TY - JOUR
T1 - Implementation barriers and facilitators of a mindfulness-based social emotional learning program and the role of relational trust
T2 - A qualitative study
AU - Mischenko, Polina P.
AU - Nicholas-Hoff, Pamela
AU - Schussler, Deborah L.
AU - Iwu, Jessica
AU - Jennings, Patricia A.
N1 - Funding Information:
The project described was supported by the 1440 Grant from The Mind and Life Institute. The content is solely the responsibility of the authors and does not necessarily represent the official views of any of the funding agencies.
Publisher Copyright:
© 2022 The Authors. Psychology in the Schools Published by Wiley Periodicals LLC.
PY - 2022/8
Y1 - 2022/8
N2 - Based on an overarching analysis of the ecological levels or contexts that implementers experienced as barriers and facilitators in the delivery of a mindfulness-based social-emotional learning program, this study reveals the importance of relational trust between the implementer and actors within the various ecological levels. This study applies Bryk and Schneider's framework of relational trust to bring nuance and understanding to relationships that influence the implementer's ability to effectively deliver the program. This study explores the implementers' relationships with: the curriculum professional learning team, the district/school administration, schoolteachers/colleagues, students' families, students, and themselves. A qualitative case study approach was employed and included interviews and classroom observations of 10 teachers delivering the program in the elementary school context. Inferences about the strength of relational trust are made between implementers with high and low fidelity based on qualitative and numerical analysis of coded interview segments. Recommendations are made for a whole school community approach that emphasizes the development of relational trust before program implementation.
AB - Based on an overarching analysis of the ecological levels or contexts that implementers experienced as barriers and facilitators in the delivery of a mindfulness-based social-emotional learning program, this study reveals the importance of relational trust between the implementer and actors within the various ecological levels. This study applies Bryk and Schneider's framework of relational trust to bring nuance and understanding to relationships that influence the implementer's ability to effectively deliver the program. This study explores the implementers' relationships with: the curriculum professional learning team, the district/school administration, schoolteachers/colleagues, students' families, students, and themselves. A qualitative case study approach was employed and included interviews and classroom observations of 10 teachers delivering the program in the elementary school context. Inferences about the strength of relational trust are made between implementers with high and low fidelity based on qualitative and numerical analysis of coded interview segments. Recommendations are made for a whole school community approach that emphasizes the development of relational trust before program implementation.
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U2 - 10.1002/pits.22724
DO - 10.1002/pits.22724
M3 - Article
AN - SCOPUS:85129397481
SN - 0033-3085
VL - 59
SP - 1643
EP - 1671
JO - Psychology in the Schools
JF - Psychology in the Schools
IS - 8
ER -