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Books on the topic 'Mindfulness-based learning'

Author: Grafiati

Published: 5 June 2025

Last updated: 16 July 2025

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1

Adamson, Fiona, and Jane Brendgen. Mindfulness-Based Relational Supervision: Mutual Learning and Transformation. Taylor & Francis Group, 2021.

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2

Adamson, Fiona, and Jane Brendgen. Mindfulness-Based Relational Supervision: Mutual Learning and Transformation. Taylor & Francis Group, 2021.

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Adamson, Fiona, and Jane Brendgen. Mindfulness-Based Relational Supervision: Mutual Learning and Transformation. Taylor & Francis Group, 2021.

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Adamson, Fiona, and Jane Brendgen. Mindfulness-Based Relational Supervision: Mutual Learning and Transformation. Taylor & Francis Group, 2021.

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5

MacPherson, Seonaigh, and Patricia Rockman. Mindfulness-Based Teaching and Learning: Preparing Mindfulness Specialists in Education and Clinical Care. Taylor & Francis Group, 2023.

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MacPherson, Seonaigh, and Patricia Rockman. Mindfulness-Based Teaching and Learning: Preparing Mindfulness Specialists in Education and Clinical Care. Taylor & Francis Group, 2023.

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MacPherson, Seonaigh, and Patricia Rockman. Mindfulness-Based Teaching and Learning: Preparing Mindfulness Specialists in Education and Clinical Care. Taylor & Francis Group, 2023.

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8

Watagodakumbura, Dr Chandana. Education from a Deeper and Multidisciplinary Perspective: Enhanced by Relating to Social-Emotional Learning Based on Mindfulness, Self-Awareness & Emotional Intelligence. Independently published, 2019.

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9

Programming the Brain : Educational Neuroscience Perspective: Pedagogical Practices and Study Skills for Enhanced Learning and Metacognition Second Edition Updated by Relating to Social-Emotional Learning Based on Mindfulness, Self-Awareness and Emotio. Independently Published, 2020.

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10

Ryden, Linda, and Cheryl Dodwell. Peace of Mind Curriculum for Grades 4 and 5: Mindfulness-based Social and Emotional Learning and Conflict Resolution for a More Positive and Inclusive School Climate. Peace of Mind Press, 2019.

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11

Keefer, Natalie, and Tori K. Flint, eds. Mindful Social Studies. The Rowman & Littlefield Publishing Group, 2022. https://doi.org/10.5040/9781666997200.

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Mindful Social Studies: Frameworks for Social Emotional Learning and Critically Engaged Citizens situates the field of social studies education as uniquely poised to integrate anti-racist, equity, and asset-based pedagogies with contemplative, mindfulness-based strategies to promote the knowledge, skills, and dispositions students need to be effective citizens. Students’ Social Emotional Learning (SEL) hinges upon their experience(s) engaging in authentic learning that strengthens cognitive skills, including critical thinking, self-awareness, reflection, compassion, empathy, and perspective taking. In this volume, the co-editors have curated reflective K-16 practitioner-style, research-focused, and theory-based chapters that explore social justice-orientated contemplative pedagogies, as well as mindfulness-related frameworks and strategies for teaching social studies and the social and behavioral sciences. In this book, chapter authors explore ways of cultivating specific mindfulness-related social studies dispositions and transformative rationales and approaches for critical mindfulness and SEL based on compelling arguments for meeting the needs of students, families, and educators in a dynamic and increasingly diverse society.

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12

Ryden, Linda, and Cheryl Dodwell. Peace of Mind Core Curriculum for Grade 3: Mindfulness-Based Social Emotional Learning and Conflict Resolution to Help Students Manage Big Emotions, Practice Kindness and Gratitude, and Become Peacemakers. Peace of Mind Inc, 2021.

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13

Diesner, Jillian, Linda Ryden, and Cheryl Dodwell. Peace of Mind Core Curriculum for Early Childhood: A Mindfulness-Based Social and Emotional Learning Program Designed to Help Young Children Self-regulate, Strengthen Social Skills, and Increase Self-esteem. Peace of Mind Inc, 2022.

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14

Ryden, Linda, and Cheryl Dodwell. Peace of Mind Core Curriculum Grades 1 And 2: Mindfulness-Based Social Emotional Learning and Conflict Resolution to Help Students Manage Big Emotions, Practice Kindness and Gratitude, and Become Peacemakers. Peace of Mind Inc, 2021.

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15

Cook, Joanna. “Mind the Gap”. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190495794.003.0006.

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This chapter focuses on mindfulness-based cognitive therapy (MBCT) in the United Kingdom. It argues that at the levels of both structure and practice, therapists and practitioners frame mindfulness as a method for distinguishing between appearance and reality. Drawing on ethnography from a two-year therapist-training program in MBCT, it is demonstrated that mindfulness and science are understood to produce complementary forms of evidence. Both are framed as protocols for aligning human representation with the ways the world is. This concern to distinguish “appearance” from “reality” also informs the practice of mindfulness. Practitioners work to develop a decentered perspective (to see thoughts as “not really real”). Drawing upon Edmund Husserl’s technique of phenomenological modification, it is argued that in both instances—the epistemological equivalency created between scientific and meditative practice, and learning to relate differently to thoughts—the categories of “appearance” and “reality” are created.

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16

Collins-Donnelly, Kate. Banish Your Self-Esteem Thief. Jessica Kingsley Publishers, 2014. https://doi.org/10.5040/9781805014454.

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Build up your confidence and self-esteem by learning how to banish your Self-Esteem Thief with this fun and imaginative workbook. Full of tips and strategies based on cognitive behavioural and mindfulness principles, it helps you banish negative thoughts and build healthy self-esteem. Suitable for young people aged 10+.

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17

Haberlin, Steve. Calming Student Stress. Rowman & Littlefield, 2024. https://doi.org/10.5040/9798881867249.

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Research shows that a highly stressed brain does not absorb or remember information, causing learning to essentially shut down. Today’s students are more stressed and anxious than ever, and classrooms have become tense places. Educators require knowledge and skills to facilitate and teach students stress-management techniques and find creative ways to embed them in the classroom culture and daily routines. Calming Student Stress is a synthesis of empirical-based mind-body practices that have been shown to reduce stress and anxiety, help students remain centered and focused, and connect with the learning and each other. Various methods, techniques, and strategies that draw from mindfulness, yoga, tai chi, breathwork, and visualization are clearly defined, situated within current research, and geared towards both elementary and secondary students. Suggestions on how to introduce mind-body practices to students, as well as administrators and parents, are also provided within this helpful guide.

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18

Lavelle, Brooke D., Lisa Flook, and Dara G. Ghahremani. A Call for Compassion and Care in Education. Edited by Emma M. Seppälä, Emiliana Simon-Thomas, Stephanie L. Brown, Monica C. Worline, C. Daryl Cameron, and James R. Doty. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190464684.013.33.

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Students are challenged by stressors that negatively impact their physical health and well-being as well as their ability to thrive in school. Many educators have mobilized to address these issues, as mounting evidence suggests that enhancing the social, emotional, cultural, and ethical aspects of schooling improves student well-being. These movements have stirred a variety of prosocial education initiatives—including Social and Emotional Learning (SEL) and mindfulness-based programs—which have been shown to make a positive impact. Yet in spite of this growing interest in prosocial education, these movements have proceeded largely independently of one another and without a comprehensive theoretical model of prosocial development. In this chapter, we review the evidence of compassion-based interventions and offer a compassion-based framework as an organizing principle for the field that may help integrate diverse prosocial approaches and help educators respond most effectively to needs of our school communities.

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19

Schwartz, Joanna. The Teacher Toolbox for a Calm and Connected Classroom. Jessica Kingsley Publishers, 2021. https://doi.org/10.5040/9781805015673.

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The Teacher Toolbox for a Calm and Connected Classroom is a whole-child, whole-hearted approach to teaching, wellness, and student--teacher relationships. Chock-full of practical advice and brain-based tools from an experienced teacher and counselor, this book solves the question of how psychology and education can enrich and empower both teachers and students’ wellness. Peppered with relatable anecdotes from the authors’ experiences, the book deals with how to help unpack the’ “invisible backpack” that both teachers and students bring into the classroom. Chapters are broken down to show how to practically address common issues such challenging behavior, social-emotional learning, trauma-informed education, attachment theory, mindfulness, mental health and much more. Each chapter outlines these common challenges but also provides an abundance of practical tools that can be used to help. Written accessibly, and with tools which are easy to implement, The Teacher Toolbox for a Calm and Connected Classroom is an indispensable guide for any teacher.

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20

Curry, Neil, and Kate Maher, eds. Psychology-Based Activities for Supporting Anxious Language Learners. Bloomsbury Publishing Plc, 2024. http://dx.doi.org/10.5040/9781350352834.

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A quiet, anxious class can be an uncomfortable learning experience for all concerned, yet it can be a situation language educators regularly face. This volume offers a range of activities which teachers can use with both classes and individual students to reduce their anxiety and increase their confidence for speaking. Drawn from a variety of theoretical backgrounds and educational contexts, the activities are presented in a clear and easy-to-follow format, allowing educators to choose according to the needs of their students and style of instruction. By describing the theories, reasons and events which gave rise to the development of the activities, readers will be able to recognize their own experiences and easily realize how they might put the activities into practice in their own situations. Theories and practices explored include: mindfulness, ‘free traits’, flow practices, self-esteem theory, Stoic philosophy, attribution retraining, Cognitive Behaviour Therapy (CBT) and positive evaluation.

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