Evidence map›Paper›PMID 35967911›Full record

ArticleEarly childhood education journal2022

Promising Findings that the Cultivating Healthy Intentional Mindful Educators' Program (CHIME) Strengthens Early Childhood Teachers' Emotional Resources: An Iterative Study.

Holly Hatton-Bowers, Caron Clark, Gilbert Parra, Jessica Calvi, Michael Yellow Bird, Pearl Avari, Jaclynn Foged, John Smith

Registry-linked trialOpen access · bronzeAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Early childhood education journal, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT05791825 (Cultivating Healthy Intentional Mindful Educators), which is not on this map. Cited by 5 papers.

0numbers the graph read from it
0cells of the map it votes in
5citing papers in PubMed
16.0field-weighted citation impact, top 1% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

NCT05791825 nacompletednot on this mapstarted 2023, after this paper: background citation

Cultivating Healthy Intentional Mindful Educators (CHIME): The Use of Mindfulness and Compassion to Promote Early Head Start/Head Start Education Staffs Well-Being

TypeinterventionalSponsorUniversity of Nebraska LincolnRan2023 to 2025Enrolled571ConditionsHealth, Subjective, Work Related Stress, Compassion, Social SkillsArmsCultivating Healthy Intentional Mindful Educators
3 · Its place in the literature

Who cites it

5 citing papers in PubMed, 30 citations in OpenAlex.

  1. Article
  2. Article
  3. Article
  4. Article
  5. The well-being of head start teachers: a scoping literature review.Journal of early childhood teacher education · 2023
    Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

8 authors at 2 institutions in 2 countries.

Holly Hatton-BowersDepartment of Child, Youth, and Family Studies, University of Nebraska-Lincoln, Louise Pound Hall, 231.T, Lincoln, NE USA.ORCID 0000-0002-4165-791X
Caron ClarkDepartment of Educational Psychology, University of Nebraska-Lincoln, Lincoln, NE, USA.
Gilbert ParraDepartment of Child, Youth, and Family Studies, University of Nebraska-Lincoln, Louise Pound Hall, 231.T, Lincoln, NE USA.
Jessica CalviSalivary Bioscience Laboratory, University of Nebraska-Lincoln, Lincoln, NE, USA.
Michael Yellow BirdDepartment of Social Work, University of Manitoba, Winnipeg, Canada.
Pearl AvariDepartment of Child, Youth, and Family Studies, University of Nebraska-Lincoln, Louise Pound Hall, 231.T, Lincoln, NE USA.
Jaclynn FogedNebraska Extension, Lincoln, NE, USA.
John SmithDepartment of Child, Youth, and Family Studies, University of Nebraska-Lincoln, Louise Pound Hall, 231.T, Lincoln, NE USA.
University of Nebraska–Lincoln · USUniversity of Manitoba · CA

Funding

Evaluating psychophysiological mehanisms of early childhood teachers' stress resilience and their relevance for preschoolers' self-regulationR21HD098447 · NICHD · UNIVERSITY OF NEBRASKA LINCOLN · PI CLARK, CARON ANN CAMPBELL, HATTON-BOWERS, HOLLY · 2020 to 2021
$413k
NICHD NIH HHS R21 HD098447
6 · The paper itself

Abstract

Findings suggest that an eight-week mindfulness compassion-based program, Cultivating Healthy Intentional Mindful Educators (CHIME), is a feasible professional development intervention for early childhood (EC) teachers to support their emotion regulation and psychological and workplace well-being. We offer preliminary evidence that learning about mindfulness, self-compassion, and social-emotional learning supports EC teachers in strengthening their knowledge and application of practices to be more mindful and less emotionally reactive and emotionally exhausted at work. In analyzing both EC teacher feedback and survey data from two pilot studies, there was promising evidence that participating in CHIME enhanced awareness of emotions and the development of strategies to manage emotions. As CHIME is further developed and refined it will be integral to have collaborative engagement and participation from EC teachers and programs to ensure that learning these practices are relevant, helpful, meaningful, and sustainable.

Indexed as

Early care and educationEarly childhood teachers' mindfulnessEmotion regulationIterative developmentProfessional developmentWell-being

Identifiers

PMID35967911
PMCPMC9360643
OpenAlexW4290720826

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.