Handbook of Mindfulness in Education: Integrating Theory and Research into Pract

The Nile on eBay   Handbook of Mindfulness in Education by Kimberly A. Schonert-Reichl, Robert W. Roeser

This handbook addresses the educational uses of mindfulness in schools. It summarizes the state of the science and describes current and emerging applications and challenges throughout the field. It explores mindfulness concepts in scientific, theoretical, and practical terms and examines training opportunities both as an aspect of teachers' professional development and a means to enhance students' social-emotional and academic skills. Chapters discuss mindfulness and contemplative pedagogy programs that have produced positive student outcomes, including stress relief, self-care, and improved classroom and institutional engagement. Featured topics include: A comprehensive view of mindfulness in the modern era.Contemplative education and the roots of resilience. Mindfulness practice and its effect on students' social-emotional learning.A cognitive neuroscience perspective on mindfulness in education that addresses students' academic and social skills development. Mindfulness training for teachers and administrators.Two universal mindfulness education programs for elementary and middle school students.The Handbook of Mindfulness in Education is a must-have resource for researchers, graduate students, clinicians, and practitioners in psychology, psychiatry, education, and medicine, as well as counseling, social work, and rehabilitation therapy.

FORMATPaperback LANGUAGEEnglish CONDITIONBrand New Back Cover

This handbook addresses the educational uses of mindfulness in schools. It summarizes the state of the science and describes current and emerging applications and challenges throughout the field. It explores mindfulness concepts in scientific, theoretical, and practical terms and examines training opportunities both as an aspect of teachers' professional development and a means to enhance students' social-emotional and academic skills. Chapters discuss mindfulness and contemplative pedagogy programs that have produced positive student outcomes, including stress relief, self-care, and improved classroom and institutional engagement. Featured topics include: A comprehensive view of mindfulness in the modern era. Contemplative education and the roots of resilience. Mindfulness practice and its effect on students' social-emotional learning. A cognitive neuroscience perspective on mindfulness in education that addresses students' academic and social skills development. Mindfulness training for teachers and administrators. Two universal mindfulness education programs for elementary and middle school students. The Handbook of Mindfulness in Education is a must-have resource for researchers, graduate students, clinicians, and practitioners in psychology, psychiatry, education, and medicine, as well as counseling, social work, and rehabilitation therapy.

Author Biography

Kimberly A. Schonert-Reichl is a Professor in the Human Development, Learning, and Culture program in the Faculty of Education at the University or British Columbia (UBC) and Director of the Human Early Learning Partnership, an interdisciplinary research institute in the Faculty of Medicine at UBC. She received her MA in Educational Psychology from the University of Chicago, her Ph.D. in Educational Psychology from the University of Iowa, and was a postdoctoral National Institute of Mental Health (NIMH) Fellow in the Clinical Research Training Program in Adolescence at the University of Chicago and Northwestern University. Prior to her graduate work, Kim was a middle school teacher and a teacher at an alternative high school for "at risk" adolescents. Kim studies the social and emotional development of children and adolescents, particularly in relation to identifying the processes and mechanisms that foster positive human qualities such as empathy, compassion, altruism, andresiliency. She has won several awards, including the 2015 Joseph E. Zins Distinguished Scholar Award for Outstanding Contributions to Research in Social and Emotional Learning, given by the Collaborative for Academic, Social, and Emotional Learning (CASEL) and the Confederation of University Faculty Associations' (CUFA-BC) Paz Buttedahl Career Achievement Award for sustained contributions over the course of a career to the non-academic community through research and scholarly activity.Robert W. Roeser is a Professor of Psychology and Human Development in the Department of Psychology at Portland State University in Portland, Oregon. He received his Ph.D. from the Combined Program in Education and Psychology at the University of Michigan (1996) and holds master's degrees in religion and psychology, developmental psychology and clinical social work. In 2005 he was a United States Fulbright Scholar in India; from 1999-2004 he was a William T. Grant Faculty Scholar; and from 2006 to 2010 served as the Senior Program Coordinator for the Mind and Life Institute (Boulder, CO). Currently, Dr. Roeser's Culture and Contemplation in Education Lab (CaCiEL) at Portland State is devoted to the study of the putative effects of mindfulness and compassion training for teachers and (early childhood and early adolescent) students with regard to health and wellbeing, and the optimization of teaching and learning.

Table of Contents

Part I: Mindfulness in Education: Historical, Contemplative, Scientific, and Educational Foundations.- Chapter 1. Mindfulness in Education: Overview of the Handbook.- Chapter 2. Contemplation in Education.- Chapter 3. What is Mindfulness? A Contemplative Perspective.- Chapter 4. International Education and the Roots of Resilience.- Chapter 5. Mindfulness and Social-Emotional Learning.- Part II: Mindfulness in Education: Science and Applications with Educators.- Chapter 6. Mindfulness Training for Teachers.- Chapter 7. Teacher Stress and Mindfulness.- Chapter 8. Inner Resilience in Schools.- Chapter 9. Teacher Programs Overview and CARE Program.- Chapter 10. Teaching, Learning, and Transfer to a Mindfulness-Based Intervention for Teachers.- Chapter 11. Mindfulness Training with Special Populations.- Chapter 12. Preparing Teacher Candidates for the Present: Investigating the Value of Mindfulness-Training for Teacher Education.- Chapter 13. Embodied Presence: Contemplative Teacher Education.- Chapter 14. On Attentive Love in Education: The Case of Course to Teach.- Chapter 15. Mindfulness and Organizational Change.- Chapter 16. Mindfulness and Educational Leadership.- Part III: Mindfulness in Education: Science and Applications with Students.- Chapter 17. Developmental Social-Cognitive Neuroscience Perspective on Mindfulness in Education.- Chapter 18. Mindfulness and Compassion in Education.- Chapter 19. Mindfulness in Education During Early Childhood.- Chapter 20. MindUP: Mindfulness in Education During Childhood.- Chapter 21. The Master Mind and Movement Programs: Introducing Two Universal Mindfulness Education Programs for Elementary and Middle School Students.- Chapter 22. Working on the Inside: Mindfulness for Adolescents.  

Review

urce for anyone interested in the current field of how mindfulness practice and MBI can be integrated into school settings. ... This handbook has consolidated a great deal of the existing work that has been conducted to date, and it offers a welcome addition to the growing literature on how mindfulness practice and contemplative science can be best used to the benefit of students and those who work in educational settings." (Joshua C. Felver, Mindfulness, Vol. 7, 2016)

Long Description

Recently, there has been widespread emerging interest in the use of contemplative practices aimed at cultivating mindful awareness and compassion in teachers and students across a broad variety of disciplines (e.g., Roeser & Peck, 2009, Schonert-Reichl et al., in press; Thurman, 2006). But what is mindfulness and how can it be cultivated in secular educational settings in ways that support and extend other core aims of education associated with the "three Rs"? Both clinical psychology and neuroscience research have revealed important beneficial outcomes of the practice of mindfulness - defined as moment-to-moment, present-centered, nonjudgmental awareness, in adults (Mind and Life Educational Research Network, forthcoming). New studies are underway aimed at extending these practices and their beneficial effects to people earlier in life such that the downstream consequences of a lack of mindfulness, self-regulation and compassion, including stress and its deleterious effects on the body and the mind, may be curtailed. This volume examines the theories and research that inform research and clinical practice, addressing such questions as: How can contemplative practices be "secularized" and used in such educational settings as schools? Do teachers need mindfulness practices or only students? How should such practices be taught and delivered? The Handbook of Mindfulness in Education includes contributions from some of the leading researchers and practitioners in the field of mindfulness-based interventions, and it is a must-have volume for academics and clinicians alike.

Review Quote

urce for anyone interested in the current field of how mindfulness practice and MBI can be integrated into school settings. ... This handbook has consolidated a great deal of the existing work that has been conducted to date, and it offers a welcome addition to the growing literature on how mindfulness practice and contemplative science can be best used to the benefit of students and those who work in educational settings." (Joshua C. Felver, Mindfulness, Vol. 7, 2016)

Feature

Defines mindfulness and its potential role as well as value-added effects in educationCulls emerging research in mindfulness practices with children, adolescents, and emerging adultsChapter contributions from world-renowned expertsExamines emerging theory on mindfulness, education, and human relationshipsProvides scientific and contemplative bases for the study of mindfulness in educationOffers future directions for theory, research, and practice

Description for Sales People

Defines mindfulness and its potential role as well as value-added effects in educationCulls emerging research in mindfulness practices with children, adolescents, and emerging adultsChapter contributions from world-renowned expertsExamines emerging theory on mindfulness, education, and human relationshipsProvides scientific and contemplative bases for the study of mindfulness in educationOffers future directions for theory, research, and practice

Details ISBN1493974955 Pages 394 Publisher Springer-Verlag New York Inc. Year 2017 Edition 1st ISBN-10 1493974955 ISBN-13 9781493974955 Format Paperback Imprint Springer-Verlag New York Inc. Subtitle Integrating Theory and Research into Practice Place of Publication New York Country of Publication United States Edited by Robert W. Roeser Series Mindfulness in Behavioral Health Publication Date 2017-09-15 DEWEY 370.15 Language English Media Book Short Title Handbook of Mindfulness in Education UK Release Date 2017-09-15 AU Release Date 2017-09-15 NZ Release Date 2017-09-15 US Release Date 2017-09-15 Author Robert W. Roeser Birth 1979 Affiliation Harvard University Position Graduate Student Qualifications M.D. Edition Description 1st ed. 2016 Alternative 9781493935048 Audience Tertiary & Higher Education Illustrations 7 Illustrations, color; 15 Illustrations, black and white; XXVII, 394 p. 22 illus., 7 illus. in color. We've got this

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