Effects of MSC on Psychometric tests and an Empathy for pain task in Uruguayan teachers.

Abstract

This research base includes: 1) self-reported data from the following tests: i) Five-facet Mindfulness Questionnaire (FFMQ; Baer et al, 2006; Cebolla et al., 2012; Quintana et al., 2017), ii) Scale self-pity (SCS; Neff, 2003a; García-Campayo, 2014); iii) Interpersonal Reactivity Index (IRI; Davis, 1980, 1983; Fernández et al., 2011), iv) Perceived Stress Scale (PSS; Cohen et al., 1983; Tapia et al., 2007); and v) World Health Organization-5 Well-being Index (WHO-5; World Health Organization, 1998; Topp et al., 2015). 2) data from the in-person pain empathy task, according to Baez et al. (2017). These data were collected within the framework of a research project whose objectives were to evaluate the effects of virtual training in conscious self-compassion (MSC) on mindfulness, self-compassion, stress, well-being, and empathy in Uruguayan primary school teachers. For this, a quasi-experimental, longitudinal study was carried out. The volunteer teachers were randomly assigned to virtual nine-week MSC or Kundalini Yoga (KY; active control) trainings. They completed self-reports and performed the pain empathy task (PTT) before, after training, and at follow-up (3 months).