A Combined Mindfulness and Social Emotional Learning School Counselor Consultation Approach with Teachers
Citlali E. Molina
August 1, 2021 DOI: 10.12794/metadc1833495 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Qualitative study |
|---|---|
| Sample size | 32 |
| Population | School teachers |
| Intervention | Mindfulness and social-emotional learning-based school counselor consultation |
| Duration | 5 weeks |
| Topics | Meditation |
| Key findings | Teachers who received five weeks of combined mindfulness and social-emotional learning school counselor consultation showed statistically significant improvement in acting with awareness and practically significant decreases in perceived stress and teacher-student conflict. The author argues that school counselor consultation may help increase teachers' social-emotional competence through mindfulness. |
Abstract
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.
Comparable studies
Other qualitative studies on meditation, most cited first.
Citations in the library
Cites 13
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and 8 more in the library