Culturally Diverse Middle School Students' Perceptions of a Social and Emotional Learning and Mindfulness School Counseling Intervention.

Autor:	Ceballos, Peggy L., Lemberger-Truelove, Matthew E., Molina, Citlali E., Laird, Amber, Carbonneau, Kira J.
Předmět:	EDUCATION of minorities HEALTH of minority students PHENOMENOLOGY MODERN philosophy MINDFULNESS SOCIAL emotional learning
Zdroj:	Journal of Child & Adolescent Counseling; 2021, Vol. 7 Issue 2, p72-86, 15p
Abstrakt:	Minoritized students in Title 1 schools face myriad oppressive forces that can negatively affect their academic and social-emotional development. It is imperative that interventions delivered in schools promote self-empowerment by cultivating student capacities in culturally apposite ways. The authors describe the results of a longitudinal phenomenological qualitative study of 57 culturally diverse middle school students who participated in a combined social and emotional learning and mindfulness, as consistent with the Advocating Student-within-Environment school counseling theory and practice scheme. Emerging themes included changes in students' expression of emotions, enhanced self-control over cognitive responses, enhanced self-control over behavioral reactions, greater sense of connectedness, and use of mindfulness dispositions. The authors address implications of the results and considerations for future research. [ABSTRACT FROM AUTHOR]
Databáze:	Complementary Index
Externí odkaz:	Zobrazit plný text záznamu Plný text ve formátu HTML
Nepřihlášeným uživatelům se plný text nezobrazuje	K zobrazení výsledku je třeba se přihlásit.