Preventing Depression in Children and Adolescents Through Mindfulness-Based Interventions in Schools
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Publisher
Springer International Publishing
Link
https://link.springer.com/content/pdf/10.1007/978-3-031-13029-8_3
Reference155 articles.
1. Abenavoli, R. M., Jennings, P. A., Greenberg, M. T., Harris, A. R., & Katz, D. A. (2013). The protective effects of mindfulness against burnout among educators. Psychology of Education Review, 37(2), 57–69. https://doi.org/10.1007/s12671-015-0451-2
2. Aloe, A. M., Amo, L. C., & Shanahan, M. E. (2014). Classroom management self-efficacy and burnout: A multivariate meta-analysis. Educational Psychology Review, 26(1), 101–126. https://doi.org/10.1007/s10648-013-9244-0
3. Ames, C. S., Richardson, J., Payne, S., Smith, P., & Leigh, E. (2014). Mindfulness-based cognitive therapy for depression in adolescents. Child and Adolescent Mental Health, 19(1), 74–78. https://doi.org/10.1111/camh.12034
4. Andreu, C. I., Araya-Véliz, C., & García-Rubio, C. (2021). Benefits of a mindfulness-based intervention at school from the perspective of at-risk children. Mindfulness, 12(7), 1611–1623. https://doi.org/10.1007/s12671-021-01624-6
5. Andreu, C. I., & García-Rubio, C. (2019). How does mindfulness work in schools? An integrative model of the outcomes and the mechanisms of change of mindfulness-based interventions in the classroom. In C. Steinebach & Á. Langer (Eds.), Enhancing resilience in youth (pp. 139–157). Springer. https://doi.org/10.1007/978-3-030-25513-8_9
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