Références – Anxiété et pleine conscience

1) Albrecht, N. J., Albrecht, P. M., & Cohen, M. (2012). Mindfully teaching in the classroom: A literature review. Australian Journal of Teacher Education, 37(12), 1.

2) Beauchemin, J., Hutchins, T. L., & Patterson, F. (2008). Mindfulness meditation may lessen anxiety, promote social skills, and improve academic performance among adolescents with learning disabilities. Complementary Health Practice Review, 13(1), 34-45.

3) Roeser, R. W., et Eccles, J. S. (2000). Schooling and mental health. Dans A.J. Sameroff, M. Lewis, et S.M. Miller (Eds), Handbook of developmental psychopathology (2nd ed.) (pp. 135-156). New York; Academic/Plenum Publishers.

4) Zalta, A. K. (2011). A meta-analysis of anxiety symptom prevention with cognitive-behavioral interventions. Journal of anxiety disorders, 25(5), 749-760

5) Hofmann, S. G., Sawyer, A. T., Witt, A. A., & Oh, D. (2010). The effect of mindfulness-based therapy on anxiety and depression: A meta-analytic review. Journal of consulting and clinical psychology, 78(2), 169.

6) Keng, S. L., Smoski, M. J., & Robins, C. J. (2011). Effects of mindfulness on psychological health: A review of empirical studies. Clinical psychology review, 31(6), 1041-1056.

7) Napoli, M., Krech, P. R., & Holley, L. C. (2005). Mindfulness training for elementary school students: The attention academy. Journal of Applied School Psychology, 21(1), 99-125.

8) André, C. (2010). La méditation de pleine conscience. Cerveau & Psycho, 41, 18-24.

9) Greco, L. A., Blackledge, J. T., Coyne, L. W., & Ehrenreich, J. (2005). Integrating acceptance and mindfulness into treatments for child and adolescent anxiety disorders. In Acceptance and mindfulness-based approaches to anxiety (pp. 301-322). Springer US.

10) Snel, E. (2013). Calme et attentif comme une grenouille. Montréal; Éditions Transcontinental, 148 pages.

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