1. Psychometric properties of the Slovenian version of the mindfulness in teaching scalePetra Dolenc, Blaž Simčič, 2027, original scientific article Abstract: Given the growing importance of mindfulness in educational research and practice, the use of measurement instruments with robust psychometric properties and cultural relevance is essential. The present study aimed to adapt and validate the Slovenian version of the Mindfulness in Teaching Scale (MTS‑SL). The scale was administered to a sample of Slovenian teachers (n = 425; aged 24–64 years), together with self‑report measures of dispositional mindfulness, teacher self‑efficacy, perceived stress, and work engagement. Confirmatory factor analysis supported the two‑related‑factor structure of the MTS‑SL (χ²/df = 1.48, CFI = 0.99, TLI = 0.99, RMSEA = 0.03, SRMR = 0.06), distinguishing Teacher Intrapersonal Mindfulness and Teacher Interpersonal Mindfulness. Multi-group CFA demonstrated configural, metric, and scalar invariance across educational levels taught and years of teaching experience (ΔCFI ≤ .01; ΔRMSEA ≤ .02). The internal consistency for the intrapersonal subscale was good (α = 0.86, ω = 0.86), and for the interpersonal subscale was acceptable (α = 0.70, ω = 0.67). Intrapersonal and interpersonal mindfulness were significantly positively correlated with dispositional mindfulness, teacher self‑efficacy, and work engagement (p < 0.01), and significantly negatively correlated with perceived stress (p < 0.01), providing evidence for convergent and divergent validity. Overall, the findings provide preliminary support for the reliability and validity of the MTS-SL and its use in research involving Slovenian teachers. Further studies are needed to establish its applicability across diverse educational settings and to support its broader practical use.
Keywords: mindfulness in teaching scale, intrapersonal and interpersonal mindfulness, psychometric validation, teachers
Published in RUP: 05.10.2026; Views: 122; Downloads: 7
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2. Psychotherapists’ mindful awareness and self-regulation in the prevention of empathic distressEva Benda, Maša Žvelc, 2025, original scientific article Abstract: Objectives The aims of our research were to explore how psychotherapists recognize and experience empathic distress (ED), investigate their self-regulation strategies used within and outside psychotherapy sessions, and explore the role of mindful awareness during sessions in relation to self-regulation and ED. Methods We employed a qualitative, grounded theory methodology. We conducted interviews with eight Slovenian female integrative psychotherapists. Results Therapists reported experiencing intense emotions and physical reactions during empathic distress (ED), including anxiety, irritability, apathy, self-critique, resistance to work, fatigue, and physical pain. Many described prolonged periods of unrecognized ED. We found that mindful body awareness, a decentered perspective, and co-regulating with the client within therapy sessions were significant self-regulation strategies for therapists. Therapists also emphasized the importance of self-regulation before and after sessions and the value of supervision. Mindfulness, other meditation practices, and social- izing were highlighted as significant out-of-session regulation strategies for the prevention of ED. Conclusions This study highlights the critical need for psychotherapists to have tools for the early recognition of empathic distress. It introduces the Empathic Distress Prevention Model for Psychotherapists, emphasizing the role of mindful body awareness and other self-regulation strategies during therapy sessions, along with self-care outside of therapy. By addressing in-session self-regulation, rarely explored in psychotherapy literature, this study contributes novel insights with applications for therapists’ well-being, practice, education, and supervision.
Keywords: self regulation, mindfulness, empathic distress, well-being, decentered perspective, psychotherapy
Published in RUP: 20.01.2026; Views: 882; Downloads: 7
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