Dispositional mindfulness plays a major role in adolescents' active and passive responding to bully-victim dynamics.

Past research on school bullying focused on the role of the bully, suggesting that this active perpetrator is characterized by low empathy, low self-regulation, and high moral disengagement (MD). Studies recently demonstrated a relationship between dispositional mindfulness and bullying as well. However, in the last 2 decades, research has broadened this perspective, suggesting that active and passive bystanders may play a major role in school bullying by either supporting or opposing bullying. In this research, we examined whether empathy, MD, self-regulation, and mindfulness are significantly associated with probullying, defending, and bystanding behaviors. A total of 429 middle and high school adolescents from Israel (mean age = 16.81 years, SD = 1.62) completed online questionnaires. Through structural equation modeling, we found that empathy was associated with both, self-regulation and defending behaviors. MD was associated with defending and probullying behaviors. Dispositional mindfulness was associated with all three roles we examined. All these relationships were significant and in the expected direction. As mindfulness is a disposition that can be cultivated, this finding may have further implications in programs that aim at reducing school bullying.

Understanding the factors affecting teachers' burnout during the COVID-19 pandemic: A cross-sectional study.

BACKGROUND: During the COVID-19 pandemic, which enforced social distancing and isolation, teachers were required to handle multiple challenges related to their work, including dealing with remote teaching, in addition to personal, medical and financial challenges. The goal of the current research was to examine factors that contributed to professional burnout and commitment to work among teachers during the first and second waves of the COVID-19 pandemic. METHODS: A total of 344 elementary school teachers in Israel completed online self-report questionnaires, including assessments of stressors, anxiety, resilience, self-efficacy beliefs, and coping strategies. Structured Equation Modeling [SEM] was used to examine the contribution of these factors to professional burnout and commitment. RESULTS: The gaps between needed and received support had a direct effect on teachers' burnout and commitment, and an indirect effect through anxiety and self-efficacy beliefs. Stress relating to remote teaching and support-gaps regarding remote teaching were the most significant of all the stressors and sources of support. CONCLUSIONS: Collectively, these findings highlight the significance of remote teaching as the main cause of stress and professional burnout and suggest that proper preparation of teachers-before and during times of crisis, may have a significant impact on their mental and professional well-being.

Short Mindfulness Meditation Increases Help-Giving Intention Towards a Stranger in Distress.

Objectives: Mindfulness practice increases personal well-being, yet its effect on prosocial behaviors is not well-established. Initial studies suggest that an 8-week mindfulness program has a positive effect on help-giving towards a stranger in distress and that a short meditation promotes care towards an ostracized member. This research aims at examining whether a short mindfulness intervention promotes help-giving intention towards a stranger in distress and to understand the role of empathy in this effect. Methods: A total of 210 undergraduate students were randomly assigned to two sessions of mindfulness practice, music, or lecture control conditions. Participants then listened to a sham interview with a student dealing with a chronic illness and were surveyed on their willingness to volunteer in an organization helping such students. Baseline dispositional empathy and consequent empathic care scales were completed to determine their effect. Results: A significantly higher percentage of participants were willing to provide help in the mindfulness condition (50.8%), as compared to the music (31.2%) and the lecture (31%) conditions, χ2 (2, N = 189) = 9.51, p = .009. A significantly positive effect of dispositional empathy on empathic care was found in the mindfulness group (b = 1.40, SE = .31, p < .001), but not in the control groups. Conclusions: This study showed that short mindfulness practice increases help-giving intention as compared to active control groups and moderates the association between dispositional empathy and empathic care. Future research including long-term follow-up will strengthen these findings. Supplementary Information: The online version contains supplementary material available at 10.1007/s12671-022-01963-y.