Results of a Mindfulness-Based Social-Emotional Learning Program on Portuguese Elementary Students and Teachers: a Quasi-Experimental Study

By Joana Carvalho, A. Pinto, João Maroco. 2017

86 citations recorded by the source corpus.

Subfields: Clinical Psychology

View Paper: https://www.semanticscholar.org/paper/cfa0200166efe680628e4d39bc0ef77aa313f730

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In Clinical Psychology

1. Phillipa McKeering
2. Yoon-Suk Hwang

Citations in the corpus

• A Meta-analysis of the Impact of Social and Emotional Learning Interventions on Teachers’ Burnout Symptoms (2021, background): “Assessment at This study assessed overall burnout through MBI-ES formal sessions ranged from 20 min (i.e., Harris et al., 2016) to full-day training (e.g., Carvalho et al., 2017), and frequency ranged from daily to monthly formal sessions.”
• A Systematic Review of Mindfulness-Based School Interventions with Early Adolescents (2018, background): “Reported benefits include an increase in positive affect measures, such as a person’s sense of happiness and optimism post-intervention (Sampaio de Carvalho et al. 2017), as well as reductions in negative affect measures, such as feelings of being afraid or worried (Sibinga et al. 2016).”