Citations (91)
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Kalli B. Decker, Gina A. Cook, Holly Brophy-Herb & Julia Torquati. (2023) Students’ experiences of reflective practices as pedagogy in early childhood higher education. Journal of Early Childhood Teacher Education 44:3, pages 261-287.
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Christopher T. McCaw. (2023) Contemplative practices and teacher professional becoming. Educational Review 0:0, pages 1-29.
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Michael I. Axelrod & Michael L. Santagata. (2022) Evaluating a Mindfulness-Based Intervention to Improve Academic Engagement. Journal of Applied School Psychology 38:3, pages 262-282.
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Angelique Pearl Virtue P. Villasanta & Mira Alexis P. Ofreneo. (2022) Finding the Introspective Voice: Listening to Public School Teachers’ Narratives of Their Mindfulness Journey. Journal of Constructivist Psychology 35:1, pages 146-177.
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Erin Tebben, Sarah N. Lang, Eliza Sproat, Jovanna Tyree Owens & Sydney Helms. (2021) Identifying primary and secondary stressors, buffers, and supports that impact ECE teacher wellbeing: implications for teacher education. Journal of Early Childhood Teacher Education 42:2, pages 143-161.
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Elita Amini Virmani, Holly Hatton-Bowers, Caitlin McPherran Lombardi, Kalli B. Decker, Elizabeth K. King, Sandra I. Plata-Potter & Claire D. Vallotton. (2020) How are Preservice Early Childhood Professionals’ Mindfulness, Reflective Practice Beliefs, and Individual Characteristics Associated with Their Developmentally Supportive Responses to Infants and Toddlers?. Early Education and Development 31:7, pages 1052-1070.
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Sarah N. Lang, Lieny Jeon, Eliza B. Sproat, Brennan E. Brothers & Cynthia K. Buettner. (2020) Social Emotional Learning for Teachers (SELF-T): A Short-term, Online Intervention to Increase Early Childhood Educators’ Resilience. Early Education and Development 31:7, pages 1112-1132.
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Courtney Beers Dewhirst & Jacqueline Goldman. (2020) Launching motivation for mindfulness: introducing mindfulness to early childhood preservice teachers. Early Child Development and Care 190:8, pages 1299-1312.
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Christopher T. McCaw. (2020) Mindfulness ‘thick’ and ‘thin’— a critical review of the uses of mindfulness in education. Oxford Review of Education 46:2, pages 257-278.
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Amy J. Hawkes & Carla M. Neale. (2020) Mindfulness beyond wellbeing: Emotion regulation and team‐member exchange in the workplace. Australian Journal of Psychology 72:1, pages 20-30.
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Ricardo Tarrasch. (2019) Mindfulness for education students: addressing welfare as part of the professional training. Educational Studies 45:3, pages 372-389.
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Amy L. Eva & Natalie M. Thayer. (2017) The Mindful Teacher: Translating Research into Daily Well-being. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 90:1, pages 18-25.
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Lucy J. Draper-Clarke & David J. A. Edwards. (2016) Stress and coping among student teachers at a South African university: An exploratory study. Journal of Psychology in Africa 26:6, pages 491-499.
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Geoff Taggart. (2016) Compassionate pedagogy: the ethics of care in early childhood professionalism. European Early Childhood Education Research Journal 24:2, pages 173-185.
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Geoff Taggart. (2015) Sustaining care: cultivating mindful practice in early years professional development. Early Years 35:4, pages 381-393.
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Robert
W. Roeser. (2013) Mindfulness and Human Development: A Commentary on the Special Issue. Research in Human Development 10:3, pages 273-283.
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Jennifer
L. Frank, Patricia
A. Jennings & Mark
T. Greenberg. (2013) Mindfulness-Based Interventions in School Settings: An Introduction to the Special Issue. Research in Human Development 10:3, pages 205-210.
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Articles from other publishers (74)
Beth A. Haines, Phan Y. Hong, Kathy R. Immel & David A. Lishner. (2023) The Mindfulness-Based Kindness Curriculum for Preschoolers: An Applied Multi-Site Randomized Control Trial. Mindfulness.
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Nirbhay N. Singh, Giulio E. Lancioni, Joshua C. Felver, Rachel E. Myers, Yoon-Suk Hwang, Jeffrey Chan & Oleg N. Medvedev. (2023) Effects of Mindful Engagement and Attention on Reciprocal Caregiver and Client Interactions: A Behavioral Analysis of Moment-to-Moment Changes During Mindfulness Practice. Mindfulness 14:8, pages 1893-1907.
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Jenna Whitehead, Kimberly A. Schonert-Reichl, Eva Oberle & Lara Boyd. (2022) What do Teachers do to Show They Care? Learning From the Voices of Early Adolescents. Journal of Adolescent Research 38:4, pages 726-760.
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Ali ERYILMAZ & Abdullah Ensar UZUN. (2023) Pozitif Öğretmenin Özelliklerinin Duygusal Zekâ, Yaşama Anlam Yükleme ve Öz-Anlayış Açılarından İncelenmesiExamination of Positive Teacher Characteristics in Terms of Emotional Intelligence, Meaning of Life and Self-Compassion. Uluslararası Sosyal ve Eğitim Bilimleri Dergisi 0:19, pages 1-14.
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Christopher T. McCaw. (2021) Beyond deliberation—radical reflexivity, contemplative practices and teacher change. Journal of Educational Change 24:1, pages 1-23.
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Sinem ÇAKIR, Merve ŞEPİTCİ SARIBAŞ, Gülümser GÜLTEKİN AKDUMAN & Arzu ÖZYÜREK. (2023) Okul Öncesi Öğretmen Adaylarının Öğretimde Bilinçli Farkındalık Düzeylerinin İncelenmesi. Milli Eğitim Dergisi 52:237, pages 319-348.
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Birte Klusmann, Robbert Sanderman & Maya J. Schroevers. (2023) Delivering mindfulness in the classroom via a technology-enabled approach: Feasibility and the potential impact on teachers' psychological well-being, self-efficacy, and mindfulness. Teaching and Teacher Education 122, pages 103950.
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Hay Ming Herman LO. 2023. Handbook of Clinical Child Psychology. Handbook of Clinical Child Psychology
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Almut K. Zieher & Jan Armstrong. (2022) Promoting Well-Being and Responsiveness in Pre-Service Teachers Using Dialectical Behavior Therapy Skills: A Mixed-Methods Study. Journal of Prevention and Health Promotion 3:4, pages 508-538.
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Ricardo Tarrasch & Rony Berger. (2022) Comparing Indirect and Combined Effects of Mindfulness and Compassion Practice Among Schoolchildren on Inter- and Intra-personal Abilities. Mindfulness 13:9, pages 2282-2298.
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Lieny Jeon, Katherine Ardeleanu & Xiangyu Zhao. (2022) Preschool Teachers’ Mindfulness and Children’s Social, Emotional, and Behavioral Functioning. Mindfulness 13:8, pages 2059-2068.
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Ying Ma, Yuqi You, Hua Yang, Fan Wang, Xiulan Cheng & Jiaqi Li. (2021) Psychometric characteristics of the mindfulness in teaching scale in Chinese preschool teachers. Current Psychology 41:8, pages 5011-5019.
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Tina Hascher, Heta Tuominen & Katariina Salmela-Aro. (2022) How Does Well-Being in School Matter?. Zeitschrift für Psychologie 230:3, pages 187-188.
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Stephanie Holt, Cathy Atkinson & Erica Douglas-Osborn. (2021) Exploring the implementation of mindfulness approaches in an early years setting. Journal of Early Childhood Research 20:2, pages 214-228.
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Deborah L. Schussler, Julia Mahfouz, Patricia C. Broderick, Elaine Berenna, Jennifer L. Frank & Mark T. Greenberg. (2022) Shifting to Embodiment: a Longitudinal Qualitative Investigation into the Experiences of High School Teachers Teaching Mindfulness. Mindfulness 13:2, pages 509-525.
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Yoon-Suk Hwang, Jae-Eun Noh & Nirbhay N. Singh. (2021) Mindfulness for Developing Communities of Practice for Educators in Schools. Mindfulness 12:12, pages 2966-2982.
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Tina Hascher & Jennifer Waber. (2021) Teacher well-being: A systematic review of the research literature from the year 2000–2019. Educational Research Review 34, pages 100411.
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Joana S. de Carvalho, Sofia Oliveira, Magda Sofia Roberto, Carolina Gonçalves, José M. Bárbara, Aline F. de Castro, Rita Pereira, Mariana Franco, Joana Cadima, Teresa Leal, Marina S. Lemos & Alexandra Marques-Pinto. (2021) Effects of a Mindfulness-Based Intervention for Teachers: a Study on Teacher and Student Outcomes. Mindfulness 12:7, pages 1719-1732.
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Andra S. Opalinski & Laurie A. Martinez. (2021) Mindfulness and Self-Regulation in a Summer Camp Setting: An EBP Project. Journal of Pediatric Nursing 57, pages 73-78.
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Brandis M. Ansley, David E. Houchins, Kris Varjas, Andrew Roach, DaShaunda Patterson & Robert Hendrick. (2021) The impact of an online stress intervention on burnout and teacher efficacy. Teaching and Teacher Education 98, pages 103251.
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Nirbhay N. Singh, Giulio E. Lancioni, Oleg N. Medvedev, Yoon-Suk Hwang & Rachel E. Myers. (2020) A Component Analysis of the Mindfulness-Based Positive Behavior Support (MBPBS) Program for Mindful Parenting by Mothers of Children with Autism Spectrum Disorder. Mindfulness 12:2, pages 463-475.
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Helen Correia. 2020. Cultivating Teacher Resilience. Cultivating Teacher Resilience
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Nirbhay N. Singh, Giulio E. Lancioni & Yoon-Suk Hwang. 2021. Applied Behavior Analysis Treatment of Violence and Aggression in Persons with Neurodevelopmental Disabilities. Applied Behavior Analysis Treatment of Violence and Aggression in Persons with Neurodevelopmental Disabilities
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Shiri Lavy & Aviva Berkovich-Ohana. (2020) From Teachers’ Mindfulness to Students’ Thriving: the Mindful Self in School Relationships (MSSR) Model. Mindfulness 11:10, pages 2258-2273.
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Colin Harmony & Cooper R. Woodard. (2020) Mindfulness Training for Staff in a School for Children with Autism and Other Developmental Disabilities: Effects on Staff Mindfulness and Student Behavior. Advances in Neurodevelopmental Disorders 4:2, pages 113-121.
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Anett Wolgast, Miriam Hille, Philipp Streit & Wolfgang Grützemann. (2020) Does Test-Anxiety Experience Impair Student Teachers’ Later Tendency to Perspective-Taking?. Acta Educationis Generalis 10:1, pages 1-24.
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G.S. Hubel, F. Davies, N.M. Goodrum, K.M. Schmarder, K. Schnake & A.D. Moreland. (2020) Adverse childhood experiences among early care and education teachers: Prevalence and associations with observed quality of classroom social and emotional climate. Children and Youth Services Review 111, pages 104877.
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Ricardo Tarrasch, Rony Berger & Daniel Grossman. (2020) Mindfulness and Compassion as Key Factors in Improving teacher’s Well Being. Mindfulness 11:4, pages 1049-1061.
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Carrie E. DePasquale, Anna Parenteau, Molly Kenney & Megan R. Gunnar. (2020) Brief stress reduction strategies associated with better behavioral climate in a crisis nursery: A pilot study. Children and Youth Services Review 110, pages 104813.
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Christopher J. May, Brian D. Ostafin & Evelien Snippe. (2019) Mindfulness meditation is associated with decreases in partner negative affect in daily life. European Journal of Social Psychology 50:1, pages 35-45.
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Friedrich Linderkamp. (2020) Die Effektivität achtsamkeitsbasierter Therapieverfahren bei Kindern und Jugendlichen mit ADHS – ein systematisches Review. Lernen und Lernstörungen 9:1, pages 25-35.
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Nirbhay N. Singh, Giulio E. Lancioni, Oleg N. Medvedev, Rachel E. Myers, Jeffrey Chan, Carrie L. McPherson, Monica M. Jackman & Eunjin Kim. (2018) Comparative Effectiveness of Caregiver Training in Mindfulness-Based Positive Behavior Support (MBPBS) and Positive Behavior Support (PBS) in a Randomized Controlled Trial. Mindfulness 11:1, pages 99-111.
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Rachel A. Razza, Rachel Uveges Linsner, Dessa Bergen-Cico, Emily Carlson & Staceyann Reid. (2019) The Feasibility and Effectiveness of Mindful Yoga for Preschoolers Exposed to High Levels of Trauma. Journal of Child and Family Studies 29:1, pages 82-93.
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Lauren A. Dial, Elizabeth Emley, Hannah R. Koerten, Tabitha C. Waite & Dara R. Musher-Eizenman. (2019) A Mindfulness Intervention for Food Neophobia Among Preschoolers. Early Childhood Education Journal 48:1, pages 117-126.
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Maya Yaari, Jane Sheehan, Frank Oberklaid & Harriet Hiscock. (2019) Early Minds: a pilot randomised controlled trial of a mindfulness program in early learning centres. Pilot and Feasibility Studies 5:1.
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Kim Preston & Rebecca Spooner-Lane. (2019) ‘Making space’: a study into the use of mindfulness for alternative school teachers. Journal of Psychologists and Counsellors in Schools 29:2, pages 108-129.
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Minh Tam Luong, Sarah Gouda, Joachim Bauer & Stefan Schmidt. (2019) Exploring Mindfulness Benefits for Students and Teachers in Three German High Schools. Mindfulness 10:12, pages 2682-2702.
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Yoon-Suk Hwang, Jae-Eun Noh, Oleg N. Medvedev & Nirbhay N. Singh. (2019) Effects of a Mindfulness-Based Program for Teachers on Teacher Wellbeing and Person-Centered Teaching Practices. Mindfulness 10:11, pages 2385-2402.
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Oren Ergas & Linor L. Hadar. (2019)
Mindfulness
in
and
as
education: A map of a developing academic discourse from 2002 to 2017
. Review of Education 7:3, pages 757-797.
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Katrina P. Cummings & Jami Swindell. (2018) Using a Trauma-Sensitive Lens to Support Children with Diverse Experiences. Young Exceptional Children 22:3, pages 139-149.
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Jin Sun, Xian Wang, Yongli Wang, Xiaoxin Du & Changxin Zhang. (2019) The mediating effect of perceived social support on the relationship between mindfulness and burnout in special education teachers. Journal of Community Psychology 47:7, pages 1799-1809.
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Bonnie Wai Yan Wu, Junling Gao, Hang Kin Leung & Hin Hung Sik. (2019) A Randomized Controlled Trial of Awareness Training Program (ATP), a Group-Based Mahayana Buddhist Intervention. Mindfulness 10:7, pages 1280-1293.
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Rachael Cheang, Anna Gillions & Elizabeth Sparkes. (2019) Do Mindfulness-Based Interventions Increase Empathy and Compassion in Children and Adolescents: A Systematic Review. Journal of Child and Family Studies 28:7, pages 1765-1779.
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Lynette M. Monteiro, Frank Musten & Craig Leth-Steensen. (2018) Effect of Mindfulness on Value Incongruence: a Pilot Study. Mindfulness 10:6, pages 1031-1043.
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Todd Haydon, Peter Alter, Renee Hawkins & Connie Kendall Theado. (2019) “Check Yourself”: Mindfulness-Based Stress Reduction for Teachers of Students With Challenging Behaviors. Beyond Behavior 28:1, pages 55-60.
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Nirbhay N. Singh, Giulio E. Lancioni, Bryan T. Karazsia, Rachel E. Myers, Yoon-Suk Hwang & Bhikkhu Anālayo. (2019) Effects of Mindfulness-Based Positive Behavior Support (MBPBS) Training Are Equally Beneficial for Mothers and Their Children With Autism Spectrum Disorder or With Intellectual Disabilities. Frontiers in Psychology 10.
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Katherine Magnuson & Holly Schindler. (2019) Supporting Children's Early Development by Building Caregivers' Capacities and Skills: A Theoretical Approach Informed by New Neuroscience Research. Journal of Family Theory & Review 11:1, pages 59-78.
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Richard Lambert, Lauren Boyle, Paul Fitchett & Christopher McCarthy. (2019) Risk for occupational stress among U.S. kindergarten teachers. Journal of Applied Developmental Psychology 61, pages 13-20.
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Marlena L. Minkos, Sandra M. Chafouleas, Melissa A. Bray & Tamika P. LaSalle. (2017) Brief Report: A Preliminary Investigation of a Mindful Breathing Intervention to Increase Academic Engagement in an Alternative Educational Setting. Behavioral Disorders 43:4, pages 436-443.
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Bryan T Karazsia. (2018) Editorial: New Instructions for Single-Subject Research in the Journal of Pediatric Psychology. Journal of Pediatric Psychology 43:6, pages 585-587.
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Stacy L. Bender, Rachel Roth, Alicia Zielenski, Zachary Longo & Ashley Chermak. (2018) Prevalence of mindfulness literature and intervention in school psychology journals from 2006 to 2016. Psychology in the Schools 55:6, pages 680-692.
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Brandon D. Becker & Robert C. Whitaker. (2017) The Association Between Dispositional Mindfulness and Management Self-Efficacy Among Early Childhood Education Managers in Head Start. Mindfulness 9:2, pages 636-644.
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Pamela W. Garner, Stacy L. Bender & Megan Fedor. (2018) Mindfulness-based SEL programming to increase preservice teachers’ mindfulness and emotional competence. Psychology in the Schools 55:4, pages 377-390.
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Madeline Larson, Clayton R. Cook, Aria Fiat & Aaron R. Lyon. (2018) Stressed Teachers Don’t Make Good Implementers: Examining the Interplay Between Stress Reduction and Intervention Fidelity. School Mental Health 10:1, pages 61-76.
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Eunjin Kim & Nirbhay N. Singh. (2017) Psychometric Properties of the Korean Version of the Mindfulness in Teaching Scale. Mindfulness 9:1, pages 344-351.
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Blythe F. Hinitz. 2018. Impeding Bullying Among Young Children in International Group Contexts. Impeding Bullying Among Young Children in International Group Contexts
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Brandon D. Becker, Kathleen C. Gallagher & Robert C. Whitaker. (2017) Teachers' dispositional mindfulness and the quality of their relationships with children in Head Start classrooms. Journal of School Psychology 65, pages 40-53.
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Marian González-García & Javier González López. (2017) Bases neurofisiológicas de mindfulness y compasión: una propuesta desde la teoría polivagal. Mindfulness & Compassion 2:2, pages 101-111.
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Yoon-Suk Hwang, Brendan Bartlett, Melissa Greben & Kirstine Hand. (2017) A systematic review of mindfulness interventions for in-service teachers: A tool to enhance teacher wellbeing and performance. Teaching and Teacher Education 64, pages 26-42.
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Robin Ortiz & Erica Sibinga. (2017) The Role of Mindfulness in Reducing the Adverse Effects of Childhood Stress and Trauma. Children 4:3, pages 16.
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Nirbhay N. Singh, Giulio E. Lancioni, Yoon-Suk Hwang, Jeffrey Chan, Karrie A. Shogren & Michael L. Wehmeyer. 2017. Handbook of Positive Psychology in Intellectual and Developmental Disabilities. Handbook of Positive Psychology in Intellectual and Developmental Disabilities
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David A. Klingbeil, Aaron J. Fischer, Tyler L. Renshaw, Bradley S. Bloomfield, Ben Polakoff, Jessica B. Willenbrink, Rebecca A. Copek & Kai Tai Chan. (2016) EFFECTS OF MINDFULNESS‐BASED INTERVENTIONS ON DISRUPTIVE BEHAVIOR: A META‐ANALYSIS OF SINGLE‐CASE RESEARCH. Psychology in the Schools 54:1, pages 70-87.
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Clayton R. Cook, Faith G. Miller, Aria Fiat, Tyler Renshaw, Megan Frye, Gail Joseph & Polocarpio Decano. (2016) PROMOTING SECONDARY TEACHERS’ WELL‐BEING AND INTENTIONS TO IMPLEMENT EVIDENCE‐BASED PRACTICES: RANDOMIZED EVALUATION OF THE ACHIEVER RESILIENCE CURRICULUM. Psychology in the Schools 54:1, pages 13-28.
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Brandon D. Becker, Freda Patterson, Jay S. Fagan & Robert C. Whitaker. (2016) Mindfulness among Home Visitors in Head Start and the Quality of Their Working Alliance with Parents. Journal of Child and Family Studies 25:6, pages 1969-1979.
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Sarah Gouda, Minh T. Luong, Stefan Schmidt & Joachim Bauer. (2016) Students and Teachers Benefit from Mindfulness-Based Stress Reduction in a School-Embedded Pilot Study. Frontiers in Psychology 7.
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Shangwei Li. (2016) Development and Reflection on Early Childhood Education in U. S. Higher Schools. e-Pedagogium 16:2, pages 90-107.
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Molly Stewart Lawlor. 2016. Handbook of Mindfulness in Education. Handbook of Mindfulness in Education
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Kristen E. Lyons & Jennifer DeLange. 2016. Handbook of Mindfulness in Education. Handbook of Mindfulness in Education
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Edo Shonin & William Van Gordon. (2014) Practical Recommendations for Teaching Mindfulness Effectively. Mindfulness 6:4, pages 952-955.
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Sandra Schmiedeler. (2015) Achtsamkeitsbasierte Therapieverfahren bei der Aufmerksamkeitsdefizit-/ Hyperaktivitätsstörung (ADHS). Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie 43:2, pages 123-131.
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Nirbhay N. Singh, Giulio E. Lancioni, Alan S. W. Winton, Bryan T. Karazsia, Rachel E. Myers, Larry L. Latham & Judy Singh. (2014) Mindfulness-Based Positive Behavior Support (MBPBS) for Mothers of Adolescents with Autism Spectrum Disorder: Effects on Adolescents’ Behavior and Parental Stress. Mindfulness 5:6, pages 646-657.
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Robert W. Roeser. 2014. Motivational Interventions. Motivational Interventions
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Willoughby B. Britton, Nathaniel E. Lepp, Halsey F. Niles, Tomas Rocha, Nathan E. Fisher & Jonathan S. Gold. (2014) A randomized controlled pilot trial of classroom-based mindfulness meditation compared to an active control condition in sixth-grade children. Journal of School Psychology 52:3, pages 263-278.
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Nirbhay N. Singh, Giulio E. Lancioni, Bryan T. Karazsia, Alan S. W. Winton, Judy Singh & Robert G. Wahler. (2013) Shenpa and Compassionate Abiding: Mindfulness-Based Practices for Anger and Aggression by Individuals with Schizophrenia. International Journal of Mental Health and Addiction 12:2, pages 138-152.
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