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The Impact of Mindfulness Bibliother...

Carrozza, Nicole M.

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The Impact of Mindfulness Bibliotherapy on Children's Social and Emotional Development.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Impact of Mindfulness Bibliotherapy on Children's Social and Emotional Development./
Author:	Carrozza, Nicole M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	93 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-02, Section: B.
Contained By:	Dissertations Abstracts International81-02B.
Subject:	Early childhood education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13805984
ISBN:	9781085565943

The Impact of Mindfulness Bibliotherapy on Children's Social and Emotional Development.
Carrozza, Nicole M.

The Impact of Mindfulness Bibliotherapy on Children's Social and Emotional Development. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 93 p.

Source: Dissertations Abstracts International, Volume: 81-02, Section: B.

Thesis (Psy.D.)--St. John's University (New York), 2019.

This item must not be sold to any third party vendors.

An increased prevalence of social, emotional and behavioral problems among students has raised awareness of the importance of appropriate Social and Emotional development (Humphrey, 2013). This is further supported by the large amount of research demonstrating the connection between social and emotional development and academic competencies (Durlak et al., 2011). The purpose of this present study was to look at the effectiveness of programs that involve bibliotherapy and mindfulness in the preschool setting on the social and emotional functioning of children before they enter the pivotal academic years that set the foundation for later success.This study examined two different treatment groups, in a quasi-experimental design made up of a total of 25 students from private preschool classrooms located in a large metropolitan area ranging in age from 36-47 months. One group received the bibliotherapy intervention; the other group received the mindfulness bibliotherapy intervention. Results suggested that there was no significant impact of the bibliotherapy or the mindfulness intervention on social and emotional development. Implications for future research and the practice of school psychology were discussed.

ISBN: 9781085565943Subjects--Topical Terms:

518817
Early childhood education.
Subjects--Index Terms:

Bibliotherapy

The Impact of Mindfulness Bibliotherapy on Children's Social and Emotional Development.
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245 1 4 $a The Impact of Mindfulness Bibliotherapy on Children's Social and Emotional Development.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 93 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-02, Section: B.
500 $a Advisor: Terjesen, Mark D.
502 $a Thesis (Psy.D.)--St. John's University (New York), 2019.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a An increased prevalence of social, emotional and behavioral problems among students has raised awareness of the importance of appropriate Social and Emotional development (Humphrey, 2013). This is further supported by the large amount of research demonstrating the connection between social and emotional development and academic competencies (Durlak et al., 2011). The purpose of this present study was to look at the effectiveness of programs that involve bibliotherapy and mindfulness in the preschool setting on the social and emotional functioning of children before they enter the pivotal academic years that set the foundation for later success.This study examined two different treatment groups, in a quasi-experimental design made up of a total of 25 students from private preschool classrooms located in a large metropolitan area ranging in age from 36-47 months. One group received the bibliotherapy intervention; the other group received the mindfulness bibliotherapy intervention. Results suggested that there was no significant impact of the bibliotherapy or the mindfulness intervention on social and emotional development. Implications for future research and the practice of school psychology were discussed.
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653 $a Mindfulness
653 $a Preschool
653 $a Social
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