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2017
Zhang W.  2017.  Preparation of chitosan pumpkin polysaccharide hydrogel for potential application in drug delivery and tissue engineering. Journal of Porous Materials. 24(2):497-506.
L J, Y T, W W, Y S, L M, Q W, J D.  2017.  Preparative isolation of flavonoid glycosides from Sphaerophysa salsula using hydrophilic interaction solid-phase extraction coupled with two-dimensional preparative liquid chromatography.. Journal of separation science. 40(19):3808-3816.
Education RSchool of, Sinatra GM, Marsh JA, Mukhopadhyay A.  2017.  Preparing teachers for social emotional learning driven instruction and practice.
Reicher H, Matischek-Jauk M.  2017.  Preventing Depression in Adolescence Through Social and Emotional Learning. International Journal of Emotional Education. 9(2):110-115.
Zhou X-P, Han L, Ye Y-Y, Wang R-Z, Zhang Y-M, Bai C-C.  2017.  [Progress on treatment of rheumatoid arthritis with ethnodrugs]. Zhongguo Zhong Yao Za Zhi = Zhongguo Zhongyao Zazhi = China Journal of Chinese Materia Medica. 42(12):2398-2407.
McKown C.  2017.  Promises and Perils of Assessing Character and Social and Emotional Learning. Journal of Character Education. 13(2):47-52.
Konishi C, Park S.  2017.  Promoting Children's Healthy Social-Emotional Growth: Dialogue Journal. Journal of Education and Learning. 6(2):246-253.
Dvořáková K, Kishida M, Li J, Elavsky S, Broderick PC, Agrusti MR, Greenberg MT.  2017.  Promoting healthy transition to college through mindfulness training with first-year college students: Pilot randomized controlled trial. Journal of American College Health. 65(4):259-267.
Taylor RD, Oberle E, Durlak JA, Weissberg RP.  2017.  Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects. Child Development. 88(4):1156-1171.
Taylor RD, Oberle E, Durlak JA, Weissberg RP.  2017.  Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects. Child Development. 88(4):1156-1171.
Jones SM, Barnes SP, Bailey R, Doolittle EJ.  2017.  Promoting Social and Emotional Competencies in Elementary School. Future of Children. 27(1):49-72.
Barry MM, Clarke AMary, Dowling K.  2017.  Promoting Social and Emotional Well-Being in Schools. Health Education. 117(5):434-451.
Lu M-Q, Tsring N, Yu T-Y, Wu J-C, Wong S, Chen G-Y, Dekyi P, Pan F, Xian S-T, Rinchen D et al..  2017.  Protective effects of traditional Tibetan medicine Zuo-Mu-A Decoction () on the blood parameters and myocardium of high altitude polycythemia model rats. Chinese Journal of Integrative Medicine. 23(12):908-915.
Lu M-Q, Tsring N, Yu T-Y, Wu J-C, Wong S, Chen G-Y, Dekyi P, Pan F, Xian S-T, Rinchen D et al..  2017.  Protective effects of traditional Tibetan medicine Zuo-Mu-A Decoction (佐木阿汤) on the blood parameters and myocardium of high altitude polycythemia model rats. Chin. J. Integr. Med. Chinese Journal of Integrative Medicine. 23(12):908-915.
MQ L, N T, TY Y, JC W, S W, GY C, P D, F P, ST X, D R et al..  2017.  Protective effects of traditional Tibetan medicine Zuo-Mu-A Decoction () on the blood parameters and myocardium of high altitude polycythemia model rats.. Chinese journal of integrative medicine. 23(12):908-915.
Shapiro VB, Kim B.KElizabe, Robitaille JL, LeBuffe PA.  2017.  Protective factor screening for prevention practice: Sensitivity and specificity of the DESSA-Mini. School Psychology Quarterly: The Official Journal of the Division of School Psychology, American Psychological Association. 32(4):449-464.
Shapiro VB, Kim B.KElizabe, Robitaille JL, LeBuffe PA.  2017.  Protective factor screening for prevention practice: Sensitivity and specificity of the DESSA-Mini. School Psychology Quarterly: The Official Journal of the Division of School Psychology, American Psychological Association. 32(4):449-464.
Carlson LE, Zelinski EL, Speca M, Balneaves LG, Jones JM, Mina DSanta, Wayne PM, Campbell TS, Giese-Davis J, Faris P et al..  2017.  Protocol for the MATCH study (Mindfulness and Tai Chi for cancer health): A preference-based multi-site randomized comparative effectiveness trial (CET) of Mindfulness-Based Cancer Recovery (MBCR) vs. Tai Chi/Qigong (TCQ) for cancer survivors. Contemporary Clinical Trials. 59:64-76.
Clayton V.  2017.  The Psychological Approach to Educating Kids. The Atlantic.
Abbott R.A, Martin A.E, Newlove-Delgado T.V, Bethel A., Thompson-Coon J., Whear R., Logan S..  2017.  Psychosocial interventions for recurrent abdominal pain in childhood. The Cochrane database of systematic reviews. 1(Journal Article):CD010971.
Martinsone B, Damberga I.  2017.  Qualitative Analysis of Teachers' Written Self-Reflections after Implementation of a Social-Emotional Learning Program in Latvia. International Journal of School & Educational Psychology. 5(4):215-225.
Middleton K.R, M. Lopez M, S. Moonaz H, Tataw-Ayuketah G., Ward M.M, Wallen G.R.  2017.  A qualitative approach exploring the acceptability of yoga for minorities living with arthritis: 'Where are the people who look like me?' Complementary therapies in medicine. 31(Journal Article):82-89.
Butzer B, LoRusso AMarie, Windsor R, Riley F, Frame K, Khalsa SBir S, Conboy L.  2017.  A Qualitative Examination of Yoga for Middle School Adolescents. Advances in School Mental Health Promotion. 10(3):195-219.
Dariotis JK, Mirabal-Beltran R, Cluxton-Keller F, Gould LFeagans, Greenberg MT, Mendelson T.  2017.  A Qualitative Exploration of Implementation Factors in a School-Based Mindfulness and Yoga Program: Lessons Learned from Students and Teachers. Psychology in the Schools. 54(1):53-69.
Dariotis JK, Mirabal-Beltran R, Cluxton-Keller F, Gould LFeagans, Greenberg MT, Mendelson T.  2017.  A Qualitative Exploration of Implementation Factors in a School-Based Mindfulness and Yoga Program: Lessons Learned from Students and Teachers. Psychology in the Schools. 54(1):53-69.

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