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

Author

Listed:
  • 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
    Department of Electrical and Computer Engineering, 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)

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.

Suggested Citation

  • Rumaisa Abu Hasan & Muhamad Saiful Bahri Yusoff & Tong Boon Tang & Yasir Hafeez & Mazlina Che Mustafa & Masayu Dzainudin & Juppri Bacotang & Ubaid M. Al-Saggaf & Syed Saad Azhar Ali, 2022. "Resilience-Building for Mental Health among Early Childhood Educators: A Systematic Review and Pilot-Study towards an EEG-VR Resilience Building Intervention," IJERPH, MDPI, vol. 19(7), pages 1-29, April.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:7:p:4413-:d:788337
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    References listed on IDEAS

    as
    1. Zai-Fu Yao & Shulan Hsieh, 2019. "Neurocognitive Mechanism of Human Resilience: A Conceptual Framework and Empirical Review," IJERPH, MDPI, vol. 16(24), pages 1-21, December.
    2. Laura Linnan & Gabriela Arandia & Lori A. Bateman & Amber Vaughn & Natalie Smith & Dianne Ward, 2017. "The Health and Working Conditions of Women Employed in Child Care," IJERPH, MDPI, vol. 14(3), pages 1-14, March.
    3. Stevie-Jae Hepburn & Annemaree Carroll & Louise McCuaig-Holcroft, 2021. "A Complementary Intervention to Promote Wellbeing and Stress Management for Early Career Teachers," IJERPH, MDPI, vol. 18(12), pages 1-25, June.
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    Cited by:

    1. Xiumin Hong & Youpeng Liu & Mingzhu Zhang, 2022. "Perceived Crisis Management and Post-Traumatic Growth among Chinese Preschool Teachers during COVID-19: Risk Perception as a Moderator," IJERPH, MDPI, vol. 19(20), pages 1-14, October.

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