Using Mindfulness to Promote Mental Health in Schools
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Product details:
- Publisher OUP USA
- Date of Publication 28 January 2026
- ISBN 9780190880477
- Binding Paperback
- No. of pages318 pages
- Size 234x156x18 mm
- Weight 449 g
- Language English
- Illustrations 4 b/w figures 658
Categories
Short description:
Using Mindfulness to Promote Mental Health in Schools provides useful knowledge and practical guidance regarding how mental health professionals and educators can effectively use mindfulness-based practices to promote mental health in school settings. Each chapter offers insight into different aspects of mindfulness and how it can be taught and learned to improve mental health outcomes.
MoreLong description:
Using Mindfulness to Promote Mental Health in Schools provides scholarly and practical information about using mindfulness-based practices to promote mental health in schools. Mindfulness is understood as a key psychological skill set, which can be taught and learned like any other skill, by mental health professionals, educators, and others who are working in schools. Chapters focus on how practices related to training mindfulness skills can be integrated within a multitiered approach to school-based mental health service delivery, including universal, targeted, and intensive supports. Examples are provided regarding how mindfulness-based practices can be applied at the classroom and schoolwide level for promoting the well-being of all students, at the small-group level for supporting students with emerging psychosocial risk, and at the individualized level for intervening with students experiencing chronic or severe mental health concerns.
Authored by leading scholars in the field, the book provides a brief and accessible introduction to help implementers understand, select, apply, and evaluate mindfulness-based practices in schools. The text is divided into two sections. The first section discusses the conceptual and historical foundations of mindfulness-based practices in schools and mindfulness-based assessment practices with youth and their caregivers that are relevant for use in schools, while the second section covers various approaches to mindfulness-based interventions with youth and their caregivers, including chapters on mindfulness-based stress reduction, mindfulness-based cognitive therapy, mindful yoga, and mindfulness-based parent training.
Table of Contents:
PART I. FOUNDATIONS
Chapter 1: Advancing the Science and Practice of Mindfulness to Support Mental Health in Schools
Tyler L. Renshaw, Shane R. Jimerson, Mary L. Phan, and Thomas K. Franzmann
Chapter 2: Mindfulness-Based Interventions with Youth and Students
David A. Klingbeil, Aaron J. Fischer, and Magenta Silberman
Chapter 3: Mindfulness-Based Interventions with Parents and Educators
Andrew Jordan Thayer, Margaret Sullivan, Madeline Larson, and Clayton R. Cook
Chapter 4: Mindfulness Measures for Youth and Students
Anthony J. Roberson and Shelley R. Upton
Chapter 5: Measures of Mindfulness for Adults and Caregivers
Robert C. McGowan, Rebecca Michel, and Lisa W. Coyne
PART II. APPROACHES
Chapter 6: Mindfulness-Based Stress Reduction for Youth and Students
Lindsey Webb and Erica M. S. Sibinga
Chapter 7: Mindfulness-Based Cognitive Therapy for Children: Cultivating Mental Health in Elementary Schools
Matthew S. Goodman and Randye J. Semple
Chapter 8: Mindful Yoga for Grade School Students
Jacinda K. Dariotis and Diana H. Fishbein
Chapter 9: Dialectical Behavior Therapy Skills in Schools
James J. Mazza and Elizabeth Dexter-Mazza
Chapter 10: DNA-V: The Youth Model of Acceptance and Commitment Therapy for Social-Emotional Learning in Schools
Louise Hayes and Joseph Ciarrochi
Chapter 11: Brief Mindfulness Interventions: Soles of the Feet for Students and Guided Mindfulness Practices
Joshua C. Felver
Chapter 12: Mindfulness for Teachers: Evidence-based Models to Promote Well-being
Patricia A. Jennings
Chapter 13: Mindfulness-Based Parent Training
Stacy L. Bender
Chapter 14: Mindfulness-Based Programs for Classrooms and Schools
Tyler L. Renshaw, John D. Barr, Caleb D. Farley, Thomas K. Franzmann, Mary L. Phan, Stephanie A. Vinal, Sean N. Weeks, and Shane R. Jimerson
