Promoting Mind–Body Health in Schools
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- Overview
- Table of contents
- Contributor bios
- Reviews and awards
- Book details
- Clinician and Practitioner Resources
Many students today struggle with stress and anxiety caused by increasing academic, social, and extracurricular demands. This book provides school psychologists, counselors, teachers, and other school faculty with guidelines for improving students' mental and physical well‑being, which in turn leads to improved academic performance and happier, better-adjusted students.
Chapter authors review important considerations related to the benefits, limitations, and potential risks associated with implementing mind–body interventions in school settings.
In addition to general guidelines, they review specific practices in depth — including yoga, mindfulness, physical activity, and hypnosis — presenting a three-tiered model for delivering services universally, with targeted groups, and with individuals. They also discuss how these and other interventions can be used to target specific issues such as eating disorders, chronic pain, sleep disorders, and trauma.
Illustrative case studies demonstrate how to implement these interventions in realistic scenarios. Collaboration between mental health professionals, faculty, and parents is emphasized throughout the volume so that students' mind–body health is addressed both at school and at home.
Contributors
Series Foreword
Michelle M. Perfect
Introduction: Mind–Body Health in the Schools
Cheryl Maykel and Melissa A. Bray
I. Broad Considerations for Delivering Mind–Body Health Interventions in Schools
- Home–School Collaboration to Promote Mind–Body Health
Waganesh A. Zeleke, Tammy L. Hughes, and Natalie Drozda - Treatment Integrity in School-Based Interventions: Assessing and Supporting Teacher Intervention Implementation
James J. Upright, Anna C. J. Long, and Tamika P. La Salle - School-Based Behavioral Health Services: A Public Health Model for Prevention
Melissa Pearrow and Janine Jones - Neuropsychological Impact on Mental Health and Associated Treatments for Children With Chronic Illness
Cynthia A. Riccio and Jenna Schwartz - Practitioner Self-Care: Mind–Body Best Practice
Paula Gill Lopez - Crossing Cultural Boundaries: Integrating Eastern Mind–Body Techniques for Diverse Western Learners
Yuan Yuan Wang, Rik Carl D’Amato, Catherine Van Damme, and Saba Mahmood - Ethical and Legal Considerations for Using Mind–Body Interventions in Schools
Candy Gunther Brown
II. Mind–Body Health Interventions for School-Based Concerns
- Positive Psychology and Multidimensional Adjustment
Lea A. Theodore and Bruce A. Bracken - Mindfulness-Based Interventions in Schools
Tyler L. Renshaw - Mindful Gratitude in the Schools: Building Capacity Across the Tiers
Evelyn Bilias-Lolis - Relaxation and Guided Imagery for Mind–Body Health
Johanna deLeyer-Tiarks, Lauren Gammie, Adeline M. Bray, and Samantha Moriarty - Physical Activity Interventions in the School Setting
Cheryl Maykel and Marlena Minkos - School-Based Yoga for Managing Stress and Anxiety
Bradley H. Smith, Gulden Esat, and Anjali Kanojia - Expressive Arts in Schools: Visual and Performing Arts and Sandtray Interventions to Promote Self-Discovery
Suzanne Degges-White - Music Therapy in Schools: Stimulating the Mind and Body to Create Positive Change
Anita L. Swanson - Written Emotional Expression in Schools: Processing Psychological and Emotional Stress Through Narrative Writing
Kari A. Sassu, Melissa A. Bray, Nicholas Gelbar, and Tiffany P. Kerzner - Video Self-Modeling for Mind–Body Health
Melissa M. Root - Hypnosis and the Potential Application in the School Setting
Michelle M. Perfect and Caroline Champagne - Emotional Freedom Techniques: Stress and Anxiety Management for Students and Staff in School Settings
Amy H. Gaesser
III. Targeting Specific Problems and Populations
- Yoga for the Prevention of Eating Disorders
Kellie S. Talebkhah and Catherine Cook-Cottone - Cognitive Behavior Therapy for Children With Emotion Regulation Challenges
Peter J. Castagna, Shelley R. Upton, and Anna C. J. Long - The Mind–Body Connection in Sleep Health: Conducting Assessments and Interventions in School Settings
Michelle M. Perfect, Sara S. Frye, and Suzanne B. H. Williams - Treating Pain in School Settings: Targeting Biological and Psychological Factors in Pain Management
Angela Starkweather, Xiaomei Cong, and Heather Evans - School-Based Mind–Body Interventions in the Treatment of Childhood Trauma
Jacqueline A. Brown, Emily Hattouni, and Samantha Russell - The Effects of War and Trauma on Learning and Cognition: The Case of Palestinian Children
Reham Mougrabi-Large and Zheng Zhou
Index
About the Editors
Cheryl Maykel, PhD, is an assistant professor in the Counseling and School Psychology programs at Rivier University. She is a nationally certified school psychologist, with state certification in school psychology in New Hampshire and Massachusetts.
Her current research interests are in the areas of mind–body health, physical activity, and classroom disruptive behavior.
Melissa A. Bray, PhD, is a professor and the director of the School Psychology program within the Neag School of Education at the University of Connecticut. She is a fellow of both APA and the American Psychological Society.
Dr. Bray is an elected member of the Society for the Study of School Psychology. She is licensed as a psychologist in the state of Connecticut and holds national certification in school psychology, state certification in school psychology, and licensure in speech–language pathology.
Her research interests are in the area of interventions for communication disorders, mainly stuttering, classroom disruptive behavior, and physical health and wellness, especially asthma and cancer.
The culture of the classroom, the school, and the district predicts whether teachers and students thrive or burn out. Mind–body interventions can create cultures that allow individuals to flourish and develop a positive self-view. The authors present data on the benefits, limitations, and possible risks of employing therapies such as yoga, mindfulness, emotional freedom techniques, and biofeedback in schools. I recommend this book for anyone in the teaching field.
—Margaret Eagan, MD
Associate Medical Director, University of Colorado, Anschutz Health and Wellness Center, Aurora
Welcome to the clinician and practitioner resources for Promoting Mind–Body Health in Schools: Interventions for Mental Health Professionals.
This document is offered for your personal use. If you reprint or adapt it for publication, permission is required from the publisher. All material is ©2020 by the American Psychological Association unless otherwise noted. The opinions and statements presented in this document are the responsibility of the authors, and such opinions do not necessarily represent the policies of the American Psychological Association.
Chapter 6. Crossing Cultural Boundaries: Integrating Eastern Mind–Body Techniques for Diverse Western Learners
Yuan Yuan Wang, Rik Carl D’Amato, Catherine Van Damme, and Saba Mahmood
