Top

Optie A:

Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
Optie B:

Deel de link per e-mail
Link delen

vorige artikel Direct-to-Consumer Marketing for Parent-Child I...

volgende artikel Mother-child Joint Play: The Role of Maternal C...

Tip

Swipe om te navigeren naar een ander artikel

21-09-2019 | Original Paper | Uitgave 1/2020

The Feasibility and Effectiveness of Mindful Yoga for Preschoolers Exposed to High Levels of Trauma

Tijdschrift:: Journal of Child and Family Studies > Uitgave 1/2020

Auteurs:: Rachel A. Razza, Rachel Uveges Linsner, Dessa Bergen-Cico, Emily Carlson, Staceyann Reid

» Toegang tot de volledige tekst krijgen

Belangrijke opmerkingen

Publisher’s note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Abstract

Objectives

Although mindfulness-based interventions with children have been increasingly used as a strategy to promote social-emotional learning, the exploration of these practices among preschoolers in limited. This pilot study examined the feasibility and effectiveness of an 8-week mindful yoga program for preschoolers living in communities with high levels of trauma. Of particular interest was whether participation in the intervention was associated with gains in children’s self-regulation of attention and behavior. A related objective was to examine the acceptability and need for trauma-informed professional development for teaching staff.

Methods

Five classrooms (n = 89 children) were randomly assigned to the intervention and control conditions; three classrooms participated during the fall and two classrooms served as wait-list controls who received the intervention in the spring.

Results

Analyses revealed significant increases in children’s behavioral and attention regulation during the time that they participated in the intervention. An unexpected potentially influential finding was the high prevalence of posttraumatic stress among staff; the majority of staff experienced were above the threshold for civilian PTSD.

Conclusions

Mindful yoga may be a promising strategy to promote behavioral regulation and attention regulation among economically disadvantaged preschoolers. Staff may also benefit from trauma-informed practices given their high rate of exposure to traumatic events and above-average levels of PTSD.

Log in om toegang te krijgen

Hier inloggen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijft u als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen uw vak. Met het online abonnement heeft u toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kunt u op uw gemak en wanneer het u het beste uitkomt verdiepen in uw vakgebied.

Meer informatie

Adair, J. K., & Bhaskaran, L. (2010). Meditation, rangoli, and eating on the floor: practices from an urban preschool in Bangalore, India. Young Children, 65, 48–55.

Barrett, M. J., & Stone Fish, L. (2014). Treating complex trauma: a relational blueprint for collaboration and change. New York, NY: Routledge.

Bergen-Cico, D., Lane, S., Keefe, R., Larsen, D., Salaam Jennings-Bey, N., Panasci, A., Jennings-Bey, T., & Rubinstein, R. (2018). Community gun violence as a social determinant of elementary school achievement. Journal of Social Work in Public Health, 33, 439–448. PubMed

Bergen-Cico, D., Razza, R., & Timmins, A. (2015). Fostering mindfulness and self-regulation through curriculum infusion of mindful yoga: a pilot study of efficacy and feasibility. Journal of Child and Family Studies, 24, 3448–3461.

Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., & Devins, G. (2004). Mindfulness: a proposed operational definition. Clinical Psychology: Science and Practice, 11, 230–241.

Blair, C., & Dennis, T. (2010). An optimal balance: emotion-cognition integration in context. In S. Calkins & M. Bell (Eds), Child development at the intersection of cognition and emotion (pp. 17–36). Washington DC: American Psychological Association.

Blair, C., & Diamond, A. (2008). Biological processes in prevention and intervention: the promotion of self-regulation as a means of preventing school failure. Development and Psychopathology, 20, 899–911. PubMedPubMedCentral

Blair, C., & Raver, C. (2015). School readiness and self-regulation: a developmental psychobiological approach. Annual Review of Psychology, 66, 711–731. PubMed

Blair, C., & Raver, C. C. (2012). Child development in the context of adversity: experiential canalization of brain and behavior. American Psychologist, 67, 309–318. PubMed

Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78, 647–663. PubMed

Briggs-Gowan, M. J., Ford, J. D., Fraleigh, L., McCarthy, K., & Carter, A. S. (2010). Prevalence of exposure to potentially traumatic events in a healthy birth cohort of very young children in the northeastern United States. Journal of Traumatic Stress, 23, 725–733. PubMedPubMedCentral

Buckner, J. C., Mezzacappa, E., & Beardslee, W. R. (2009). Self-regulation and its relations to adaptive functioning in low income youths. American Journal of Orthopsychiatry, 79, 19–30. PubMed

Buono, A. (2019). Interweaving a mindfully somatic pedagogy into an early childhood classroom. Pedagogies: An International Journal, 14, 150–168.

Butzer, B., Bury, D., Telles, S., & Khalsa, S. B. S. (2016). Implementing yoga within the school curriculum: a scientific rationale for improving social-emotional learning & positive student outcomes. Journal of Children’s Services, 11, 3–24.

Butzer, B., Day, D., Potts, A., Ryan, C., Coulombe, S., Davies, B., Weidknecht, K., Ebert, M., Flynn, L., & Khalsa, S. B. S. (2015). Effects of a classroom-based yoga intervention on cortisol and behavior in second- and third-grade students: a pilot study. Journal of Evidence-Based Complementary & Alternative Medicine, 20, 41–49.

Carlson, S. M., Moses, L. J., & Claxton, L. J. (2004). Individual differences in executive functioning and theory of mind: an investigation of inhibitory control and planning ability. Journal of Experimental Child Psychology, 87, 299–319. PubMed

Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. Clinical Psychology Review, 31, 449–464. PubMed

Chu, A. T., & Lieberman, A. F. (2010). Clinical implications of traumatic stress from birth to age five. Annual Review of Clinical Psychology, 6, 469–494. PubMed

Clark, C. A. C., Sheffield, T. D., Wiebe, S. A., & Espy, K. A. (2013). Longitudinal associations between executive control and developing mathematical competence in preschool boys and girls. Child Development, 84, 662–677. PubMed

Coatsworth, J. D., Duncan, L. G., Greenberg, M. T., & Nix, R. L. (2010). Changing parents’ mindfulness, child management skills, and relationship quality with their youth: Results from a randomized pilot intervention trial. Journal of Child and Family Studies, 19, 203–217. PubMed

Cohen, J. (1988). Statistical power analysis for the behavioral sciences. 2nd ed New York, NY: Academic Press.

Conybeare, D., Behar, E., Solomon, A., Newman, M. G., & Borkovec, T. D. (2012). The PTSD Checklist—Civilian version: reliability, validity, and factor structure in a nonclinical sample. Journal of Clinical Psychology, 68, 699–713. PubMed

Cook-Cottone, C. P. (2015). Mindfulness and yoga for self-regulation: a primer for mental health professionals. New York, NY: Springer Publishing.

Cook-Cottone, C. P. (2017). Mindfulness and yoga in schools: a guide for teachers and practitioners. New York, NY: Springer Publishing Company, LLC.

Costello, E., & Lawler, M. (2014). An exploratory study of the effects of mindfulness on perceived levels of stress among school-children from lower socioeconomic backgrounds. International Journal of Emotional Education, 6, 21–39.

Diamond, A. (2002). Normal development of prefrontal cortex from birth to young adulthood: cognitive functions, anatomy, and biochemistry. In D. T. Stuss & R. T. Knight (Eds), Principles of frontal lobe function (pp. 466–503). London, England: Oxford University Press.

Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333, 959–964. PubMedPubMedCentral

Duncan, R. J., McClelland, M. M., & Acock, A. C. (2017). Relations between executive function, behavioral regulation, and achievement: moderation by family income. Journal of Applied Developmental Psychology, 49, 21–30.

Erwin, E. J., & Robinson, K. A. (2016). The joy of being: making way for young children’s natural mindfulness. Early Child Development and Care, 186, 268–286.

Evans, G. W., & Kim, P. (2013). Childhood poverty, chronic Stress, self-regulation, and coping. Child Development Perspectives, 7, 43–48.

Felver, J. C., Celis-de Hoyos, C. E., Tezanos, K., & Singh, N. N. (2016). A systematic review of mindfulness-based interventions for youth in school settings. Mindfulness, 7, 34–45.

Finkelhor, D., Turner, H., Shattuck, A., & Hamby, S. L. (2013). Violence, crime, and abuse exposure in a national sample of children and youth: An update. Pediatrics, 167, 614–621.

Flook, L., Goldberg, S. B., Pinger, L., & Davidson, R. J. (2015). Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum. Developmental Psychology, 51, 44–51. PubMed

Flook, L., Smalley, S. L., Kitil, M. J., Galla, B. M., Kaiser-Greenland, S., Locke, J., & Kasari, C. (2010). Effects of mindful awareness practices on executive functions in elementary school children. Journal of Applied School Psychology, 26, 70–95.

Friedman-Krauss, A. H., Raver, C. C., Morris, P. A., & Jones, S. M. (2014a). The role of classroom-level child behavior problems in predicting preschool teacher stress and classroom emotional climate. Early Education and Development, 25, 530–552.

Friedman-Krauss, A. H., Raver, C. C., Neuspiel, J. M., & Kinsel, J. (2014b). Child behavior problems, teacher executive functions, and teacher stress in Head Start classrooms. Early Education and Development, 25, 681–702. PubMed

Gard, T., Noggle, J. J., Park, C. L., Vago, D. R., & Wilson, A. (2014). Potential self-regulatory mechanisms of yoga for psychological health. Frontiers in Human Neuroscience, 8, 1–20.

Greenberg, M. T. (2006). Promoting resilience in children and youth: preventive interventions and their interface with neuroscience. Annals of the New York Academy of Science, 1094, 139–150.

Greenberg, M. T., & Harris, A. R. (2012). Nurturing mindfulness in children and youth: current state of research. Child Development Perspectives, 6, 161–166.

Hackman, D. A., & Farah, M. J. (2009). Socioeconomic status and the developing brain. Trends in Cognitive Sciences, 13, 65–73. PubMedPubMedCentral

Hagan, I., & Nayar, U. (2014). Yoga for children and young people’s mental health and well-being: research review and reflections on mental health potential of yoga. Frontiers in Psychiatry, 5, 1–6.

Hall-Kenyon, K. M., Bullough, R. V., MacKay, K. L., & Marshall, E. (2014). Preschool teacher well-being: a review of the literature. Early Childhood Education Journal, 42, 153–162.

Hammarberg, A., & Hagekull, B. (2002). The relation between pre-school teachers’ classroom experiences and their perceived control over child behaviour. Early Child Development and Care, 172, 625–634.

Holmes, C., Levy, M., Smith, A., Pinne, S., & Neese, P. (2015). A model for creating a supportive trauma-informed culture for children in preschool settings. Journal of Child and Family Studies, 24, 1650–1659. PubMed

Jee, S. H., Couderc, J. P., Swanson, D., Gallegos, A., Hilliard, C., Blumkin, A., & Heinert, S. (2015). A pilot randomized trial teaching mindfulness-based stress reduction to traumatized youth in foster care. Complementary Therapies in Clinical Practice, 21, 201–209. PubMed

Jennings, P. A. (2015). Early childhood teachers’ well-being, mindfulness and self-compassion in relation to classroom quality and attitudes towards challenging students. Mindfulness, 6, 732–743.

Jennings, P. A. (2016). CARE for teachers: a mindfulness-based approach to promoting teachers’ social and emotional competence and well-being. In K. Schonert-Reichl & R. Roeser (Eds), Handbook of mindfulness in education. Mindfulness in behavioral health (pp. 1650–1659). New York, NY: Springer.

Jennings, P. A., Brown, J. L., Frank, J., Doyle, S., Oh, Y., Davis, R., & Greenberg, M. (2017). Impacts of the CARE for teachers program on teachers’ social and emotional competence and classroom interactions. Journal of Educational Pyschology, 109, 1010–1028.

Jennings, P. A., & Greenberg, M. (2009). The prosocial classroom: teacher social and emotional competence in relation to child and classroom outcomes. Review of Educational Research, 79, 491–525.

Kaiser-Greenland, S. (2010). The mindful child: how to help your kid manage stress and become happier, kinder, and more compassionate. New York, NY: Free Press.

Khalsa, S. B. (2004). Yoga as a therapeutic intervention: a bibliometric analysis of published research studies. Indian Journal of Physiology and Pharmacology, 48, 269–285. PubMed

Khalsa, S. B., & Butzer, B. (2016). Yoga in school settings: a research review. Annals of the New York Academy of Sciences, 1373, 45–55. PubMed

Kim, J., & Cicchetti, D. (2010). Longitudinal pathways linking child maltreatment, emotion regulation, peer relations, and psychopathology. Journal of Child Psychology and Psychiatry, 51, 706–716. PubMed

Lane, S., Rubinstein, R., Bergen-Cico, D., Jennings-Bey, T., Stone Fish, L., Larsen, D., & Robinson, J. A. (2017). Neighborhood trauma due to violence: a multilevel analysis. Journal of Health Care for the Poor and Underserved, 28, 446–462. PubMed

Leana, C. R., Appelbaum, E., & Shevchuk, I. (2009). Work process and quality of care: encouraging positive job crafting in childcare classrooms. Academy of Management Journal, 52, 1169–1192.

Li-Grining, C., Raver, C. C., Champion, K., Sardin, L., Metzger, M., & Jones, S. M. (2010). Understanding and improving classroom emotional climate and behavior management in the “real world”: the role of Head Start teachers’ psychosocial stressors. Early Education and Development, 21, 65–94.

McClelland, M. M., Acock, A. C., Piccinin, A., Rhea, S. A., & Stallings, M. C. (2013). Relations between preschool attention span-persistence and age 25 educational outcomes. Early Childhood Research Quarterly, 28, 314–324. PubMed

McClelland, M. M., Cameron, C. E., Duncan, R., Bowles, R. P., Acock, A., Miao, A., & Pratt, M. E. (2014). Predictors of early growth in academic achievement: the head-toes-knees-shoulders task. Frontiers in Psychology, 5, 599. PubMedPubMedCentral

McClelland, M. M., Geldhof, J., Morrison, F., Gestdottier, S., Cameron, C., Bowers, E., … Grammer, J. (2018). Self-regulation. In N. Halfon, C. B. Forrest, R. M. Lerner, & E. M. Faustman (Eds.) Handbook of life course health development. Cham, Switzerland: Springer.

McConnico, N., Boynton-Jarrett, R., Bailey, C., & Nandi, M. (2016). A framework for trauma-sensitive schools: Infusing trauma-informed practice into early childhood education systems. ZERO TO THREE, 36(5), 36–44.

McGinty, A. S., Justice, L., & Rimm-Kaufman, S. E. (2008). Sense of school community for preschool teachers serving at-risk children. Early Education and Development, 19, 361–384.

Mejia, R., Kliewer, W., & Williams, L. (2006). Domestic violence exposure in Colombian adolescents: pathways to violent and prosocial behavior. Journal of Traumatic Stress, 19, 257–267. PubMed

Miller, G. E., Chen, E., & Parker, K. J. (2011). Psychological stress in childhood and susceptibility to the chronic diseases of aging: moving toward a model of behavioral and biological mechanisms. Psychological Bulletin, 137, 959–997. PubMedPubMedCentral

Mindfulness All-Party Parliamentary Group (MAPP). (2015). Mindful nation U.K. The mindfulness initiative. Retrieved from http://www.themindfulnessinitiative.org.uk/publications/mindful-nation-uk-report

Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., & Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences of the United States of America, 108, 2693–2698. PubMedPubMedCentral

Moriguchi, Y., & Hiraki, K. (2011). Longitudinal development of prefrontal function during early childhood. Developmental Cognitive Neuroscience, 1, 153–162. PubMed

National Center for Mental Health Promotion and Youth Violence Prevention. (2012). Childhood trauma and its effect on health development. Retrieved from http://www.promoteprevent.org/sites/www.promoteprevent.org/files/resources/childhood%20trauma_brief_in_final.pdf.

Neville, H. J., Stevens, C., Pakulak, E., Bell, T. A., Fanning, J., Klein, S., & Isbell, E. (2013). Family-based training program improves brain function, cognition, and behavior in lower socioeconomic status preschoolers. Proceedings of the National Academy of Sciences of the United States of America, 110, 12138–12143. PubMedPubMedCentral

New York State Education Department. (2015). Syracuse city school district 2012. Albany, NY: New York State Education Department. https://reportcards.nysed.gov/schools.php?district=800000040902&year=2011.

Ochsner, K. N., Ray, R. R., Hughes, B., McRae, K., Cooper, J. C., Weber, J., & Gross, J. J. (2009). Bottom-up and top-down processes in emotion generation: common and distinct neural mechanisms. Psychological Science, 20, 1322–1331. PubMedPubMedCentral

Poehlmann-Tynan, J., Vigna, A. B., Weymouth, L. A., Gerstein, E. D., Burnson, C., Zabransky, M., & Zahn-Waxler, C. (2016). A pilot study of contemplative practices with economically disadvantaged preschoolers: children’s empathetic and self-regulatory behaviors. Mindfulness, 7, 46–58.

Ponitz, C. C., McClelland, M. M., Matthews, J. M., & Morrison, F. J. (2009). A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. Developmental Psychology, 45, 605–619. PubMed

Posner, M. I., & Peterson, S. E. (1990). The attention system of the human brain. Annual Review of Neuroscience, 13, 25–42. PubMed

Razza, R. A., Bergen-Cico, D., & Raymond, K. (2015). Enhancing preschoolers’ self-regulation via mindful yoga. Journal of Child and Family Studies, 24, 372–385.

Raver, C. C. (2012). Low-income children’s self-regulation in the classroom: scientific inquiry for social change. The American Psychologist, 67, 681–689. PubMedPubMedCentral

Roberts, A., Lo-Casale-Crouch, J., Hamre, B., & DeCoster, J. (2016). Exploring teachers’ depressive symptoms, interaction quality, and children’s social-emotional development in Head Start. Early Education and Development, 27, 642–654.

Roeser, R. W., & Peck, S. C. (2009). An education in awareness: self, motivation and self-regulation in contemplative perspective. Educational Psychologist, 44, 119–136. PubMedPubMedCentral

Roid, G. H., & Miller, L. J. (1997). Leiter International Performance Scale-revised. Wood Dale, IL: Stoelting.

Rothbart, M. K., & Bates, J. E. (2006). Temperament. In N. Eisenberg, W. Damon, R. M. Lerner, N. E. Eisenberg, W. E. Damon & R. M. E. Lerner (Eds), Handbook of child psychology: vol. 3, social, emotional, and personality development. 6th ed. (pp. 99–166). Hoboken, NJ, US: Wiley.

Rueda, M. R., Fan, J., McCandliss, B. D., Halparin, J. D., Gruber, D. B., Lercari, L. P., & Posner, M. I. (2004). Development of attentional networks in childhood. Neuropsychologia, 42, 1029–1040. PubMed

Sacks, V., & Murphey, D. (2018). The prevalence of adverse childhood experiences, nationally, by state, and by ethnicity. Retrieved from https://www.childtrends.org/publications/prevalence-adverse-childhood-experiences-nationally-state-race-ethnicity/.

Sanders, L. D., Stevens, C., Coch, D., & Neville, H. J. (2006). Selective auditory attention in 3- to 5-year-old children: an event-related potential study. Neuropsychologia, 44, 2126–2138. PubMed

Serwacki, M., & Cook-Cottone, C. P. (2012). Yoga in the schools: a systematic review of the literature. International Journal of Yoga Therapy, 22, 101–110.

Shahinfar, A., Fox, N. A., & Leavitt, L. A. (2000). Preschool children’s exposure to violence: relation of behavior problems to parent and child reports. American Journal of Orthopsychiatry, 70, 115–125. PubMed

Sharp, J. E., & Jennings, P. A. (2016). Strengthening teacher presence through mindfulness: what educators say about the Cultivating Awareness and Resilience in Education (CARE) program. Mindfulness, 7, 209–218.

Shonkoff, J. P., Boyce, W. T., & McEwen, B. S. (2009). Neuroscience, molecular biology, and the childhood roots of health disparities: building a new framework for health promotion and disease prevention. Journal of the American Medical Association, 301, 2252–2259. PubMed

Singh, N. N., Lancioni, G. E., Winton, A. S., Karazsia, B. T., & Singh, J. (2013). Mindfulness training for teachers changes the behavior of their preschool students. Research in Human Development, 10, 211–233.

Stapp, A. C., & Wolff, K. (2019). Young children’s experiences with yoga in an early childhood setting. Early Child Development and Care, 189, 1397–1410.

Tang, Y., Yang, L., Leve, L. D., & Harold, G. T. (2012). Improving executive function and its neurobiological mechanisms through a mindfulness-based intervention. Child Development Perspectives, 6, 361–366. PubMedPubMedCentral

Telles, S., Singh, N., & Balkrishna, A. (2012). Managing mental health disorders resulting from trauma through yoga: a review. Depression Research and Treatment, 2012, 1–9.

Thierry, K. L., Bryant, H. L., Nobles, S. S., & Norris, K. S. (2016). Two-year impact of a mindfulness-based program on preschoolers’ self-regulation and academic performance. Early Education and Development, 27, 805–821.

United States Census Bureau. (2016). American fact finder: community facts. Washington, DC: USA http://factfinder.census.gov/faces/nav/jsf/pages/index.xhtml.

Wanless, S. B., McClelland, M. M., Acock, A., Ponitz, C. C., Son, S. H., Lan, X., & Li, S. (2011). Measuring behavioral regulation in four societies. Psychological Assessment, 23, 364–378. PubMedPubMedCentral

Waters, L., Barsky, A., Ridd, A., & Allen, K. (2015). Contemplative education: a systematic, evidence-based review of the effect of meditation interventions in schools. Educational Psychology Review, 27, 103–134.

Weathers, F. W., Blake, D. D., Schnurr, P. P., Kaloupek, D. G., Marx, B. P., & Keane, T. M. (2013). The life events checklist for DSM-5 (LEC-5). Instrument available from the National Center for PTSD at www.ptsd.va.gov.

Weathers, F. W., Litz, B. T., Huska, J. A., & Keane, T. M. (1994). PTSD Checklist—Civilian version. Boston: National Center for PTSD, Behavioral Science Division.

Wenig, M. (2003). YogaKids: educating the whole child through yoga. New York, NY: Stewart, Tabori, and Chang.

Whitaker, R. C., Becker, B. D., Herman, A. N., & Gooze, R. A. (2013). The physical and mental health of Head Start staff: the Pennsylvania Head Start staff wellness survey, 2012. Preventing Chronic Disease, 10, 1–9.

Whitaker, R. C., Dearth-Wesley, T., Gooze, R. A., Becker, B. D., Gallagher, K. C., & McEwen, B. S. (2014). Adverse childhood experiences, dispositional mindfulness, and adult health. Preventive Medicine, 67, 147–153. PubMed

Williams, K. E. (2018). Moving to the beat: using music, rhythm, and movement to enhance self-regulation in early childhood classrooms. International Journal of Early Childhood, 50, 85–100.

Willis, E., & Dinehart, L. H. (2014). Contemplative practices in early childhood: implications for self-regulation skills and school readiness. Early Child Development and Care, 184, 487–499.

Zelazo, P. D., & Lyons, K. E. (2012). The potential benefits of mindfulness training in early childhood: a developmental social cognitive neuroscience perspective. Child Development Perspectives, 6, 154–160.

Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2014). Mindfulness-based interventions in schools: a systematic review and meta-analysis. Frontiers in Psychology, 5, 1–20.

Zhai, F., Raver, C. C., & Li-Grining, C. (2011). Classroom-based interventions and teachers’ perceived job stressors and confidence: evidence from a randomized trial in Head Start settings. Early Childhood Research Quarterly, 26, 442–452. PubMedPubMedCentral

Titel: The Feasibility and Effectiveness of Mindful Yoga for Preschoolers Exposed to High Levels of Trauma
Auteurs:: Rachel A. Razza
Rachel Uveges Linsner
Dessa Bergen-Cico
Emily Carlson
Staceyann Reid
Publicatiedatum: 21-09-2019
DOI: https://doi.org/10.1007/s10826-019-01582-7
Uitgeverij: Springer US
Tijdschrift: Journal of Child and Family Studies
Uitgave 1/2020
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Tip

Swipe om te navigeren naar een ander artikel

Abstract

Objectives

Methods

Results

Conclusions

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Andere artikelen Uitgave 1/2020

Direct-to-Consumer Marketing for Parent-Child Interaction Therapy: Impact of Language and Messenger

Technological Device Use Among 0–3 Year Old Children and Attitudes and Behaviors of Their Parents Towards Technological Devices

Parental Psychological Control and Adolescent Problematic Outcomes: A Multidimensional Approach

Engagement in Home Visiting Services during the Transition from Pregnancy to Postpartum: A Prospective Mixed Methods Pilot Study

Advancing Home Based Parenting Programs through the Use of Telehealth Technology

Direct and Interactive Effects of Peer Attachment and Grit on Mitigating Problem Behaviors Among Urban Left-Behind Adolescents