Estudo randomizado e controlado dos efeitos da prática de meditação na redução do estresse em professores
Data
2021
Autores
Nunes, Marcela Riccomi 
Orientadores
Mello, Luiz Eugenio Araujo de Moraes
Tipo
Tese de doutorado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Objetivos: O objetivo da pesquisa foi o de desenvolver e aplicar um programa de meditação para professores da rede pública e avaliar os seus efeitos na redução do estresse nesses profissionais. Métodos: Foi conduzido um estudo clínico controlado e randomizado, com voluntários de um grupo experimental, que foi submetido a um programa de meditação de oito semanas, e um grupo controle, que realizou atividades atencionais durante o mesmo período de tempo. Foram coletados cortisol salivar, sinais cerebrais e dados psicológicos, por meio dos seguintes questionários: Inventário de Sintomas de Estresse de Lipp; Escala de Estresse Percebido; Escala de Estresse no Trabalho; Escala de Atenção e Consciência Plena; Instrumento de Avaliação de Qualidade de Vida, Inventário de Depressão de Beck, Inventário de Ansiedade de Beck. A análise por intention-to-treat dos efeitos da intervenção foi realizada por meio das Equações de Estimações Generalizadas (GEE). Resultados: Houve aumento nos escores de atenção e consciência plena e redução significativa nos sintomas de estresse, corroborado pela diminuição de cortisol salivar e diferenças na assimetria frontal do ritmo alfa no grupo experimental, após a intervenção. Conclusões: A análise dos dados psicológicos e fisiológicos mostrou que um programa de meditação de oito semanas pode ser usado como ferramenta de gerenciamento de estresse em professores. Sugere-se a realização futura de estudos clínicos controlados e randomizados, com tamanhos maiores de amostras, que englobem práticas de meditação em longo prazo para a observação mais detalhada dos efeitos que não puderam ser analisados nesta pesquisa.
Objectives: The aim of this study was to develop and apply a meditation program for public school teachers and to evaluate the effects on stress reduction. Methods: A randomized controlled trial was developed, with volunteers from an Experimental Group, which was submitted to an eight-week meditation program, and a Control Group, which performed attentional activities during the same period. Levels of salivary cortisol were measured, an electroencephalogram test was performed to assess brain signals, and psychological data were collected through: Lipp's Stress Symptoms Inventory; the Perceived Stress Scale; the Work Stress Scale; the Mindful Attention Awareness Scale; the World Health Organization Quality of Life Instrument, the Beck Depression Inventory, and the Beck Anxiety Inventory. The intention-to-treat analysis of the effects of the intervention was performed using generalized estimation equations. Results: There was an increase in mindful attention and awareness scores and a significant reduction in stress symptoms, corroborated by a decrease in salivary cortisol and a difference in frontal alpha asymmetry in the Experimental Group after the intervention. Conclusions: Analysis of psychological and physiological data showed that an eight-week meditation program can be used as a stress management tool in teachers.
Objectives: The aim of this study was to develop and apply a meditation program for public school teachers and to evaluate the effects on stress reduction. Methods: A randomized controlled trial was developed, with volunteers from an Experimental Group, which was submitted to an eight-week meditation program, and a Control Group, which performed attentional activities during the same period. Levels of salivary cortisol were measured, an electroencephalogram test was performed to assess brain signals, and psychological data were collected through: Lipp's Stress Symptoms Inventory; the Perceived Stress Scale; the Work Stress Scale; the Mindful Attention Awareness Scale; the World Health Organization Quality of Life Instrument, the Beck Depression Inventory, and the Beck Anxiety Inventory. The intention-to-treat analysis of the effects of the intervention was performed using generalized estimation equations. Results: There was an increase in mindful attention and awareness scores and a significant reduction in stress symptoms, corroborated by a decrease in salivary cortisol and a difference in frontal alpha asymmetry in the Experimental Group after the intervention. Conclusions: Analysis of psychological and physiological data showed that an eight-week meditation program can be used as a stress management tool in teachers.