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A Combined Mindfulness and Social Emotional Learning School Counselor Consultation Approach with Teachers

The demands on teachers have been further amplified both personal and professional in response to the COVID-19 pandemic, the level of stress teachers face is unsustainable. Stress can have negative outcomes for the teacher student relationship. Increasing teachers' social-emotional competence can lead to a more supportive classroom environment and improved teacher and student outcomes. Researchers have determined mindfulness-based interventions are conducive to increasing teachers' social-emotional competence. School counselors can assist and equip teachers with these vital skills through consultation services. To date, there are no studies that investigate the effects of a combined mindfulness and social-emotional learning-based school counselor consultation approach. In this study, I sought to explore the results of that approach. Teacher participants reported their racial identity as 22% Black (n = 7), 46% Caucasian (n = 15), 25% Hispanic (n = 8), 3% multi-racial (n = 1), and 3% Asian (n = 1) and self-reported gender as follows 38% male (n = 12) and 62% female (n = 20). Participants received 5 weeks of a combined mindfulness and social-emotional learning school counselor consultation. Results of hierarchical linear regressions revealed statistically significant improvement in the mindfulness disposition of acting with awareness, and practical significance of decreased perceived stress and conflict in the teacher student relationship. Results of this study illustrate the possible benefits of utilizing school counselor consultation to increase the socio-emotional competence of teachers through mindfulness.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc1833495
Date08 1900
CreatorsMolina, Citlali E
ContributorsLemberger-Truelove, Matthew E., 1976-, Lindo, Natalya, Ceballos, Peggy L, Zieher, Almut
PublisherUniversity of North Texas
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
Formatv, 112 pages, Text
RightsPublic, Molina, Citlali E, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved.

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