Mindfulness-Based Programs Improve Psychological Flexibility, Mental Health, Well-Being, and Time Management in Academics.

Gabriel A B Marais,Sophie Lantheaume,Robin Fiault,Rebecca Shankland

doi:10.3390/ejihpe10040073

Abstract

(1) Background: Occupational stress is high in academia, and is partly related to time pressure. Mindfulness-based programs are known to be effective in reducing stress and increasing well-being. Recent work suggested that these programs may also improve time management. This study tested the effects of a mindfulness-based program on academics’ psychological flexibility, mental health, well-being, and time management. (2) Methods: The study was conducted in a French research department. Participants were offered to join a mindfulness-based program (n = 21) or to be on a wait-list control group (n = 22). Self-reported measures of psychological flexibility, mental health (stress, anxiety, and depression symptoms), well-being, and time use were collected before and after the eight week program. (3) Results: Results showed that psychological flexibility, mental health, well-being, and efficient time use significantly increased in the intervention group compared to the control condition. (4) Conclusions: The results suggested that the mindfulness-based programs were effective in improving adaptive functioning, well-being, and optimal time use in academia, thus underlining potential useful perspectives to help academics improve mental health and time management.

Highlights

About one third of workers experience mental health issues such as chronic stress in developed countries, which results in significant human and financial costs [1,2]
(3) Results: Results showed that psychological flexibility, mental health, well-being, and efficient time use significantly increased in the intervention group compared to the control condition
(4) Conclusions: The results suggested that the mindfulness-based programs were effective in improving adaptive functioning, well-being, and optimal time use in academia, underlining potential useful perspectives to help academics improve mental health and time management

Summary

Introduction

About one third of workers experience mental health issues such as chronic stress in developed countries, which results in significant human and financial costs [1,2]. Surveys in UK, Australia, Canada, and other countries have revealed high to very high levels of occupational stress in academia, a situation that is shared by all disciplines [3,4,5,6,7,8,9,10]. Occupational stress seems even higher in academics compared to the general population or other similar “white-collar” (office) workers [3,10]. Exposure to stressors affects both the mental and physical health of the academics (e.g., difficulties concentrating and making decisions, decreased self-esteem, depression, sleep disturbances, headaches, stomachaches, susceptibility to infections), and has

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