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The authors delivered a school counseling intervention grounded in advocating student‐within‐environment theory (Lemberger, 2010) to 57 kindergarten students. Using an action research design, 2 school counselors implemented the intervention in 5 classrooms. Program participation resulted in enhanced executive function and social‐emotional learning skills. Implications for practice and research are provided.
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Bowers et al. (2020) studied this question.
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