Abstract
Schools face ongoing pressure to increase a sense of connectedness and prosocial behaviors among students, an especially challenging objective when working with marginalized youth. Leadership empowerment interventions can accomplish this while also building student self-efficacy, wellness, self-exploration, and social support. We draw from research on these interventions to examine a new team-focused leadership empowerment intervention (Student Leadership TEAMs; SLTs). Initial qualitative data from four second-grade students appears to support the conceptual basis of SLTs.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 77-87 |
| Number of pages | 11 |
| Journal | Journal of Counselor Leadership and Advocacy |
| Volume | 4 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jan 2 2017 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 3 Good Health and Well-being
All Science Journal Classification (ASJC) codes
- Education
- Clinical Psychology
- Applied Psychology
- Psychiatry and Mental health
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