. G., Roberts, A. M., \u0026amp; Zarrett, N. (2021). A Brief Mindfulness-Based Intervention (bMBI) to Reduce Teacher Stress and Burnout. \u003cem\u003eTeaching and teacher education\u003c/em\u003e, \u003cem\u003e100\u003c/em\u003e, 103284. https://doi.org/10.1016/j.tate.2021.103284\u003c/li\u003e\n\u003cli\u003eTeoh, J.Y. \u0026amp; Iwama, M.K. (2015). \u003cem\u003eThe Kawa Model Made Easy: a guide to applying the Kawa Model in occupational therapy practice (2nd edition).\u003c/em\u003e Retrieved from: www.kawamodel.com \u003c/li\u003e\n\u003cli\u003eTurgoose, D. and Maddox, L. (2017) Predictors of compassion fatigue in mental health professionals: A narrative review.\u003cem\u003e American Psychological Association.\u003c/em\u003e Vol. 23, No. 2, 172\u0026ndash;185 http://dx.doi.org/10.1037/trm0000116 \u003c/li\u003e\n\u003cli\u003eValues. (n.d.). \u003cem\u003eEthics Unwrapped\u003c/em\u003e. Retrieved from https://ethicsunwrapped.utexas.edu/glossary/values \u003c/li\u003e\n\u003cli\u003eVizzotto, A.D.B., de Oliveira, A.M., Elkis, H., Cordeiro, Q., Buchain, P.C. (2013). Psychosocial Characteristics. In: Gellman, M.D., Turner, J.R. (eds) \u003cem\u003eEncyclopedia of Behavioral Medicine. \u003c/em\u003eSpringer, New York, NY. https://doi.org/10.1007/978-1-4419-1005-9_918\u003c/li\u003e\n\u003cli\u003eWarren, D. (2023). The state of mental health in America 2023: Adult prevalence and access to care. \u003cem\u003eNextStep Solutions. \u003c/em\u003ehttps://www.nssbehavioralhealth.com\u003c/li\u003e\n\u003cli\u003eWorld Population Review. \u003cem\u003e(\u003c/em\u003e2023)\u003cem\u003e. \u003c/em\u003ehttps://worldpopulationreview.com/us-cities/-va-population \u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Mindfulness, Self compassion, Perceived Stress, Interprofessional Collaboration, Occupational Therapy, Early Childhood Educators","lastPublishedDoi":"10.21203/rs.3.rs-6058745/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6058745/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eIntroduction\u003c/strong\u003e: Investigating psychosocial characteristics and dynamic relationships between perceived stress, mindfulness, and self-compassion in ECEs will provide clarity for interprofessional collaboration between OT practitioners and ECEs for targeted areas of intervention.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eObjective\u003c/strong\u003e: Explore the effectiveness of mindfulness-based skill building on self-compassion and perspective taking in ECEs.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eParticipants\u003c/strong\u003e: Participants selected through volunteer and criterion sampling. 8 total participants [Inclusion criteria: \u0026gt;18 y/o, held an ECE teaching position, fluent in English].\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethods\u003c/strong\u003e: Mixed-method, experimental approach. Intervention included 3 workshops: values identification, mindfulness/sensory kits, and time management. Workshops were held once a month for three months. The location in which this research took place was a daycare center in rural, central Virginia. Quantitative data taken using a pre/post Qualtrics survey of 3 assessments (PSS, FFMQ, SCS). SPSS computed the data into measures of central tendency. Qualitative data collected through de-identified self-reflection journals.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults\u003c/strong\u003e: PRE and POST: PSS [central tendency measures = moderate cut-off score, outliers = high, low]; SCS [central tendency measures = moderate cut-off score]; FFMQ [central tendency measures = 15.43, outliers = 12.36 and 13.25]. Perceived stress showed an overall increase from pre to post. Levels of self-compassion did not change from pre to post. 50% of participants increased and 50% decreased their FFMQ score. Self-reflection journals reflected subjective statements categorized into emotion, acquired knowledge, and intention language. \u003cstrong\u003eConclusions \u0026amp; Relevance\u003c/strong\u003e: There was not enough evidence gathered to support a statistically significant change after initiation of the holistic training intervention in specific outcome domains of mindfulness, self-compassion, and perceived stress. Future research should intervene at the application level over a longer period of time in order to create a larger impact on behavior change.\u003c/p\u003e","manuscriptTitle":"Exploring the effects of holistic training targeting perceived stress, mindfulness, and self-compassion on Early Childhood Educators’ (ECEs’) performance patterns and well-being","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-05-05 05:31:28","doi":"10.21203/rs.3.rs-6058745/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"d329844b-3b55-47a6-938a-b6ad00a08dfd","owner":[],"postedDate":"May 5th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-07-17T13:08:50+00:00","versionOfRecord":[],"versionCreatedAt":"2025-05-05 05:31:28","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6058745","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6058745","identity":"rs-6058745","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}