The field of special education is thought to be a stressful profession due to the complex needs of the students. The current study aimed to assess the effectiveness of a mindfulness-based smartphone application intervention for reducing burnout in special educators. We used the Copenhagen Burnout Inventory scale (with three subscales; personal, work-related and student-related) to measure burnout and the Five Facets of Mindfulness (shortened version) to assess mindfulness. Special educators (n = 29) were assigned to either the experimental group (n = 14) which used the ‘Smiling Mind’ app for guided meditations or the active control group (n = 15) which used ‘Day One’, a note-taking app, for a list-making activity. Both groups used their assigned apps for 10 days. The experimental group showed significant reductions from baseline to post-intervention on the personal burnout subscale while the control group did not, indicating that the intervention affected this domain of burnout. This was maintained at a 2-week follow-up. Mindfulness scores did not significantly increase in the experimental condition, meaning that the mechanism of this decrease in personal burnout is unknown. Further research is needed in order to add to the knowledge on preventing and treating burnout in special educators.

中文翻译：

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使用为期 10 天的基于正念的应用程序干预来减少特殊教育工作者的倦怠

由于学生的复杂需求，特殊教育领域被认为是一个压力很大的职业。目前的研究旨在评估基于正念的智能手机应用程序干预对于减少特殊教育工作者倦怠的有效性。我们使用哥本哈根倦怠量表（包含三个分量表：个人、工作相关和学生相关）来衡量倦怠，并使用正念的五个方面（缩短版）来评估正念。特殊教育工作者 ( n  = 29) 被分配到使用“微笑心灵”应用程序进行冥想引导的实验组 ( n  = 14) 或主动对照组 ( n = 14) = 15) 使用“Day One”（一款笔记应用程序）进行列表制作活动。两组都使用分配给他们的应用程序 10 天。实验组的个人倦怠量表从基线到干预后显着降低，而对照组则没有，这表明干预影响了倦怠的这一领域。这在两周的随访中得到维持。在实验条件下，正念得分没有显着增加，这意味着个人倦怠减少的机制尚不清楚。需要进一步的研究，以增加特殊教育工作者预防和治疗倦怠的知识。