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Self-regulatory growth effects for young children participating in a combined social and emotional learning and mindfulness-based intervention

Description:
The authors analyzed findings from a counselor-delivered social and emotional learning and mindfulness-based intervention with twenty-three 3- and 4-year-olds from economically disadvantaged backgrounds. Using a multilevel modeling approach to illustrate students' growth across multiple behavioral observations in a randomized controlled design, the authors found that the treatment group exhibited more self-regulatory-related behaviors on days when the intervention occurred. Qualitative analyses revealed that the students adopted kindness language consistent with the intervention. Implications for practice are suggested. (author abstract)
Resource Type:
Reports & Papers
Country:
United States

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