Culturally Diverse Middle School Students’ Perceptions of a Social and Emotional Learning and Mindfulness School Counseling Intervention-Reference-Cited by-同舟云学术

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

Published:2021-05-04 Issue:2 Volume:7 Page:72-86
ISSN:2372-7810
Container-title:Journal of Child and Adolescent Counseling
language:en
Short-container-title:Journal of Child and Adolescent Counseling

Author:

Ceballos Peggy L.¹,Lemberger-Truelove Matthew E.¹,Molina Citlali E.²,Laird Amber¹,Carbonneau Kira J.³^ORCID

Affiliation:

1. Department of Counseling & Higher Education, University of North Texas, Denton, Texas, USA

2. Department of Psychology and Counseling, University of Texas at Tyler, Texas, USA

3. Department of Kinesiology and Educational Psychology, Washington State University, Pullman, Washington, USA

Publisher

Informa UK Limited

Subject

General Medicine

Link

https://www.tandfonline.com/doi/pdf/10.1080/23727810.2021.1948809

Reference50 articles.

1. American Psychological Association [APA]. (2017). Ethnic and racial minorities & socioeconomic status. Retrieved from https://www.apa.org/pi/ses/resources/publications/factsheet-erm.pdf

2. American School Counselor Association. (2014). ASCA mindsets & behaviors for student success: K-12 college- and career-readiness standards for every student. Author. https://schoolcounselor.org/asca/media/asca/home/MindsetsBehaviors.pdf

3. Benefits of a Mindfulness-based Intervention at School from the Perspective of At-risk Children

4. School socio-economic status and student socio-academic achievement goals in upper secondary contexts

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