Mindfulness in the Classroom - An Evidence-Based Program to Reduce Disruptive Behavior and Increase Academic Engagement - The Soles of the Feet Mindfulness Program

Felver, Joshua; Sungh, Nirbhay N.; Horner, Robert (foreword)

ISBN 10: 1684034744 / ISBN 13: 9781684034741

Edité par New Harbinger Publications Inc., USA, 2020

A propos de cet article

First Edition / First Print (number line on copyright page 10 9 8 7 6 5 4 3 2 1). Paperback copy, no dustjacket as issued. 205pp. Not library copy, no creasing to spine, no inscriptions. (54/7).

N° de réf. du vendeur ABE-1756206937046

Détails bibliographiques

• Titre: Mindfulness in the Classroom - An Evidence-Based Program to Reduce Disruptive Behavior and Increase Academic Engagement - The Soles of the Feet Mindfulness Program
• Éditeur: New Harbinger Publications Inc., USA
• Date de parution: 2020
• Langue: anglais
• ISBN à 10 chiffres: 1684034744
• ISBN à 13 chiffres: 9781684034741
• Reliure: Couverture souple
• Édition: Edition originale
• Impression: 1er tirage
• État de l'article: Assez bon
• État de la jaquette: Pas de jaquette
• Dimensions: 1,252 L x 17,78 H x 25,4 P (centimètres) 1,252 centimètres de largeur par 17,78 centimètres de hauteur par 25,4 centimètres de profondeur
• Poids: 476 grammes

A propos de ce titre

Synopsis

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.

À propos de l?auteur

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 behaviour, and investigates the neurobiological mechanisms of contemplative practices.