Titel: Mindfulness in the Classroom: An Evidence-Based Program to Reduce Disruptive Behavior and Increase Academic Engagement [16pt Large Print Edition]
Verlag: ReadHowYouWant
Erscheinungsjahr: 2021
Sprache: Englisch
ISBN-10: 0369387457
ISBN-13: 9780369387455
Einband: Softcover
Zustand: New

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Many kids need a little extra help staying focused in school-and teachers are in need of evidence-based resources to effectively limit disruption in the classroom. In Mindfulness in the Classroom, two experts in the field of mindfulness research, child psychology, and school psychology offer a proven-effective, mindfulness-based intervention strategy. Based on the authors' popular ''Soles of the Feet'' program, this book will help teachers reduce disruptive behavior in children and adolescents so everyone can get back to learning.

�ber die Autorin bzw. den Autor

Joshua C. Felver, PhD, ABPP, is assistant professor of psychology at Syracuse University, and director of clinical training in the school psychology program. Felver teaches courses in child development, child and family interventions, and school-based mental health. His research broadly focuses on the development, implementation, and study of mindfulness-based programming in school and community settings. He directs the Mind Body Laboratory which studies how mindfulness-based programming implemented in schools can support academic functioning and classroom behavior, and investigates the neurobiological mechanisms of contemplative practices.Nirbhay N. Singh, PhD, BCBA-D, is clinical professor of psychiatry and health behavior at the Medical College of Georgia, Augusta University, certified behavior analyst, and developer of the Mindfulness-Based Positive Behavior Support (MBPBS) and Soles of the Feet programs. His research focuses on assistive technology, health and wellness interventions, and mindfulness-based programs across the life span that reduce suffering and enhance quality of life. He is editor in chief of Mindfulness and Advances in Neurodevelopmental Disorders.Robert Horner, PhD, is professor emeritus of special education at the University of Oregon. His history of research, grants management, and systems change efforts related to school reform and positive behavior support include helping schools and school administrators develop systems for positive behavior support.

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