Implementation barriers and facilitators of a mindfulness‐based social emotional learning program and the role of relational trust: A qualitative study-Reference-Cited by-同舟云学术

Implementation barriers and facilitators of a mindfulness‐based social emotional learning program and the role of relational trust: A qualitative study

Published:2022-05-06 Issue:8 Volume:59 Page:1643-1671
ISSN:0033-3085
Container-title:Psychology in the Schools
language:en
Short-container-title:Psychology in the Schools

Author:

Mischenko Polina P.¹^ORCID,Nicholas‐Hoff Pamela¹^ORCID,Schussler Deborah L.²^ORCID,Iwu Jessica¹,Jennings Patricia A.¹^ORCID

Affiliation:

1. Department of Curriculum, Instruction, and Special Education University of Virginia Charlottesville Virginia USA

2. Department of Educational Leadership Pennsylvania State University University Park Pennsylvania USA

Funder

Mind and Life Institute

Publisher

Wiley

Subject

Developmental and Educational Psychology,Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/pits.22724

Reference43 articles.

1. Are ‘secular' mindfulness‐based programs in public schools religion‐ neutral?;Brown C. G.;The California Three Rs Project Bulletin,2016

2. Trust in schools: A core resource for school reform;Bryk A. S.;Educational Leadership,2003

3. Coding In-depth Semistructured Interviews

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