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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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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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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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2017. "The Program Affects Me 'Cause it Gives Away Stress": Urban Students' Qualitative Perspectives on Stress and a School-Based Mindful Yoga Intervention. Explore (New York, N.Y.). 12(6):443-450.
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2016. .
2016. Assessing fidelity of core components in a mindfulness and yoga intervention for urban youth: Applying the CORE Process: ASSESSING FIDELITY OF CORE COMPONENTS. New Directions for Youth Development. 2014(142):59-81.
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2014. Implementing mindfulness and yoga in urban schools: a community-academic partnership. Journal of Children's Services. 8(4):276-291.
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2013. Implementing mindfulness and yoga in urban schools: a community-academic partnership. Journal of Children's Services. 8(4):276-291.
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2013. Feasibility and Preliminary Outcomes of a School-Based Mindfulness Intervention for Urban Youth. Journal of Abnormal Child Psychology. 38(7):985-994.
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2010. Dialectical Behavior Therapy for Depressed Older Adults. American Journal of Geriatric Psychiatry. :13.
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2003.