If social support is one of the most frequently mentioned factors in order to promote well-being among teachers (Chi et al., 2014; Liu et al., 2016), only a few further develop this concept and its attributes in this context. Hence, we have led a qualitative research to study social support in a collective activity designed and conducted to promote the well-being of teachers. Eight second language teachers participated in this qualitative multi-case study. They were working in a Greater Montreal high school and they were participating to a discussion group created and led to promote their well-being at work. Eight sessions of two hours were led by their workplace. This study adds to our understanding of how social support is linked to well-being and provides guidelines for developing good practices that can be implemented in a school context.
In this presentation we will review our experience with implementing a program of virtual medical group visits for stress management through an on-site employer-based clinic. We will data demonstrating that this program is feasibility and acceptability to patients. While efficacy data is preliminary, it is suggestive that this kind of program can be effective in reducing symptoms of depression and anxiety in workers. Finally, we will discuss the unique aspects of on-site health care with respect to implementation of this program.
The proposed presentation describes the pilot implementation and preliminary results of the Self-compassion, Yoga and Mindfulness for Burnout: Integrating Online Sessions and Interpersonal Support (SYMBIOSIS) program for 19 medical students. Mixed-methods results demonstrated strong feasibility and acceptability that were comparable to larger, well-funded programs. Repeated measures ANOVA (pre, post, follow-up) results from validated quantitative measures revealed significant improvements over time for burnout, perceived stress, self-compassion, and health promoting behaviors with effect sizes ranging from medium to very large. These promising results present a practical intervention development and implementation process that may significantly improve the biopsychosocial well-being of medical students.