Mindfulness and Yoga in Schools A Guide for Teachers and Practitioners

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MINDFULNESS AND YOGA IN SCHOOLS ...

Catherine P. Cook-Cottone, PhD, is a certified school psychologist, licensed psychologist, registered yoga teacher (200 RYT-E an ...

MINDFULNESS AND YOGA IN SCHOOLS A Guide for Teachers and Practitioners Catherine P. Cook-Cottone, PhD ...

Special discounts on bulk quantities of our books are available to corporations, professional associations, pharmaceutical compa ...

This book was written in honor of my mother, Elizabeth Glenn Cook, who taught me what it means to truly love reading and for who ...

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vii Foreword ix Preface xi Acknowledgments xv Share Mindfulness and Yoga in Schools: A Guide for Teachers and Practitioners Part ...

viii • CONTENTS 12: Yoga Practice to Cultivate the Self Off the Mat: Managing Feelings and Broadening Competencies 271 13: Schoo ...

ix FOREWORD Welcome to this important and comprehensive exploration of mindfulness and yoga for schools. It’s a pleasure for us ...

schools. From an opening chapter that discusses learning and explores how yoga influences learning, the book moves through chapt ...

xi PREFACE It is that openness and awareness of sorts that I try to cultivate... to be aware of the poignancy of life at that mo ...

xii • PREFACE Still, we ask our students over and over to pay attention, do their work, and try. We teach the math, reading, sci ...

PREFACE • xiii “You’ve got this.” In this way, we can all learn to be starfish throwers for whom problems, and moments, seldom f ...

xiv • PREFACE scripts, figures, and tables to help you implement your own program or strengthen the program you have. Part IV ad ...

xv ACKNOWLEDGMENTS Be who God meant you to be and you will set the world on fire. —St. Catherine of Siena^1 When contemplating h ...

xvi • ACKNOWLEDGMENTS I know teachers usually get the whole summer off. Thank you for spending your summer with this book. To th ...

PART I A MODEL FOR SELF-REGULATION AND ENGAGEMENT ...

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3 CHAPTER 1 A CONCEPTUAL MODEL OF EDUCATING FOR SELF-REGULATION AND INTENTIONAL, REFLECTIVE ENGAGEMENT Learning how to learn is ...