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• W4387667002 abstract "AbstractThe authors of the current study captured the mindfulness and social emotional learning experiences of fourteen teachers who participated in a five-week Advocating Student-within-Environment theory informed school counselor led consultation. A total of 14 middle and high school teachers employed in Title I schools participated in five 30-min consultation sessions with a trained school counselor. After the conclusion of the consultation intervention, each participant responded to seven structured exit survey questions online. Teacher participants reported four interconnected themes: (1) increased self-awareness; (2) coping with adversity; (3) seeking connection; and (4) sense of empowerment. Results from the study demonstrate the value of school counselors’ support of classroom teachers, especially given the outstanding stress associated with education and related social systems. The teachers reported greater feelings of professional persistence, which might protect against attrition and burnout.Keywords: Teachersschool counselingteacher wellnessmindfulness Disclosure StatementNo potential conflict of interest was reported by the authors.Additional informationNotes on contributorsCitlali E. MolinaCitlali E. Molina, PhD, LPC, CSC, NCC, is an experienced school counselor, current counselor educator, and program coordinator at the University of Texas at Tyler. Her research interests include culturally responsive social-emotional learning, mindfulness, and promoting the well-being of students and educators.Peggy L. CeballosPeggy L. Ceballos, PhD, NCC, CCPT-S, CPRT-S, is a Professor in the Department of Counseling and Higher Education at the University of North Texas. She has clinical experience as a school counselor and as a community counselor. Dr. Ceballos’ research agenda has a special focus on multicultural issues in play therapy and school counseling with a special attention to the Latinx populations.Matthew E. Lemberger-TrueloveMatthew E. Lemberger-Truelove is a Professor of Counselor Education at the University of North Texas and Associate Director of the Ronald H. Fredrickson Center for School Counseling Outcome Research and Evaluation (CSCORE) at the University of Massachusetts. He is the current Editor of the Journal of Counseling and Development and Fellow of the American Counseling Association.Marianna L. BranchMarianna L. Branch, PhD, LPC (NJ), NCC, is an Adjunct Professor in the School of Counseling at Walden University. Dr. Branch serves on the Executive Board for the Association for Humanistic Counseling (AHC). Her research interests and advocacy efforts are focused on eliminating the disparities and magnifying the voices of historically marginalized individuals. Dr. Branch is passionate about equity, inclusion, cross-cultural mentorship, and multicultural issues in counseling.Kira J. CarbonneauKira J. Carbonneau is department chair and associate professor of Educational Psychology at Washington State University. Dr. Carbonneau is a licensed k-12 educator and her research interests include evidence-based practices in classroom instruction and mathematic manipulatives.Meagan EverettMeagan Everett is a graduate student and research assistant in the clinical mental health counseling program at the University of Texas at Tyler. She currently works in a clinical setting with children and adolescents. Her research interests include the effects of witnessing domestic violence on children and social and emotional learning development in schools." @default.
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• W4387667002 date "2023-10-16" @default.
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• W4387667002 title "Phenomenological Study of Teachers’ Mindfulness and Social and Emotional Learning Experiences After a Consultation Intervention" @default.
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• W4387667002 doi "https://doi.org/10.1080/21501378.2023.2257240" @default.
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