"This book has consolidated a great deal of information related to the conceptual underpinnings of contemplative practice, as well as the practical application of this technology, and it offers a welcome addition to the burgeoning literature on how contemplative practices may be used for the benefit of students and those who work in educational contexts". --Joshua C. Felver, Syracuse University, Canadian Journal of School Psychology
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.
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p> Catherine P. Cook-Cottone, PhD, is a certified school psychologist, licensed psychologist, registered yoga teacher (200 RYT-E and 500 RYT), and associate professor at SUNY at Buffalo. She is an associate editor of the journal Eating Disorders: Journal of Treatment and Prevention. She is also the founder and president of Yogis in Service, Inc., a not-for
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