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 |
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All Science Journal Classification (ASJC) codes
- Applied Psychology
- Clinical Psychology
- Education
- Psychiatry and Mental health
Cite this
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Student Leadership TEAMs : A Leadership Empowerment Intervention for School (Re)Connectedness. / Casado Pérez, Javier F.; Carney, Jolynn; Hazler, Richard.
In: Journal of Counselor Leadership and Advocacy, Vol. 4, No. 1, 02.01.2017, p. 77-87.Research output: Contribution to journal › Article
TY - JOUR
T1 - Student Leadership TEAMs
T2 - A Leadership Empowerment Intervention for School (Re)Connectedness
AU - Casado Pérez, Javier F.
AU - Carney, Jolynn
AU - Hazler, Richard
PY - 2017/1/2
Y1 - 2017/1/2
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85050655225&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85050655225&partnerID=8YFLogxK
U2 - 10.1080/2326716X.2017.1288590
DO - 10.1080/2326716X.2017.1288590
M3 - Article
AN - SCOPUS:85050655225
VL - 4
SP - 77
EP - 87
JO - Journal of Counselor Leadership and Advocacy
JF - Journal of Counselor Leadership and Advocacy
SN - 2326-7178
IS - 1
ER -