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Mindfulness and Yoga in Schools: A Guide for Teachers and Practitioners, ISBN-13: 978-0826131720

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Description

Mindfulness and Yoga in Schools: A Guide for Teachers and Practitioners, ISBN-13: 978-0826131720

[PDF eBook eTextbook]

  • Publisher: ‎ Springer Publishing Company; 1st edition (March 22, 2017)
  • Language: ‎ English
  • 367 pages
  • ISBN-10: ‎ 0826131727
  • ISBN-13: ‎ 978-0826131720

This is the first research-based text intended to help teachers and practitioners implement mindfulness and yoga programs in schools. A complete review of the literature on mindfulness and yoga interventions is provided along with detailed steps on how to implement such programs. Training requirements, classroom set-up, trauma-sensitive practices, and existing quality programs are reviewed. Twelve core principles of mindfulness and yoga in schools are woven throughout for the utmost in continuity. As a whole, the book provides tools for enhancing classroom and school practices as well as personal well-being. It is distinguished by its emphasis on research, translation of research into practice, and insight into potential roadblocks when using mindfulness and yoga in schools.

Mindfulness and Yoga in Schools provides:

  • A thorough examination of the efficacy of mindfulness and yoga in reducing stress and conflict and enhancing student engagement to serve as a rationale for integrating such programs into schools
  • How-to sections for training, classroom and lesson plan preparation, and implementing specific techniques and comprehensive programs
  • Photographs, scripts, and figures to help implement your own programs
  • A tool for assessing and cultivating teacher and student self-care

Part I reviews the conceptual model for embodied self-regulation and the risks associated with a lack of self-regulation, an intervention model used in education, and tips for implementing mindfulness and yogic practices within this approach. Parts II and III review the philosophical underpinnings of mindfulness and yoga and critically review the mindfulness and yoga protocols and interventions implemented in schools. Part IV addresses mindful self-care for students and teachers, including a scale for establishing self-care goals and a scoring system.

Catherine Cook-Cottone, Ph.D., is a Licensed Psychologist and Certified School Psychologist and a Certified and Registered Yoga Instructor (RYT-500-E). She is an associate professor in the Department of Counseling, School, and Educational Psychology at SUNY at Buffalo. Dr. Cook-Cottone researches embodied self-regulation and psychosocial disorders (e.g., trauma-related disorders and eating disorders). Aligned with her research, she teaches classes in counseling with children and adolescents, yoga for health and healing, mindfulness interventions, eating disorders, and self-care and service.

She also maintains a private practice. Working with adults, adolescents, and children, she specializes in the assessment and treatment of: anxiety-based disorders (e.g., PTSD and Generalized Anxiety Disorder), eating disorders (including other disorders of self-care), and development of emotional regulation skills. She specializes in constructivist therapies that facilitate neurological, emotional, and dialectic integration including narrative, bibliotherapeutic, and creative approaches. She teaches yoga at Power Yoga Buffalo. She is founder and president of Yogis in Service, Inc.

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