A Phenomenological Study of a Combined Mindfulness and Social-and-Emotional Learning Intervention as Delivered by a Counselor-Consultant to Early-Childhood Educators

Author

Alfredo F. PalaciosFollow

Publication Date

Summer 8-8-2018

Abstract

Mindfulness is an emerging tool that is growing in use in early childhood educational settings. This project identified a high needs area of Albuquerque New Mexico and implemented a mindfulness-based intervention with teachers in a Head Start setting. This study took place over a school year where teachers met weekly with researchers for training in mindfulness and social emotional learning. This study employed a phenomenological inquiry into the perceived experiences of teachers learning these pedagogical tools to be used in their classrooms. Implications are made for early childhood educators and professional counselors that serve in a consultation role in these settings.

Keywords

Mindfulness, Social Emotional Learning, Early Childhood Education

Document Type

Dissertation

Language

English

Degree Name

Counselor Education

Level of Degree

Doctoral

Department Name

Individual, Family, and Community Education

First Committee Member (Chair)

Dr. Matthew E. Lemberger

Second Committee Member

Dr. David Atencio

Third Committee Member

Dr. Thomas Chavez

Fourth Committee Member

Dr. Kira Carbaneau

Recommended Citation

Palacios, Alfredo F.. "A Phenomenological Study of a Combined Mindfulness and Social-and-Emotional Learning Intervention as Delivered by a Counselor-Consultant to Early-Childhood Educators." (2018). https://digitalrepository.unm.edu/educ_ifce_etds/69