642
Views
0
CrossRef citations to date
0
Altmetric
Articles

Enhancing wellbeing in beauty salons and spas through the integration of mindfulness and aromatherapy in beauty vocational education: a qualitative narrative inquiry

ORCID Icon &
Pages 343-379 | Received 24 Apr 2023, Accepted 18 Sep 2023, Published online: 12 Oct 2023

References

  • Agyapong, B., Obuobi-Donkor, G., Burback, L., & Wei, Y. (2022). Stress, burnout, anxiety and depression among teachers: A scoping review. International Journal of Environmental Research and Public Health, 19(17), https://doi.org/10.3390/ijerph191710706
  • Ali, B., Al-Wabel, N. A., Shams, S., Ahamad, A., Khan, S. A., & Anwar, F. (2015). Essential oils used in aromatherapy: A systemic review. Asian Pacific Journal of Tropical Biomedicine, 5(8), 601–611. https://doi.org/10.1016/j.apjtb.2015.05.007
  • Andersson, K., Wändell, P., & Törnkvist, L. (2007). Working with tactile massage -A grounded theory about the energy controlling system. Complementary Therapies in Clinical Practice, 13(4), 258–265. https://doi.org/10.1016/j.ctcp.2007.03.006
  • Ashforth, Blake E, & Humphrey, Ronald H. (1993). Emotional Labor in Service Roles: The Influence of Identity. Academy of management review, 18(1), 88–115. https://doi.org/10.5465/amr.1993.3997508
  • Aydogan, I., Dogan, A. A., & Bayram, N. (2009). Burnout among Turkish high school teachers working in Turkey and abroad: A comparative study. Electronic Journal of Research in Educational Psychology, 7, 1249–1268. https://doi.org/10.25115/ejrep.v7i19.1354
  • Baird, R. (2020, June). Impact of covid-19 on beauty & wellness. Baird investment advisor co. Ltdhttp://content.rwbaird.com/RWB/sectors/PDF/consumer/Impact-of-Covid-19-on-Beauty-Wellness.pdf.
  • Bamber, M. D., & Schneider, J. K. (2016). Mindfulness-based meditation to decrease stress and anxiety in college students: A narrative synthesis of the research. Educational Research Review, 18, 1–32. https://doi.org/10.1016/j.edurev.2015.12.004
  • Banfalvi, E. (2014). Meditation defining your space. Balboa Press.
  • Bays, J. C. (2011). How to train a wild elephant: And other adventures in mindfulness. Shambhala Publications.
  • Biswas-Diener, R., & Teeny, J. (2021). States of consciousness. In R. Biswas-Diener, & E. Diener (Eds.), Noba textbook series: Psychology (pp. 321–336). DEF publishers. http://noba.to/xj2cbhek.
  • Brannon, L., & Feist, J. (2007). Health psychology: An introduction to behaviour and health (6th ed). Thomson Wadsworth.
  • Bredlöv, E. (2022). Becoming an emotional worker and student: Exploring skin and spa therapy education and training. Studies in Continuing Education, 44(3), 347–361. https://doi.org/10.1080/0158037X.2020.1865300
  • Brookes, S. (2014). Meditation made easy. CICO Books.
  • Brown, J. (2018, August 3). Psychology: What you're getting wrong about mindfulness. BBC Worklife. http://www.bbc.com/capital/story/20180802-why-everything-you-thought-about-mindfulness-may-not-be-true.
  • Burk, D. S. (2014). Idiot's guides to mindfulness. Penguin Group Inc.
  • Caputo, L., Reguilon, M. D., Mińarro, J., De Feo, V., & Rodriguez-Arias, M. (2018). Lavandula Angustifolia essential oil and linalool counteract social aversion induced by social defeat. Molecules, 23(10), 2694. https://doi.org/10.3390/molecules23102694
  • Cassar, S., & Formosa, A. M. (2011). The new academic disease: A study on stress among secondary school teachers [Bachelor's thesis, University of Malta]. OAR@UM. https://www.um.edu.mt/library/oar//handle/123456789/3865.
  • Chia, M. (2002). Taoist ways to transform stress into vitality: The inner smile, six healing sounds. Universal Tao Publications.
  • Cinti, M. G. (2021). Turismo termale in italia: Evoluzione, impatti e prospettive di rilancio. Documenti Geografici, 1, 65–88. https://doi.org/10.19246/DOCUGEO2281-7549/202101_04
  • Clandinin, D. J. (2016). Engaging in narrative inquiry. Routledge.
  • Creswell, J. W. (2012). Educational research: Planning conducting and evaluating quantitative and qualitative research (4th ed.). Pearson.
  • Creswell, J. W., & Creswell, D. J. (2018). Research design qualitative, quantitative & mixed methods (5th ed). Sage.
  • Dias, P., Luís, P., Olívia, R. P., & João, S. M. (2017). Aromatherapy in the control of stress and anxiety. Journal of Alternative and Complementary Medicine, 6, 248. https://doi.org/10.4172/2327-5162.1000248
  • Dobetsberger, C., & Buchbauer, G. (2011). Actions of essential oils on the central nervous system: An update review. Flavour and Fragrance Journal, 26, 300–316. https://doi.org/10.1002/ffj.2045
  • Docksai, R. (2013). A mindful approach to learning. The Futurist, 47, 8–10. https://ejournals.um.edu.mt/login?url=https://www.proquest.com/magazines/mindful-approach-learning/docview/1425865248/se-2.
  • Dodge, R., Daly, A., Huyton, J., & Sanders, L. (2012). The challenge of defining wellbeing. International Journal of Wellbeing, 2(3), 222–235. https://doi.org/10.5502/ijw.v2i3.4
  • Dreeben, S. J., Mamberg, M. H., & Salmon, P. (2013). The MBSR body scan in clinical practice. Mindfulness, 4, 394–401. https://doi.org/10.1007/s12671-013-0212-z
  • Endrissat, N., Islam, G., & Noppeney, C. (2015). Enchanting work: New spirits of service work in an organic supermarket. Organization Studies, 36(11), 1555–1576. https://doi.org/10.1177/0170840615593588
  • Etherington, K. (2017). Personal experience and critical reflexivity in counselling and psychotherapy research. Counselling and Psychotherapy Research, 17(2), 85–94. https://doi.org/10.1002/capr.12080
  • European Commission. (2016). A new skills agenda for Europe. Working together to strengthen human capital, employability and competitiveness (COM (2016) 381 final).Brussels.
  • Farrell, A., Kagan, S. L., & Tisdall, E. K. M. (Eds.). (2016). The SAGE handbook of early childhood research. Sage.
  • Filiptsova, O. V., Gazzavi-Rogozina, L. V., Timoshyna, I. A., Naboka, O. I., Dyomina, Y. V., & Ochkur, A. V. (2017). The essential oil of rosemary and its effect on the human image and numerical short-term memory. Egyptian Journal of Basic and Applied Sciences, 4(2), 107–111. https://www.tandfonline.com/doi/full/10.1016j.ejbas.2017.04.002.
  • Frost, J., Van Dijk, P., & Ooi, N. (2023). Coping with occupational stress: Exploring women spa therapist’s experiences. International Journal of Spa and Wellness, 6(2), 179–200. https://doi.org/10.1080/24721735.2023.2170017
  • Fulder, S. (2019). What's beyond mindfulness? Waking up to this precious life. Watkins.
  • Godfrey, H. D. (2018). Essential oils for mindfulness and meditation. Healing Arts Press.
  • Gouda, S., Luong, M. T., Schmidt, S., & Bauer, J. (2016). Students and teachers benefit from mindfulness-based stress reduction in a school-embedded pilot study. Frontiers in Psychology, 7, 590. https://doi.org/10.3389/fpsyg.2016.00590
  • Gould, F. (2003). Aromatherapy for holistic therapists. Nelson thrones.
  • Green, F. (2021). British teachers’ declining job quality: Evidence from the skills and employment survey. Oxford Review of Education, 47(3), 386–403. https://doi.org/10.1080/03054985.2020.1847719
  • Greenberg, M. T., & Harris, A. R. (2012). Nurturing mindfulness in children and youth: Current state of research. Child Development Perspectives, 6(2), 161–166. https://doi.org/10.1111/j.1750-8606.2011.00215.x
  • Hanh, T. N. (2014). No mud, no lotus: The art of transforming suffering. Parallax press.
  • Hanson, K. (2019). Beauty “therapy”: The emotional labor of commercialised listening in the salon industry. International Journal of Listening, 33(3), 148–153. https://doi.org/10.1080/10904018.2019.1634572
  • Hazlett-Stevens, H. (2018). Mindfulness-based stress reduction in a mental health outpatient setting: Benefits beyond symptom reduction. Journal of Spirituality in Mental Health, 20(3), 275–292. https://doi.org/10.1080/19349637.2017.1413963
  • Hellerstein, D. J. (2011). Heal your brain: How the new neuropsychiatry can help you go from better to well. JHU Press.
  • Hölzel, B. K., Carmody, J., Vangel, M., Congleton, C., Yerramsetti, S. M., Gard, T., & Lazar, S. W. (2011). Mindfulness practice leads to increases in regional brain gray matter density. Psychiatry Research: Neuroimaging, 191(1), 36–43. https://doi.org/10.1016/j.pscychresns.2010.08.006
  • Hongratanaworakit, T., & Buchbauer, G. (2004). Evaluation of the harmonising effect of Ylang-ylang oil on humans after inhalation. Planta Medica, 70(07), 632–636. https://doi.org/10.1055/s-2004-827186
  • Hülsheger, U. R. (2015). Making sure that mindfulness is promoted in organisations in the right way and for the right goals. Industrial and Organisational Psychology, 8(4), 674–679. https://doi.org/10.1017/iop.2015.98
  • Hülsheger, U. R., & Schewe, A. F. (2011). On the costs and benefits of emotional labor: A meta-analysis of three decades of research. Journal of Occupational Health Psychology, 16(3), 361. https://doi.org/10.1037/a0022876
  • Hyland, T. (2014). Reconstructing vocational education and training for the 21st century: Mindfulness, craft, and values. Sage Open, 4(1). https://doi.org/10.1177/2158244013520610
  • Islam, G., Holm, M., & Karjalainen, M. (2022). Sign of the times: Workplace mindfulness as an empty signifier. Organisation, 29, 3–29. https://doi.org/10.1177/1350508417740643
  • Jean-Baptiste, M. (2014). Teachers’ perceptions of mindfulness-based practices in elementary schools [Doctoral dissertation, California State University, Sacramento]. Scholar works. https://scholarworks.calstate.edu/concern/theses/8336h797r.
  • Kabat-Zinn, J. (1990). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain and illness. Delacourt.
  • Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Science and Practice, 10, 144–156. https://doi.org/10.1093/clipsy.bpg016
  • Karjalainen, M., Islam, G., & Holm, M. (2021). Scientization, instrumentalisation, and commodification of mindfulness in a professional services firm. Organisation, 28, 483–509. https://doi.org/10.1177/1350508419883388
  • Karunananda, A. S., Goldin, P. R., & Talagala, P. D. (2016). Examining mindfulness in education. International Journal of Modern Education and Computer Science, 8(12), 23–30. https://doi.org/10.5815/ijmecs.2016.12.04
  • Kersemaekers, W., Rupprecht, S., Wittmann, M., Tamdjidi, C., Falke, P., Donders, R., & Kohls, N. (2018). A workplace mindfulness intervention may be associated with improved psychological well-being and productivity. A preliminary field study in a company setting. Frontiers in Psychology, 9, 195. https://doi.org/10.3389/fpsyg.2018.00195
  • Kiken, L. G., & Shook, N. J. (2011). Looking up: Mindfulness increases positive judgments and reduces negativity bias. Social Psychological and Personality Science, 2(4), 425–431. https://doi.org/10.1177/1948550610396585
  • Kramp, M. K. (2003). Exploring life and experience through narrative inquiry. In K. de Marris, & S. Lapan (Eds.), Foundations for research (pp. 119–138). Routledge.
  • Kuyken, W., Weare, K., Ukoumunne, O. C., Vicary, R., Motton, N., Burnett, R., & Huppert, F. (2013). Effectiveness of the mindfulness in schools programme: Non-randomised controlled feasibility study. The British Journal of Psychiatry, 203(2), 126–131. https://doi.org/10.1192/bjp.bp.113.126649
  • Larkin, T. (2011). Examining the effects of massage on therapists: How energies are absorbed. International Academy of Massage Inc.
  • Lauren, L. (2017). Meditation. Orion Publishing Group Ltd.
  • Liu, F., Chen, H., Xu, J., Wen, Y., & Fang, T. (2021). Exploring the relationships between resilience and turnover intention in Chinese high school teachers: Considering the moderating role of job burnout. International Journal of Environmental Research and Public Health, 18(12), 6418. https://doi.org/10.3390/ijerph18126418
  • Lopresti, A. L. (2017). Salvia (Sage): A review of its potential cognitive-enhancing and protective effects. Drugs in R&D, 17(1), 53–64. https://doi.org/10.1007/s40268-016-0157-5
  • Lynn, R. (2010). Mindfulness in social work education. Social Work Education, 29(3), 289–304. https://doi.org/10.1080/02615470902930351
  • Mbuva, J. (2016). Exploring teachers’ self-esteem and its effects on teaching, students’ learning and self-esteem. Journal of Higher Education Theory and Practice, 16, 59.
  • McCaw, C. T. (2020). Mindfulness’ thick ‘and ‘thin’ - A critical review of the uses of mindfulness in education. Oxford Review of Education, 46(2), 257–278. https://doi.org/10.1080/03054985.2019.1667759
  • McGroarty, B. (2019). Global wellness trends report: Meditation goes plural. https://www.globalwellnesssummit.com/2019-global-wellness-trends/meditation-goes-plural/.
  • McKenzie, M., Harreveld, R., & Blayney, W. (2018). Beauty therapy, VET teaching and bio-power: A tale of two training packages. International Journal of Training Research, 16(1), 51–60. https://doi.org/10.1080/14480220.2018.1433614
  • Moss, E. E., Hirshberg, M., Flook, L., & Graue, B. (2017). Cultivating reflective teaching practice through mindfulness. In E. Dorman, K. Byrnes, & J. Dalton (Eds.), Impacting teaching and learning: Contemplative teacher education (pp. 29–39). Rowman & Littlefield.
  • Nixon, D. (2019). Towards an economy built upon human capacities of heart and mind. The Mindfulness Initiative.
  • Obidigbo, G. C. E., & Onyekuru, B. U. (2012). You and your self-concept. Sages Communication.
  • OECD. (2017). PISA 2015 results (Volume III): Students’ well-being. PISA, OECD Publishing. https://doi.org/10.1787/9789264273856-en
  • Okano, S., Honda, Y., Kodama, T., & Kimura, M. (2019). The effects of frankincense essential oil on stress in rats. Journal of Oleo Science, 68(10), 1003–1009. https://doi.org/10.5650/jos.ess19114
  • Pascoe, M. C., Hetrick, S. E., & Parker, A. G. (2020). The impact of stress on students in secondary school and higher education. International Journal of Adolescence and Youth, 25(1), 104–112. https://doi.org/10.1080/02673843.2019.1596823
  • Payne, R. A., & Donaghy, M. (2010). Payne's handbook of relaxation techniques: A practical handbook for the health care professional (4th ed.). Churchill Livingstone, Elsevier.
  • Pitman, V. (2019). Aromatherapy a practical approach (2nd ed.). Lotus Publishing.
  • Polkinghorne, D. E. (1995). Narrative configuration in qualitative analysis. International Journal of Qualitative Studies in Education, 8(1), 5–23. https://doi.org/10.1080/0951839950080103
  • Purser, R. E. (2018). Critical perspectives on corporate mindfulness. Journal of Management, Spirituality & Religion, 15(2), 105–108. https://doi.org/10.1080/14766086.2018.1438038
  • Rahimi, H., Nakhaei, M., Mehrpooya, N., Hatami, S. M., & Vagharseyyedin, S. A. (2019). The effect of inhaling the aroma of rosemary essential oil on the pre-hospital emergency personnel stress and anxiety: A quasi-experimental study. Modern Care Journal, 16(3), https://doi.org/10.5812/modernc.95082
  • Rajpoot, P. L., & Vaishnav, P. (2015). Effect of Trataka on anxiety among adolescents. International Journal of Psychological and Behavioral Sciences, 8, 4004–4007. https://doi.org/10.5281/zenodo.1099920
  • Rančić Demir, M., Pavlakovič, B., Pozvek, N., & Turnšek, M. (2022). Adapting the wellness offer in Slovenian spas to the new COVID-19 pandemic conditions. International Journal of Spa and Wellness, 5(3), 285–297. https://doi.org/10.1080/24721735.2022.2128589
  • Redín, C. I., & Erro-Garcés, A. (2020). Stress in teaching professionals across Europe. International Journal of Educational Research, 103, 101623. https://doi.org/10.1016/j.ijer.2020.101623
  • Redstone, L. (2015). Mindfulness meditation and aromatherapy to reduce stress and anxiety. Archives of Psychiatric Nursing, 29(3), 192–193. https://doi.org/10.1016/j.apnu.2015.03.001
  • Richmond Foundation. (2022, April 23). Taking care of our youth's mental health. https://www.richmond.org.mt/2022/04/23/taking-care-of-our-youths-mental-health/.
  • Riessman, C. K. (2008). Narrative methods for the human sciences. Sage Publications.
  • Ryman, D. (2002). Aromatherapy Bible. Judy Piatkus (publishers) Ltd.
  • Sakamoto, R., Minoura, K., Usui, A., Ishizuka, Y., & Kanba, S. (2005). Effectiveness of aroma on work efficiency: Lavender aroma during recesses prevents deterioration of work performance. Chemical Senses, 30(8), 683–691. https://doi.org/10.1093/chemse/bji061
  • Salzburg, S. (2017). Real love: The art of mindful connection. Pan Macmillan.
  • Sapthiang, S., Van Gordon, W., & Shonin, E. (2019). Mindfulness in schools: A health promotion approach to improving adolescent mental health. International Journal of Mental Health and Addiction, 17, 112–119. https://doi.org/10.1007/s11469-018-0001-y
  • Schmidt, S. (2004). Mindfulness and healing intention: Concepts, practice, and research evaluation. Journal of Alternative & Complementary Medicine, 10(1), 7–14. https://doi.org/10.1089/1075553042245917
  • Science Daily. (2010, April 19). Biological link between stress, anxiety and depression identified. ScienceDaily. https://www.sciencedaily.com/releases/2010/04/100411143348.htm.
  • Shapiro, S. (2009). Meditation and positive psychology. In C. R. Synder, & S. J. Lopez (Eds.), The Oxford handbook of positive psychology (2nd ed.). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195187243.001.0001
  • Shapiro, S. L., Jazaieri, H., & De Sousa, S. (2016). Meditation in positive psychology. In C. R. Synder, S. J. Lopez, L. M. Edwards, & S. C. Marques (Eds.), The Oxford handbook of positive psychology (3rd ed.) (pp. 862–877). Oxford University Press.
  • Sharma, H. (2015). Meditation: Process and effects. Journal of Research in Ayurveda, 36(3), 233–237. https://doi.org/10.4103/0974-8520.182756
  • Sharma, U., & Black, P. (2001). Look good, feel better: Beauty therapy as emotional labour. Sociology, 35(4), 913–931. https://doi.org/10.1177/0038038501035004007
  • Shonin, E., Van Gordon, W., & Griffiths, M. D. (2014). Loving-kindness and compassion meditation in psychotherapy. Thresholds: Quarterly Journal of the Association for Pastoral and Spiritual Care and Counselling, Spring Issue, 9–12.
  • Showkat, N., & Parveen, H. (2017). Non-probability and probability sampling. Media and Communications Study, 1–9. https://www.scirp.org/(S(351jmbntv-nsjt1aadkposzje))/reference/referencespapers.aspx?referenceid=3043744.
  • Skaalvik, E. M., & Skaalvik, S. (2020). Teacher burnout: Relations between dimensions of burnout, perceived school context, job satisfaction and motivation for teaching. A longitudinal study. Teachers and Teaching, 26(7–8), 602–616. https://doi.org/10.1080/13540602.2021.1913404
  • Smith, D. B. (2018, October 24). Power of the mind 1: The science of visualisation. Science Abbey. https://www.scienceabbey.com/2018/10/24/power-of-the-mind-the-science-of-visualization-1/.
  • Soto-Vásquez, M. R., & Alvarado-García, P. A. A. (2017). Aromatherapy with two essential oils from Satureja genre and mindfulness meditation to reduce anxiety in humans. Journal of Traditional and Complementary Medicine, 7(1), 121–125. https://doi.org/10.1016/j.jtcme.2016.06.003
  • Syafitri, E. N., Ratmini, S. A. N. S., & Murdiono, W. R. (2019). Meditation and lavender aromatherapy combinations reducing stress of health students. International Journal of Health Science and Technology, 1(1), 33–38. https://doi.org/10.31101/ijhst.v1i1.942
  • Tang, Y. Y., Lu, Q., Feng, H., Tang, R., & Posner, M. I. (2015). Short-term meditation increases blood flow in anterior cingulate cortex and insula. Frontiers in Psychology, 6, 212. https://doi.org/10.3389/fpsyg.2015.00212
  • Tarrasch, R. (2017). Mindful schooling: Better attention regulation among elementary school children who practice mindfulness as part of their school policy. Journal of Cognitive Enhancement, 1(2), 84–95. https://doi.org/10.1007/s41465-017-0024-5
  • Taylor, S. E. (2003). Health psychology (5th ed.). Mc Grow Hill.
  • Tregenza, V. A. (2008). Looking back to the future: The current relevance of Maria Montessori’ s ideas about the spiritual well-being of young children. The Journal of Student Wellbeing, 2(2), 1–15. doi:10.21913/JSW.v2i2.392
  • Tucker, L. (2015). An introductory guide to aromatherapy (2nd ed.). EMS Publishers.
  • Van Dam, N. T., Van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., Meissner, T., Lazar, S. W., Kerr, C. E., Gorchov, J., Fox, K. C. R., Field, B. A., Britton, W. B., Brefczynski-Lewis, J. A., & Meyer, D. E. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. Perspectives on Psychological Science, 13(1), 36–61. https://doi.org/10.1177/1745691617709589
  • Vella, K. (2018, April 29). Survey reveals teachers’ challenges and suggestions. Times of Malta. https://timesofmalta.com/articles/view/Survey-reveals-teachers-challenges-and-suggestions.677764.
  • Vu, M. C., & Gill, R. (2018). Is there corporate mindfulness? An exploratory study of Buddhist-enacted spiritual leaders’ perspectives and practices. Journal of Management, Spirituality & Religion, 15(2), 155–177. https://doi.org/10.1080/14766086.2017.1410491
  • Walker. (2013). Customer 2020: A progress report - More insight for a new decade. Walker Information.
  • Walker, T. (2022). Survey: Alarming number of educators may soon leave the profession. NEA Today.
  • Walsh, Z. (2018). Mindfulness under neoliberal governmentality: Critiquing the operation of biopower in corporate mindfulness and constructing queer alternatives. Journal of Management, Spirituality & Religion, 15(2), 109–122. https://doi.org/10.1080/14766086.2017.1423239
  • Wang, G., Seibert, S. E., & Boles, T. L. (2011). Synthesising what we know and looking ahead: A meta-analytical review of 30 years of emotional labor research. In C. E. J. Härtel, N. M. Ashkanasy, & W. J. Zerbe (Eds.), What have We learned? Ten years On (Research on emotion in organisations, Vol. 7) (pp. 15–43). Emerald Group Publishing Limit. https://doi.org/10.1108/S1746-9791(2011)0000007006
  • Warm, J. S., Dember, W. N., & Parasuraman, R. (1991). Effects of olfactory stimulation on performance and stress. The Journal of the Society of Cosmetic Chemists, 42, 199–210.
  • Weare, K. (2018). The evidence for mindfulness in schools for children and young people. https://mindfulnessinschools.org/wp-content/uploads/2018/04/Weare-Evidence-Review-Final.pdf.
  • Weare, K., & Bethune, A. (2020). Strategy for mindfulness and education. The Mindful Initiative.
  • Webster, L., & Mertova, P. (2007). An introduction to using critical event narrative analysis in research on learning and teaching. Routledge.
  • Whieldon, A. (2016). Mind clearing: The key to mindfulness mastery. Jessica Kingsley Publishers.
  • Wilson, C. A. (2011). Healing power beyond medicine. John Hunt Publishing.
  • Worth, J., & Van den Brande, J. (2019). Teacher labour market in England. Annual Report.
  • Yager, Z. (2009). Developing wellbeing in first year pre-service teachers: Reflections on a personal approach to professional education. The Journal of Student Wellbeing, 3(1), 52–72. https://doi.org/10.21913/JSW.v3i1.419
  • Yang, C., & Chen, A. (2021). Emotional labor: A comprehensive literature review. Human Systems Management, 40(4), 479–501. https://doi.org/10.3233/HSM-200937
  • Yoo, E. J., Shim, S. N., & Kim, S. K. (2014). The effect of the beauty salon worker's emotional labor, job stress, job burnout and social support on turnover intention. Journal of Digital Convergence, 12(12), 427–439. https://doi.org/10.14400/JDC.2014.12.12.427
  • Zaccaro, A., Piarulli, A., Laurino, M., Garbella, E., Menicucci, D., Neri, B., & Gemignani, A. (2018). How breath-control can change your life: A systematic review on psycho-physiological correlates of slow breathing. Frontiers in Human Neuroscience, 12, 353. https://doi.org/10.3389/fnhum.2018.00353