Teaching Mindfulness to Teachers: a Systematic Review and Narrative Synthesis.

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How Is Stress Reduced by a Workplace Mindfulness Intervention? A Qualitative Study Conceptualising Experiences of Change.

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Teaching Mindfulness to Teachers: a Systematic Review and Narrative Synthesis.

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2017 nî lūn-bûn

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2017年の論文

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2017年論文

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2017年論文

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2017年論文

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2017年論文

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2017年論文

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2017年论文

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2017年论文

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2017年论文

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name

Teaching Mindfulness to Teachers: a Systematic Review and Narrative Synthesis.

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Teaching Mindfulness to Teachers: a Systematic Review and Narrative Synthesis.

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Teaching Mindfulness to Teachers: a Systematic Review and Narrative Synthesis.

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Teaching Mindfulness to Teachers: a Systematic Review and Narrative Synthesis.

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Teaching Mindfulness to Teachers: a Systematic Review and Narrative Synthesis.

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Teaching Mindfulness to Teachers: a Systematic Review and Narrative Synthesis.

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Mindfulness

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Teaching Mindfulness to Teachers: a Systematic Review and Narrative Synthesis

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Anna Leyland

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Georgina Rowse

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Kristian Hudson

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Pam Hanley

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P2860

Role of affective self-regulatory efficacy in diverse spheres of psychosocial functioning

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The effect of mindfulness-based cognitive therapy for prevention of relapse in recurrent major depressive disorder: A systematic review and meta-analysis

The Development and Validation of a Scale to Measure Self-Compassion

Individual differences in two emotion regulation processes: implications for affect, relationships, and well-being.

Mindfulness-based therapy: a comprehensive meta-analysis.

Positive psychology progress: empirical validation of interventions.

Positive psychotherapy.

Enhancing intervention fidelity: a means of strengthening study impact.

Effectiveness and cost-effectiveness of mindfulness-based cognitive therapy compared with maintenance antidepressant treatment in the prevention of depressive relapse or recurrence (PREVENT): a randomised controlled trial.

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s12671-017-0691-4

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1136-1149

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scholarly article

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10.1007/S12671-017-0691-4

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Siobhan Hugh-Jones

Lisa-Marie Emerson

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