“This book has a hugely important message for all who wish to understand and help children and young people, particularly those whose feelings easily spiral out of control. The simple but powerful set of proven strategies, laid out in a clear syllabus for class or individual teaching, promises to be a game changer.”
—Mark Williams, DPhil, emeritus professor of clinical psychology at the University of Oxford, and coauthor of Mindfulness-Based Cognitive Therapy for Depression
~Mark Williams, DPhil
“Soles of the Feet is a portable, easy-to-use mindfulness practice for students of all ages, with and without disabilities, to self-manage disruptive behavior. The program, firmly grounded in theory and research, is easy to deliver by teachers after limited training. The book is as simple and clear as the program, containing all you need to try it out: first for yourself, and only if it works for you, with your students!”
—Susan Bögels, PhD, professor of family mental health and mindfulness at the University of Amsterdam, and author of Mindful Parenting
~Susan Bögels, PhD
“There is so much I appreciate about this user-friendly book. Felver and Singh cover all the important details practitioners need to consider in implementing the Soles of the Feet intervention in their schools. The directions for each lesson are explicit and clear; the appendices include ready-to-use handouts. Assisting students in developing self-regulation is an important educational goal—in this book, readers will find a toolbox for achieving this objective.”
—Andrew Roach, PhD, associate professor of school psychology, and doctoral program coordinator in the department of counseling and psychological services at Georgia State University
~Andrew Roach, PhD
“Beautifully written and full of practical wisdom, Mindfulness in the Classroom offers a well-researched way to help students cultivate self-regulation skills. It provides a strong theoretical explanation for why this simple and usable mindfulness practice works, and includes clear class outlines and teacher-friendly supplementals. Highlighting the pitfalls of using mindfulness as a classroom management technique, the authors offer a powerful way for students (and teachers) to break free of coercive discipline, manage strong emotions, and practice self-management routines that will help them in every aspect of their lives.”
—Patricia C. Broderick, PhD, research associate at Penn State University; and author of Learning to Breathe, Mindfulness in the Secondary Classroom, and The Life Span
~Patricia C. Broderick, PhD
“Felver and Singh have produced a practical book that ensures teachers can teach children in schools an evidence-based mindfulness strategy: Soles of the Feet. The resource is well thought through, offering advice from school experience and expertise in teaching mindfulness. Everything you need to help students to manage their strong emotions in school, and to reduce disruptive behavior as a result, is included in this fully complete manual.”
—Richard Hastings, PhD, CPsychol, FBPS, FIASSIDD, FAcSS, professor of education and psychology at the University of Warwick, England
~Richard Hastings, PhD, CPsychol, FBPS, FIASSIDD, FAcSS
“Teachers will find this book remarkably lucid and practical in its aim to empower students to self-regulate their behavior using the mindfulness practice of Soles of the Feet. The authors have uniquely integrated the teaching of Soles of the Feet with evidence-based practices in behavioral and instructional support, and have embodied the qualities of mindfulness throughout the book, including nonjudgmental awareness, acceptance, and the patience and repetition necessary for mastery by students.”
—Joseph Lucyshyn, PhD, BCBA-D, associate professor of special education at The University of British Columbia, and coeditor of Families and Positive Behavior Support
~Joseph Lucyshyn, PhD, BCBA-D
“Based on a solid foundation of theory and research, Mindfulness in the Classroom illustrates how a simple yet powerful practice can help children and youth develop psychological skills for meaningful and long-lasting positive change. There is no need for readers to fill any gaps with additional reading as it is all contained here—necessary background, clear and detailed outline of different practices, and easy-to-use supplementary material.”
—Chris Krägeloh, PhD, associate professor of psychology at Auckland University of Technology in New Zealand, and coauthor of Mindfulness-Based Intervention Research
~Chris Krägeloh, PhD
“Never have children needed to be resourced more than now with skills to navigate the myriad challenges in their lives. Mindfulness in the Classroom is not only timely, but it stands out from the field of other such programs because it is steeped in solid psychological theory, has been extensively researched, and was developed by two of the leading figures in this field.”
—Willem Kuyken, PhD, Ritblat Professor of Mindfulness and Psychological Science at the University of Oxford, and coauthor (with Christina Feldman) of Mindfulness
~Willem Kuyken, PhD
