Mindfulness in the Classroom: An Evidence-Based Program to Reduce Disruptive Behavior and Increase Academic Engagement

Felver PhD ABPP, Joshua C.; Singh PhD BCBA-D, Nirbhay N.

ISBN 10: 1684034744 / ISBN 13: 9781684034741

Editore: New Harbinger Publications, 2020

Riguardo questo articolo

Fairly worn, but readable and intact. If applicable: Dust jacket, disc or access code may not be included.

Codice articolo 3IIT5H006BDU_ns

Dati bibliografici

• Titolo: Mindfulness in the Classroom: An Evidence-Based Program to Reduce Disruptive Behavior and Increase Academic Engagement
• Editore: New Harbinger Publications
• Data di pubblicazione: 2020
• Lingua: Inglese
• ISBN 10: 1684034744
• ISBN 13: 9781684034741
• Rilegatura: Brossura
• Condizione: acceptable

Descrizione articolo

Riassunto

Based on the popular Soles of the Feet program, this groundbreaking resource for teachers offers a proven-effective, mindfulness-based intervention to reduce disruptive behaviour in the classroom-so everyone can get back to learning.

Informazioni sull?autore

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.

Foreword writer 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.