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Reflective Supervision/Consultation and Early Childhood Professionals’ Well-Being: A Qualitative Analysis of Supervisors’ Perspectives
16 references·0 citing·48 second hop
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References

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  • 1995Emotional Intelligence: Why It Can Matter More Than IQ7,219 cited
  • 2008The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes4,717 cited
  • 2009Handbook of attachment: theory, research, and clinical applications3,819 cited
  • 2016National Association for the Education of Young Children2,265 cited
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  • 2013Mindfulness for Teachers: A Pilot Study to Assess Effects on Stress, Burnout, and Teaching Efficacy818 cited
  • 2002Perceived Emotional Intelligence, Stress Reactivity, and Symptom Reports: Further Explorations Using the Trait Meta-Mood Scale708 cited
  • 2014Early Childhood Teachers’ Well-Being, Mindfulness, and Self-Compassion in Relation to Classroom Quality and Attitudes Towards Challenging Students476 cited
  • 2007Statutory Social Workers: Stress, Job Satisfaction, Coping, Social Support and Individual Differences414 cited
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  • 2009The Impact of Supervision on Worker Outcomes: A Meta‐analysis321 cited
  • 2006Infant Mental Health Journal

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302 cited
  • 2015Parent-Child Attachment and Emotion Regulation299 cited
  • 2006The Relationship Among Emotional Intelligence, Task Performance, and Organizational Citizenship Behaviors292 cited
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