Phenomenological Study of Teachers’ Mindfulness and Social and Emotional Learning Experiences After a Consultation Intervention

References

• Abenavoli, R. M., Jennings, P. A., Greenberg, M. T., Harris, A. R., & Katz, D. A. (2013). The protective effects of mindfulness against burnout among educators.  Psychology of Education Review,  37(2), 57–69. https://doi.org/10.53841/bpsper.2013.37.2.57
   Google Scholar
• American School Counselor Association (ASCA). (2014). Mindsets and behaviors for student success: K-12 college- and career-readiness standards for every student. Author.
   Google Scholar
• American School Counselor Association (ASCA). (2019). ASCA National Model: A framework for school counseling programs (4th ed.). Author.
   Google Scholar
• Baer, R. A. (2003). Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical Psychology: Science and Practice, 10(2), 125–143. https://doi.org/10.1093/clipsy.bpg015
   Web of Science ®Google Scholar
• Barnes, S., Brown, K. W., Krusemark, E., Campbell, W. K., & Rogge, R. D. (2007). The role of mindfulness in romantic relationship satisfaction and responses to relationship stress. Journal of Marital and Family Therapy, 33(4), 482–500. https://doi.org/10.1111/j.1752-0606.2007.00033.x
   PubMed Web of Science ®Google Scholar
• Benn, R., Akiva, T., Arel, S., & Roeser, R. (2012). Mindfulness training effects for parents and educators of children with special needs. Developmental Psychology, 48(5), 1476–1487. https://doi.org/10.1037/a0027537
   PubMed Web of Science ®Google Scholar
• Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., Segal, Z. V., Abbey, S., Speca, M., Velting, D., & Devins, G. (2004). Mindfulness: A proposed operational definition. Clinical Psychology: Science and Practice, 11(3), 230–241. https://doi.org/10.1093/clipsy.bph077
   Web of Science ®Google Scholar
• Bowers, H., Lemberger-Truelove, M. E., & Brigman, G. (2017). A social emotional learning leadership framework for school counselors. Professional School Counseling, 21(1b), 2156759X1877300. https://doi.org/10.1177/2156759X18773004
   Google Scholar
• Braun, S. S., Roeser, R. W., Mashburn, A. J., & Skinner, E. (2019). Middle school teachers’ mindfulness, occupational health and well-being, and the quality of teacher-student interactions. Mindfulness, 10(2), 245–255. https://doi.org/10.1007/s12671-018-0968-2
   Web of Science ®Google Scholar
• Brigman, G., Villares, E., Mullis, F., Webb, L. D., & White, J. F. (2021). School counselor ­consultation: Skills for working effectively with parents, teachers, and other school personnel. Wiley.
   Google Scholar
• Brinkworth, M. E., McIntyre, J., Juraschek, A. D., & Gehlbach, H. (2018). Teacher-student relationships: The positives and negatives of assessing both perspectives. Journal of Applied Developmental Psychology, 55, 24–38. https://doi.org/10.1016/j.appdev.2017.09.002
   Web of Science ®Google Scholar
• Broderick, P. C. (2013). Learning to breathe: A mindfulness curriculum for adolescents to cultivate emotion regulation, attention, and performance. New Harbinger Publications.
   Google Scholar
• Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16(2), 239–253. https://doi.org/10.1016/S0742-051X(99)00057-8
   Web of Science ®Google Scholar
• Carver-Thomas, D., & Darling-Hammond, L. (2017). Teacher turnover: Why it matters and what we can do about it. Learning Policy Institute.
   Google Scholar
• Ceballos, P. L., Lemberger-Truelove, M. E., Molina, C. E., Laird, A., & Carbonneau, K. J. (2021). Culturally diverse middle school students’ perceptions of a social and emotional learning and mindfulness school counseling intervention. Journal of Child and Adolescent Counseling, 7(2), 72–86. https://doi.org/10.1080/23727810.2021.1948809
   Google Scholar
• Chambers, R., Gullone, E., & Allen, N. B. (2009). Mindful emotion regulation: An integrative review. Clinical Psychology Review, 29(6), 560–572. https://doi.org/10.1016/j.cpr.2009.06.005
   PubMed Web of Science ®Google Scholar
• Cholewa, B., Goodman-Scott, E., Thomas, A., & Cook, J. (2016). Teachers’ perceptions and experiences consulting with school counselors: A qualitative study. Professional School Counseling, 20(1), 1096-2409-20.1. https://doi.org/10.5330/1096-2409-20.1.7
   Google Scholar
• Cohen, J., & Brown, P. (2013). School climate and adult learning. In T. Dary & T. Pickeral (Ed.), School climate practices for implementation and sustainability. A school climate practice brief, number 1. National School Climate Center.
   Google Scholar
• Collaborative for Academic, Social, and Emotional Learning (CASEL). (n.d.). What is the CASEL framework? Retrieved from https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/
   Google Scholar
• Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five traditions (4th ed.). Sage.
   Google Scholar
• Ellis, V., Steadman, S., & Mao, Q. (2020). ‘Come to a screeching halt’: Can change in teacher education during the COVID-19 pandemic be seen as innovation? European Journal of Teacher Education, 43(4), 559–572. https://doi.org/10.1080/02619768.2020.1821186
   Web of Science ®Google Scholar
• Farb, N. A., Anderson, A. K., Mayberg, H., Bean, J., McKeon, D., & Segal, Z. V. (2010). Minding one’s emotions: Mindfulness training alters the neural expression of sadness. Emotion, 10(1), 25–33. https://doi.org/10.1037/a0017151
   PubMed Web of Science ®Google Scholar
• Flook, L., Goldberg, S. B., Pinger, L., Bonus, K., & Davidson, R. J. (2013). Mindfulness for teachers: A pilot study to assess effects on stress, burnout and teaching efficacy.  Mind, Brain and Education,  7(3), 182–195. https://doi.org/10.1111/mbe.12026
   Web of Science ®Google Scholar
• Frank, J. L., Reibel, D., Broderick, P., Cantrell, T., & Metz, S. (2015). The effectiveness of mindfulness-based stress reduction on educator stress and well-being: Results from a pilot study. Mindfulness, 6(2), 208–216. https://doi.org/10.1007/s12671-013-0246-2
   Web of Science ®Google Scholar
• García, E., Kraft, M. A., & Schwartz, H. L. (2022). Are we at a crisis point with the public teacher workforce? Education scholars share their perspectives. Retrieved from https://www.brookings.edu/blog/brown-center-chalkboard/2022/08/26/are-we-at-a-crisis-point-with-the-public-teacher-workforce-education-scholars-share-their-perspectives/
   Google Scholar
• Gehlbach, H., Brinkworth, M. E., & Harris, A. D. (2012). Changes in teacher-student relationships. The British Journal of Educational Psychology, 82(Pt 4), 690–704. https://doi.org/10.1111/j.2044-8279.2011.02058.x
   PubMed Web of Science ®Google Scholar
• Gershenson, S., & Holt, S. (2022). How much do teachers struggle with stress and burnout? Retrieved from https://www.brookings.edu/blog/brown-center-chalkboard/2022/02/08/how-much-do-teachers-struggle-with-stress-and-burnout/
   Google Scholar
• Greenberg, M. T., Brown, J. L., & Abenavoli, R. M. (2016). Teacher stress and health effects on teachers, students, and schools. Edna Bennett Pierce Prevention Research Center, Pennsylvania State University.
   Google Scholar
• Hamre, B. K., & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625–638. https://doi.org/10.1111/1467-8624.00301
   PubMed Web of Science ®Google Scholar
• Hanushek, E. A., Kain, J. F., & Rivkin, S. G. (2004). Why public schools lose teachers. The Journal of Human Resources, 39(2), 326–354. https://doi.org/10.2307/3559017
   Web of Science ®Google Scholar
• Jennings, P. A., Doyle, S., Oh, Y., Rasheed, D., Frank, J. L., & Brown, J. L. (2019). Long-term impacts of the CARE program on teachers’ self-reported social and emotional competence and wellbeing. Journal of School Psychology, 76, 186–202. https://doi.org/10.1016/j.jsp.2019.07.009
   PubMed Web of Science ®Google Scholar
• Jennings, P. A., Frank, J. L., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2013). Improving classroom learning environments by cultivating awareness and resilience in education (CARE): Results of a randomized controlled trial. School Psychology Quarterly, 28(4), 374–390. https://doi.org/10.1037/spq0000035
   PubMed Web of Science ®Google Scholar
• Jones, S. M., Bouffard, S. M., & Weissbourd, R. (2013). Educators’ social and emotional skills vital to learning. Phi Delta Kappan, 94(8), 62–65. https://doi.org/10.1177/003172171309400815
   Web of Science ®Google Scholar
• Kourkoutas, E., & Giovazolias, T. (2015). School-based counselling work with teachers: An integrative model. The European Journal of Counselling Psychology, 3(2), 137–158. https://doi.org/10.23668/psycharchives.2018
   Google Scholar
• Kuhfeld, M., Soland, J., Lewis, K., Ruzek, E., & Johnson, A. (2022). The COVID-19 school year: Learning and recovery across 2020–2021. AERA Open, 8, 233285842210993. https://doi.org/10.1177/23328584221099306
   Web of Science ®Google Scholar
• Lemberger, M. E. (2010). Advocating student-within-environment: A humanistic theory for school counseling. The Journal of Humanistic Counseling, Education and Development, 49(2), 131–146. https://doi.org/10.1002/j.2161-1939.2010.tb00093.x
   Google Scholar
• Lemberger-Truelove, M. E., & Bowers, H. (2019). An advocating student-within-environment approach to school counseling. In C. T. Dollarhide & M. E. Lemberger-Truelove (Eds.), Theories of school counseling for the 21st century (pp. 266–294). Oxford University Press.
   Google Scholar
• Lemberger-Truelove, M. E., & Bowers, H. (in press). An evidence-based systems approach to school counseling: Advocating Student-within-Environment. Routledge.
   Google Scholar
• Lemberger-Truelove, M. E., Ceballos, P. L., Molina, C. E., & Carbonneau, K. J. (2021). Growth in middle school students’ curiosity, executive functioning, and academic achievement: Results from a theory-informed SEL and MBI school counseling intervention. Professional School Counseling, 24(1_part_3), 2156759X2110076. https://doi.org/10.1177/2156759X211007654
   Google Scholar
• Lemberger, M. E., & Hutchison, B. (2014). Advocating student-within-environment: A humanistic approach for therapists to animate social justice in the schools. Journal of Humanistic Psychology, 54(1), 28–44. https://doi.org/10.1177/0022167816652750
   Web of Science ®Google Scholar
• Lemberger-Truelove, M. E., Molina, C. E., Carbonneau, K. J., & Smith, M. J. (2023). Co-regulation effects of a school counselor consultation intervention on middle school teacher-student relationships, curiosity, and teacher stress. Professional School Counselor, 27, 1–10.
   Google Scholar
• Lever, N., Mathis, E., & Mayworm, A. (2017). School mental health is not just for students: Why teacher and school staff wellness matters. Report on Emotional & Behavioral Disorders in Youth, 17(1), 6–12.
   PubMedGoogle Scholar
• Luthra, S. (2021). Amid coronavirus pandemic, teachers’ mental health suffers in ways they’ve never experienced.  USA Today. Retrieved from https://www.usatoday.com/story/news/education/2021/01/04/covid-19-teachers-mental-health-suffering-during-pandemic/4091864001/
   Google Scholar
• Mauthner, N. S., & Doucet, A. (2003). Reflexive accounts and accounts of reflexivity in qualitative data analysis. Sociology, 37(3), 413–431. https://doi.org/10.1177/00380385030373002
   Google Scholar
• McFarland, J., Hussar, B., Wang, X., Zhang, J., Wang, K., Rathbun, A., Barmer, A., Forrest Cataldi, E., & Bullock Mann, F. (2018). The condition of education 2018 (NCES 2018-144). U.S. Department of Education, National Center for Education Statistics. Retrieved from https://nces.ed.gov/pubs2018/2018144.pdf
   Google Scholar
• Molina, C. E., Lemberger-Truelove, M. E., & Zieher, A. K. (2022). School counselor consultation effects on teachers’ mindfulness, stress, and relationships. Professional School Counselor, 26(1a), 2156759X2210867. https://doi.org/10.1177/2156759X221086749
   Google Scholar
• Natanson, H. (2022). Never seen it this bad: America faces catastrophic teacher shortage. Washington Post. Retrieved from https://www.washingtonpost.com/education/2022/08/03/school-teacher-shortage/
   Google Scholar
• Oberle, E., Gist, A., Cooray, M. S., & Pinto, J. B. (2020). Do students notice stress in teachers? Associations between classroom teacher burnout and students’ perceptions of teacher social–emotional competence. Psychology in the Schools, 57(11), 1741–1756. https://doi.org/10.1002/pits.22432
   Web of Science ®Google Scholar
• Ortner, C. N., Kilner, S. J., & Zelazo, P. D. (2007). Mindfulness meditation and reduced emotional interference on a cognitive task. Motivation and Emotion, 31(4), 271–283. https://doi.org/10.1007/s11031-007-9076-7
   Web of Science ®Google Scholar
• Palacios, A. F., & Lemberger-Truelove, M. E. (2019). A counselor-delivered mindfulness and social-emotional learning intervention for early childhood educators. The Journal of Humanistic Counseling, 58(3), 184–203. https://doi.org/10.1002/johc.12119
   Web of Science ®Google Scholar
• Patton, M. Q. (1990). Qualitative evaluation and research methods. SAGE Publications.
   Google Scholar
• Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationship and children’s success in the first years of school. School Psychology Review, 33(3), 444–458. https://doi.org/10.1080/02796015.2004.12086261
   Web of Science ®Google Scholar
• Richards, K. A. R., & Hemphill, M. A. (2018). A practical guide to collaborative qualitative data analysis. Journal of Teaching in Physical Education, 37(2), 225–231. https://doi.org/10.1123/jtpe.2017-0084
   Web of Science ®Google Scholar
• Roeser, R. W., Skinner, E., Beers, J., & Jennings, P. A. (2012). Mindfulness training and teachers’ professional development: An emerging area of research and practice. Child Development Perspectives, 6(2), 167–173. https://doi.org/10.1111/j.1750-8606.2012.00238.x
   Web of Science ®Google Scholar
• Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493–529. https://doi.org/10.3102/0034654311421793
   Web of Science ®Google Scholar
• Saldana, J. (2013). The coding manual for qualitative researchers. SAGE.
   Google Scholar
• Saloviita, T., & Pakarinen, E. (2021). Teacher burnout explained: Teacher-, student-, and organisation-level variables. Teaching and Teacher Education, 97, 103221. https://doi.org/10.1016/j.tate.2020.103221
   Web of Science ®Google Scholar
• Schonert-Reichl, K. A. (2017). Social and emotional learning and teachers. The Future of Children, 27(1), 137–155. https://doi.org/10.1353/foc.2017.0007
   Web of Science ®Google Scholar
• Simon, N., & Johnson, S. M. (2015). Teacher turnover in high-poverty schools: What we know and can do. Teachers College Record: The Voice of Scholarship in Education, 117(3), 1–36. https://doi.org/10.1177/0161468115117003
   Web of Science ®Google Scholar
• Tang, R., & Braver, T. S. (2020). Towards an individual differences perspective in mindfulness training research: Theoretical and empirical considerations. Frontiers in Psychology, 11, 818. https://doi.org/10.3389/fpsyg.2020.00818
   PubMed Web of Science ®Google Scholar
• Teaching Project. (2021). Teachers in low-income schools: Challenges, incentives and support. Retrieved from https://www.teachingproject.org/articles/low-income-schools.html
   Google Scholar
• Verbenas, P. (2021). How teachers can manage burnout during the pandemic. Rutgers University. Retrieved from https://www.usatoday.com/story/news/education/2021/01/04/covid-19-teachers-mental-health-suffering-during-pandemic/4091864001/
   Google Scholar
• Warren, J. M. (2013). School counselor consultation: Teachers’ experiences with rational emotive behavior therapy.  Journal of Rational-Emotive & Cognitive-Behavior Therapy, 31(1), 1–15.   https://doi.org/10.1007/s10942-011-0139-z
   Web of Science ®Google Scholar