Resilience-Building for Mental Health among Early Childhood Educators: A Systematic Review and Pilot-Study towards an EEG-VR Resilience Building Intervention

Rumaisa Abu Hasan, Muhamad Saiful Bahri Yusoff, Tong Boon Tang, Yasir Hafeez, Mazlina Che Mustafa, Masayu Dzainudin, Juppri Bacotang, Ubaid M. Al-Saggaf and Syed Saad Azhar Ali
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Rumaisa Abu Hasan: Centre for Intelligent Signal and Imaging Research (CISIR), Electrical and Electronics Engineering Department, University Teknologi PETRONAS, Seri Iskandar 32610, Perak, Malaysia
Muhamad Saiful Bahri Yusoff: Department of Medical Education, School of Medical Sciences, University Sains Malaysia, Kota Bharu 16150, Kelantan, Malaysia
Tong Boon Tang: Centre for Intelligent Signal and Imaging Research (CISIR), Electrical and Electronics Engineering Department, University Teknologi PETRONAS, Seri Iskandar 32610, Perak, Malaysia
Yasir Hafeez: Centre for Intelligent Signal and Imaging Research (CISIR), Electrical and Electronics Engineering Department, University Teknologi PETRONAS, Seri Iskandar 32610, Perak, Malaysia
Mazlina Che Mustafa: National Child Development Research Centre, University Pendidikan Sultan Idris, Tanjong Malim 35900, Perak, Malaysia
Masayu Dzainudin: National Child Development Research Centre, University Pendidikan Sultan Idris, Tanjong Malim 35900, Perak, Malaysia
Juppri Bacotang: Faculty of Psychology and Education, University Malaysia Sabah, Kota Kinabalu 88400, Sabah, Malaysia
Ubaid M. Al-Saggaf: Center of Excellence in Intelligent Engineering Systems (CEIES), King Abdulaziz University, Jeddah 21589, Saudi Arabia
Syed Saad Azhar Ali: Centre for Intelligent Signal and Imaging Research (CISIR), Electrical and Electronics Engineering Department, University Teknologi PETRONAS, Seri Iskandar 32610, Perak, Malaysia

IJERPH, 2022, vol. 19, issue 7, 1-29

Abstract: Resilience is a key factor that reflects a teacher’s ability to utilize their emotional resources and working skills to provide high-quality teaching to children. Resilience-building interventions aim to promote positive psychological functioning and well-being. However, there is lack of evidence on whether these interventions improve the well-being or mental health of teachers in early childhood education (ECE) settings. This review examined the overall effectiveness of resilience-building interventions conducted on teachers working in the ECE field. A systematic approach is used to identify relevant studies that focus on resilience-building in countering work stress among early childhood educators. Findings from this review observed a preference of group approaches and varying durations of interventions. This review highlights the challenges of the group approach which can lead to lengthy interventions and attrition amongst participants. In addition to the concerns regarding response bias from self-report questionnaires, there is also a lack of physiological measures used to evaluate effects on mental health. The large efforts by 11 studies to integrate multiple centres into their intervention and the centre-based assessment performed by four studies highlight the need for a centre-focused approach to build resilience among teachers from various ECE centres. A pilot study is conducted to evaluate the feasibility of an integrated electroencephalography–virtual reality (EEG-VR) approach in building resilience in teachers, where the frontal brain activity can be monitored during a virtual classroom task. Overall, the findings of this review propose the integration of physiological measures to monitor changes in mental health throughout the resilience-building intervention and the use of VR as a tool to design a unique virtual environment.

Keywords: resilience; work stress; intervention; early childhood education; EEG; virtual reality (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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