Promoting Mind–Body Health in Schools

Many students today struggle with stress and anxiety caused by increasing academic, social, and extracurricular demands. This book provides school psychologists, counselors, teachers, and other school faculty with guidelines for improving students’ mental and physical well-being, which in turn leads to improved academic performance and happier, better-adjusted students.

Chapter authors review important considerations related to the benefits, limitations, and potential risks associated with implementing mind–body interventions in school settings. In addition to general guidelines, they review specific practices in depth—including yoga, mindfulness, physical activity, and hypnosis—presenting a three-tiered model for delivering services universally, with targeted groups, and with individuals. They also discuss how these and other interventions can be used to target specific issues such as eating disorders, chronic pain, sleep disorders, and trauma. Illustrative case studies demonstrate how to implement these interventions in realistic scenarios. Collaboration between mental health professionals, faculty, and parents is emphasized throughout the volume so that students’ mind–body health is addressed both at school and at home.

Cheryl Maykel, PhD, is an assistant professor in the Counseling and School Psychology programs at Rivier University. She is a nationally certified school psychologist with state certification in school psychology in New Hampshire and Massachusetts. Her current research interests are in the areas of mind–body health, physical activity, and classroom disruptive behavior. Cheryl Maykel lives in Rutland, MA.

Melissa A. Bray, PhD, is a professor and the director of the School Psychology program within the Neag School of Education at the University of Connecticut. She is a fellow of both the American Psychological Association and the Association for Psychological Science. Dr. Bray is an elected member of the Society for the Study of School Psychology. Her research interests are in the area of interventions for communication disorders, mainly stuttering, classroom disruptive behavior, and physical health and wellness, especially asthma and cancer. Melissa A. Bray lives in Willington, CT.

Contributors
Series Foreword, by Michelle M. Perfect
Introduction. Mind–Body Health in the Schools, by Cheryl Maykel and Melissa A. Bray
Part I. Broad Considerations for Delivering Mind–Body Health Interventions in Schools
Chapter 1. Home–School Collaboration to Promote Mind–Body Health, by Waganesh A. Zeleke, Tammy L. Hughes, and Natalie Drozda
Chapter 2. Treatment Integrity in School-Based Interventions: Assessing and Supporting Teacher Intervention Implementation, by James J. Upright, Anna C. J. Long, and Tamika P. La Salle
Chapter 3. School-Based Behavioral Health Services: A Public Health Model for Prevention, by Melissa Pearrow and Janine Jones
Chapter 4. Neuropsychological Impact on Mental Health and Associated Treatments for Children With Chronic Illness, by Cynthia A. Riccio and Jenna Schwartz
Chapter 5. Practitioner Self-Care: Mind–Body Best Practice, by Paula Gill Lopez
Chapter 6. Crossing Cultural Boundaries: Integrating Eastern Mind–Body Techniques for Diverse Western Learners, by Yuan Yuan Wang, Rik Carl D’Amato, Catherine Van Damme, and Saba Mahmood
Chapter 7. Ethical and Legal Considerations for Using Mind–Body Interventions in Schools, by Candy Gunther Brown
Part II. Mind–Body Health Interventions for School-Based Concerns
Chapter 8. Positive Psychology and Multidimensional Adjustment, by Lea A. Theodore and Bruce A. Bracken
Chapter 9. Mindfulness-Based Interventions in Schools, by Tyler L. Renshaw
Chapter 10. Mindful Gratitude in the Schools: Building Capacity Across the Tiers, by Evelyn Bilias-Lolis
Chapter 11. Relaxation and Guided Imagery for Mind–Body Health, by Johanna deLeyer-Tiarks, Lauren Gammie, Adeline M. Bray, and Samantha Moriarty
Chapter 12. Physical Activity Interventions in the School Setting, by Cheryl Maykel and Marlena Minkos
Chapter 13. School-Based Yoga for Managing Stress and Anxiety, by Bradley H. Smith, Gulden Esat, and Anjali Kanojia
Chapter 14. Expressive Arts in Schools: Visual and Performing Arts and Sandtray Interventions to Promote Self-Discovery, by Suzanne Degges-White
Chapter 15. Music Therapy in Schools: Stimulating the Mind and Body to Create Positive Change, by Anita L. Swanson
Chapter 16. Written Emotional Expression in Schools: Processing Psychological and Emotional Stress Through Narrative Writing, by Kari A. Sassu, Melissa A. Bray, Nicholas Gelbar, and Tiffany P. Kerzner
Chapter 17. Video Self-Modeling for Mind–Body Health, by Melissa M. Root
Chapter 18. Hypnosis and the Potential Application in the School Setting, by Michelle M. Perfect and Caroline Champagne
Chapter 19. Emotional Freedom Techniques: Stress and Anxiety Management for Students and Staff in School Settings, by Amy H. Gaesser
Part III. Targeting Specific Problems and Populations
Chapter 20. Yoga for the Prevention of Eating Disorders, by Kellie S. Talebkhah and Catherine Cook-Cottone
Chapter 21. Cognitive Behavior Therapy for Children With Emotion Regulation Challenges, by Peter J. Castagna, Shelley R. Upton, and Anna C. J. Long
Chapter 22. The Mind–Body Connection in Sleep Health: Conducting Assessments and Interventions in School Settings, by Michelle M. Perfect, Sara S. Frye, and Suzanne B. H. Williams
Chapter 23. Treating Pain in School Settings: Targeting Biological and Psychological Factors in Pain Management, by Angela Starkweather, Xiaomei Cong, and Heather Evans
Chapter 24. School-Based Mind–Body Interventions in the Treatment of Childhood Trauma, by Jacqueline A. Brown, Emily Hattouni, and Samantha Russell
Chapter 25. The Effects of War and Trauma on Learning and Cognition: The Case of Palestinian Children, by Reham Mougrabi-Large and Zheng Zhou

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Promoting Mind–Body Health in Schools Interventions for Mental Health Professionals

Summary

Author Biography

Table of Contents

Supplemental Materials