Efeitos de uma intervenção online de mindfulness sobre os níveis de ansiedade de professores da Educação básica: Ensaio randomizado
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O objetivo deste estudo foi testar a eficácia e o efeito sustentado (follow-up) de uma intervenção breve, assíncrona, de mindfulness e autocompaixão, com duração de quatro semanas, na redução dos níveis de ansiedade, estresse e depressão em professores da educação básica. A intervenção foi disponibilizada por meio do aplicativo Neurosaúde, desenvolvido como parte deste trabalho para servir de plataforma para a intervenção. Todas as etapas da pesquisa ocorreram em ambiente virtual, com 30 participantes alocados aleatoriamente no grupo de intervenção ou no grupo controle de lista de espera. Medidas foram aplicadas para avaliar os níveis de mindfulness, autocompaixão, ansiedade, estresse e depressão nos momentos pré-intervenção, pós-intervenção e no follow-up de quatro semanas. A ANOVA revelou uma diferença significativa nas comparações entre tempo versus grupo, com um tamanho de efeito grande (F(2, 26) = 5,316; p = 0,012; η2 = 0,290). As análises de comparações múltiplas (Pairwise) mostraram que essa diferença estava entre o período pré-intervenção (M = 3,14; DP = 1,67) e o pós-intervenção (M = 1,55; DP = 1,49) para o grupo de intervenção, indicando que a intervenção foi capaz de reduzir significativamente (p = 0,022) os níveis de ansiedade nesse grupo. Além disso, o estudo proporcionou uma compreensão valiosa sobre o contexto dos professores da educação básica e contribuiu para o desenvolvimento de estratégias de engajamento a serem aplicadas em futuras pesquisas com essa população, além de oferecer importantes insights sobre os procedimentos para a realização de pesquisas online.
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