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MINDFULNESS IN SCHOOL PSYCHOLOGY: APPLICATIONS FOR INTERVENTION AND PROFESSIONAL PRACTICE

Authors


  • This project was supported by National Institutes of Health grant T32 MH20012 to Elizabeth A. Stormshak, codirector of the Child and Family Center, University of Oregon. We also wish to thank Cheryl Mikkola and Jacob T. Groff for their assistance with this article.

Correspondence to: Joshua Felver, University of Oregon–Child and Family Center, 195 W. 12th Avenue, Eugene, OR 97401. E-mail: jfelverg@uoregon.edu

Abstract

Although the use of mindfulness is increasing in other areas of applied psychology, school psychology has yet to embrace it in practice. This article introduces school psychologists to the burgeoning field of mindfulness psychology and to the possibilities that it offers to their discipline. A background on the Western scientific study and application of mindfulness provides a theoretical foundation to those unfamiliar with the topic. We then discuss the application of mindfulness technologies to various forms of service provision in the professional practice of school psychology. The innovative and novel avenues that mindfulness psychology offers to psychological science

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