New Directions in Compassion Curricula and the Science of the Pedagogy
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Publisher
Springer Nature Switzerland
Link
https://link.springer.com/content/pdf/10.1007/978-3-031-67543-0_7
Reference61 articles.
1. Agyapong, B., Obuobi-Donkor, G., Burback, L., & Wei, Y. (2022). Stress, burnout, anxiety and depression among teachers: A scoping review. International Journal of Environmental Research and Public Health., 19(17), 10706. https://doi.org/10.3390/ijerph191710706
2. Barker, R., Hartwell, G., Bonell, C., Egan, M., Lock, K., & Viner, R. M. (2022). Research priorities for mental health in schools in the wake of COVID-19. Journal of Epidemiology Community Health, 76(5), 448–450. https://doi.org/10.1136/jech-2021217902
3. Bluth, K., & Eisenlohr-Moul, T. A. (2017). Response to a mindful self-compassion intervention in teens: A within-person association of mindfulness, self-compassion, and emotional well-being outcomes. Journal of Adolescence, 57, 108–118. https://onlinelibrary.wiley.com/doi/10.1016/j.adolescence.2017.04.001
4. Bluth, K., Roberson, P. N., Gaylord, S. A., Faurot, K. R., Grewen, K. M., Arzon, S., & Girdler, S. S. (2016). Does self-compassion protect adolescents from stress? Journal of Child and Family Studies, 25, 1098–1109. https://link.springer.com/article/10.1007/s10826-015-0307-3
5. Carmichael, I. (2017). Recruitment and retention of teachers. https://publications.parliament.uk/pa/cm201617/cmselect/cmeduc/199/199.pdf
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