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Author:   Cheryl Maykel ,  Melissa Bray
Publisher:   American Psychological Association
Imprint:   American Psychological Association
Weight:   0.933kg
ISBN:  

9781433830549

ISBN 10:   143383054
Pages:   419
Publication Date:   24 September 2019
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In stock  
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Table of Contents

Contributors Series Foreword, by Michelle M. Perfect Introduction. Mind–Body Health in the Schools, by Cheryl Maykel and Melissa A. Bray Part I: Broad Considerations for Delivering Mind–Body Health Interventions in Schools Chapter 1: Home–School Collaboration to Promote Mind–Body Health, by Waganesh A. Zeleke, Tammy L. Hughes, and Natalie Drozda Chapter 2: Treatment Integrity in School-Based Interventions: Assessing and Supporting Teacher Intervention Implementation, by James J. Upright, Anna C. J. Long, and Tamika P. La Salle Chapter 3: School-Based Behavioral Health Services: A Public Health Model for Prevention, by Melissa Pearrow and Janine Jones Chapter 4: Neuropsychological Impact on Mental Health and Associated Treatments for Children With Chronic Illness, by Cynthia A. Riccio and Jenna Schwartz Chapter 5: Practitioner Self-Care: Mind–Body Best Practice, by Paula Gill Lopez Chapter 6: Crossing Cultural Boundaries: Integrating Eastern Mind–Body Techniques for Diverse Western Learners, by Yuan Yuan Wang, Rik Carl D’Amato, Catherine Van Damme, and Saba Mahmood Chapter 7: Ethical and Legal Considerations for Using Mind–Body Interventions in Schools, by Candy Gunther Brown Part II: Mind–Body Health Interventions for School-Based Concerns Chapter 8: Positive Psychology and Multidimensional Adjustment, by Lea A. Theodore and Bruce A. Bracken Chapter 9: Mindfulness-Based Interventions in Schools, by Tyler L. Renshaw Chapter 10: Mindful Gratitude in the Schools: Building Capacity Across the Tiers, by Evelyn Bilias-Lolis Chapter 11: Relaxation and Guided Imagery for Mind–Body Health, by Johanna deLeyer-Tiarks, Lauren Gammie, Adeline M. Bray, and Samantha Moriarty Chapter 12: Physical Activity Interventions in the School Setting, by Cheryl Maykel and Marlena Minkos Chapter 13: School-Based Yoga for Managing Stress and Anxiety, by Bradley H. Smith, Gulden Esat, and Anjali Kanojia Chapter 14: Expressive Arts in Schools: Visual and Performing Arts and Sandtray Interventions to Promote Self-Discovery, by Suzanne Degges-White Chapter 15: Music Therapy in Schools: Stimulating the Mind and Body to Create Positive Change, by Anita L. Swanson Chapter 16: Written Emotional Expression in Schools: Processing Psychological and Emotional Stress Through Narrative Writing, by Kari A. Sassu, Melissa A. Bray, Nicholas Gelbar, and Tiffany P. Kerzner Chapter 17: Video Self-Modeling for Mind–Body Health, by Melissa M. Root Chapter 18: Hypnosis and the Potential Application in the School Setting, by Michelle M. Perfect and Caroline Champagne Chapter 19: Emotional Freedom Techniques: Stress and Anxiety Management for Students and Staff in School Settings, by Amy H. Gaesser Part III: Targeting Specific Problems and Populations Chapter 20: Yoga for the Prevention of Eating Disorders, by Kellie S. Talebkhah and Catherine Cook-Cottone Chapter 21: Cognitive Behavior Therapy for Children With Emotion Regulation Challenges, by Peter J. Castagna, Shelley R. Upton, and Anna C. J. Long Chapter 22: The Mind–Body Connection in Sleep Health: Conducting Assessments and Interventions in School Settings, by Michelle M. Perfect, Sara S. Frye, and Suzanne B. H. Williams Chapter 23: Treating Pain in School Settings: Targeting Biological and Psychological Factors in Pain Management, by Angela Starkweather, Xiaomei Cong, and Heather Evans Chapter 24: School-Based Mind–Body Interventions in the Treatment of Childhood Trauma, by Jacqueline A. Brown, Emily Hattouni, and Samantha Russell Chapter 25: The Effects of War and Trauma on Learning and Cognition: The Case of Palestinian Children, by Reham Mougrabi-Large and Zheng Zhou

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Author Information

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. Cheryl Maykel lives in Rutland, MA. 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 the American Psychological Association and the Association for Psychological Science. Dr. Bray is an elected member of the Society for the Study of School Psychology. 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. Melissa A. Bray lives in Willington, CT.

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