NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1161424
Record Type: Journal
Publication Date: 2017-Dec
Pages: 11
Abstractor: As Provided
ISSN: ISSN-2159-2020
Supporting Socio-Emotional Competence and Psychological Well-Being of School Psychologists through Mindfulness Practice
Alahari, Uma
Contemporary School Psychology, v21 n4 p369-379 Dec 2017
The development of effective emotional regulation is critical to the success of educational professionals in a variety of settings. These skills are particularly important for school psychologists who must learn to interact successfully with diverse students, teachers, and parents on a daily basis. Research now suggests that mindfulness practice contributes to the socio-emotional competence and psychological well-being of teachers. Through a literature review, this article examines the potential benefits of mindfulness practice to school psychologists. Mindfulness practice is suggested to help school psychologists behave more responsively towards teachers, parents, and children. The ability to sustain attention on the present moment may allow them to listen more attentively and better understand children's behavior from their perspectives. This article concludes that school psychologists who develop the social and emotional skills that arise from mindfulness practice may be better prepared to manage their interactions with teachers, parents, and children and, as a result, build positive relations with them. Additionally, mindfulness practice may enable school psychologists to develop compassion towards the self and prevent stress and burnout.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A