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Gepubliceerd in: Mindfulness 1/2016

15-12-2015 | BOOK REVIEW

Kirke Olson: The Invisible Classroom: Relationships, Neuroscience and Mindfulness in School. W. W. Norton, New York, 2014, 232 pp

Auteur: Patricia A. Jennings

Gepubliceerd in: Mindfulness | Uitgave 1/2016

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Excerpt

Over the past decade, Siegel ( 2010, 2015), Immordino-Yang ( 2015) and Cozolino ( 2013) have elucidated the critical role interpersonal neurobiology and social neuroscience play in educational processes. In The Invisible Classroom, Kirke Olson builds upon this work by skillfully linking his academic study of neuroscience and his years of experience in the field of education. He provides understandable and practical principles, which he illustrates with stories from his own experience as both a teacher and a school psychologist. Indeed, it is his experience of transitioning from a classroom teacher to school psychologist that provides the most interesting perspectives and anecdotes. As a classroom teacher, Olson experienced the effects of the “invisible classroom” without really understanding the social and emotional forces at work in his classroom. Later, he received training as a psychologist and spent years observing teachers and students in the classroom setting, providing psychological and emotional support. This training and experience helped him to recognize and begin to understand the “invisible” factors at work in the classroom. He realized that behaviors often interpreted by teachers as problematic are rooted in social and neurocognitive patterns children develop in response to a variety of environmental factors such as trauma, abuse, neglect, and chronic stress. …
Literatuur
go back to reference Burke, C. A. (2009). Mindfulness-based approaches with children and adolescents: a preliminary review of current research in an emergent field. Journal of Child and Family Studies, 19, 133–144. CrossRef Burke, C. A. (2009). Mindfulness-based approaches with children and adolescents: a preliminary review of current research in an emergent field. Journal of Child and Family Studies, 19, 133–144. CrossRef
go back to reference Cozolino, L. (2013). The social neuroscience of education: optimizing attachment and learning in the classroom. New York, NY: W. W. Norton. Cozolino, L. (2013). The social neuroscience of education: optimizing attachment and learning in the classroom. New York, NY: W. W. Norton.
go back to reference Greenberg, M. T., & Harris, A. R. (2012). Nurturing mindfulness in children and youth: current state of research. Child Development Perspectives, 6, 161–166. CrossRef Greenberg, M. T., & Harris, A. R. (2012). Nurturing mindfulness in children and youth: current state of research. Child Development Perspectives, 6, 161–166. CrossRef
go back to reference Immordino-Yang, M. H. (2015). Emotions, learning, and the brain: exploring the educational implications of affective neuroscience. New York, NY: W. W. Norton. Immordino-Yang, M. H. (2015). Emotions, learning, and the brain: exploring the educational implications of affective neuroscience. New York, NY: W. W. Norton.
go back to reference Olsen, K. (2014). The invisible classroom: relationships, neuroscience & mindfulness in school. New York: W. W. Norton & Company. Olsen, K. (2014). The invisible classroom: relationships, neuroscience & mindfulness in school. New York: W. W. Norton & Company.
go back to reference Siegel, D. J. (2010). The mindful therapist: a clinician’s guide to mindsight and neural integration. New York, NY: W. W. Norton. Siegel, D. J. (2010). The mindful therapist: a clinician’s guide to mindsight and neural integration. New York, NY: W. W. Norton.
go back to reference Siegel, D. J. (2012). The developing mind: how relationships and the brain interact to shape who we are (2nd ed.). New York, NY: Guilford Press. Siegel, D. J. (2012). The developing mind: how relationships and the brain interact to shape who we are (2nd ed.). New York, NY: Guilford Press.
Metagegevens
Titel
Kirke Olson: The Invisible Classroom: Relationships, Neuroscience and Mindfulness in School. W. W. Norton, New York, 2014, 232 pp
Auteur
Patricia A. Jennings
Publicatiedatum
15-12-2015
Uitgeverij
Springer US
Gepubliceerd in
Mindfulness / Uitgave 1/2016
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI
https://doi.org/10.1007/s12671-015-0471-y