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Mindfulness and Yoga in Schools

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Mindfulness and Yoga in Schools

SKU# 9780826131720

A Guide for Teachers and Practitioners

Author: Catherine P. Cook-Cottone PhD

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"This book has consolidated a great deal of information related to the conceptual underpinnings of contemplative practice, as well as the practical application of this technology, and it offers a welcome addition to the burgeoning literature on how contemplative practices may be used for the benefit of students and those who work in educational contexts".

--Joshua C. Felver, Syracuse University, Canadian Journal of School Psychology

This is the first research-based text intended to help teachers and practitioners implement mindfulness and yoga programs in schools. A complete review of the literature on mindfulness and yoga interventions is provided along with detailed steps on how to implement such programs. Training requirements, classroom set-up, trauma-sensitive practices, and existing quality programs are reviewed. Twelve core principles of mindfulness and yoga in schools are woven throughout for the utmost in continuity. As a whole, the book provides tools for enhancing classroom and school practices as well as personal well-being. It is distinguished by its emphasis on research, translation of research into practice, and insight into potential roadblocks when using mindfulness and yoga in schools.

Mindfulness and Yoga in Schools provides:

  • A thorough examination of the efficacy of mindfulness and yoga in reducing stress and conflict and enhancing student engagement to serve as a rationale for integrating such programs into schools
  • How-to sections for training, classroom and lesson plan preparation, and implementing specific techniques and comprehensive programs
  • Photographs, scripts, and figures to help implement your own programs
  • A tool for assessing and cultivating teacher and student self-care

Part I reviews the conceptual model for embodied self-regulation and the risks associated with a lack of self-regulation, an intervention model used in education, and tips for implementing mindfulness and yogic practices within this approach. Parts II and III review the philosophical underpinnings of mindfulness and yoga and critically review the mindfulness and yoga protocols and interventions implemented in schools. Part IV addresses mindful self-care for students and teachers, including a scale for establishing self-care goals and a scoring system.

Product Details 

  • Publication Date March 22, 2017
  • Page Count 366
  • Product Form Paperback / softback
  • ISBN 13 9780826131720
  • EISBN 9780826131737

About The Author(s) 

p>Catherine P. Cook-Cottone, PhD, is a certified school psychologist, licensed psychologist, registered yoga teacher (200 RYT-E and 500 RYT), and associate professor at SUNY at Buffalo. She is an associate editor of the journal Eating Disorders: Journal of Treatment and Prevention. She is also the founder and president of Yogis in Service, Inc., a not-for-profit organization that creates access to yoga. The mother of two teenage girls, Dr. Cook-Cottone is married to Jerry Cottone, PhD, a fellow psychologist and yogi. Mindfulness and Yoga in Schools brings together Dr. Cook-Cottone's experience working with children and youth in schools and neighborhood settings. Dr. Cook-Cottone graduated from the Utica College of Syracuse University in 1989, receiving a BS degree in preprofessional psychology. She attended the State University of New York at Oswego for her MS degree in school psychology. In 1997, she received her PhD degree from the University at Buffalo, SUNY, in counseling psychology with a specialization in school psychology. She became a licensed psychologist in New York State the following year. Before entering academia, Dr. Cook-Cottone worked as a group worker and residential counselor for children in need, including adolescents classified as Persons in Need of Supervision and Juvenile Delinquents. She also worked in a neighborhood center for underserved, urban youth. As a school psychologist, she worked in both rural and urban settings, eventually transitioning to academia.

Dr. Cook-Cottone is an associate professor at the University at Buffalo, SUNY, in the Department of Counseling, School, and Educational Psychology within the Graduate School of Education. Her research specializes in embodied self-regulation (i.e., yoga, mindfulness, and self-care) and psychosocial disorders. She has written four books and over 50 peer-reviewed articles and book chapters. Her most recent book is titled Mindfulness and Yoga for Self-Regulation: A Primer for Mental Health Professionals. Presenting nationally and internationally, Dr. Cook-Cottone uses her model of embodied self-regulation to structure discussions on empirical work and practical applications. She teaches courses on mindful therapy, yoga for health and healing, self-care and service, and counseling with children and adolescents. She also maintains a private practice specializing in the treatment of anxiety-based disorders, eating disorders (including other disorders of self-care), and development of emotion regulation skills.

Dr. Cook-Cottone has a passion for yoga and for serving others. She has been a yoga researcher since 2002 when she began implementing her eating disorder prevention program, Girls Growing in Wellness and Balance: Yoga and Life Skills to Empower. She became a certified and registered yoga instructor in 2010. In 2013, she began the work that evolved into Yogis in Service, Inc. This work began as informal yoga classes for an urban summer camp and evolved into what is now an official not-for-profit with a community yoga studio on the east side of Buffalo. Specifically, Yogis in Service, Inc. offers yoga to those who would not otherwise have access in settings such as after-school programs, hospitals, rehabilitation centers, and universities. Dr. Cook-Cottone is honored to work with a collective of compassionate yoga teachers and students that are as excited as she is to share their love of yoga and yoga’s effective tools for self-regulation.

Table of Contents 





Part I: A Model for Self-Regulation and Engagement

1: A Conceptual Model of Educating for Self-Regulation and Intentional, Reflective Engagement

2: Dysregulation to Disorder: Development, Risks, and Outcomes Related to a Lack of Self-Regulatory Skills—A Three-Tier Approach

3: The Mindful and Yogic Learner: 12 Embodied Practices for Schools

Part II: Mindfulness in Educating for Self-Regulation and Engagement

4: The Mindful Learner: The Role of Mindfulness in Educating for Self-Regulation and Engagement

5: The Mindful Classroom: Creating Supports and Structure for Mindful Teaching and Learning

6: Mindfulness On the Cushion: Formal Mindfulness Practices in Educating for Self-Regulation and Engagement

7: Off the Cushion: Informal Mindful Practices

8: School-Based Mindfulness Protocols: Manualized and Structured Mindfulness Programs for Schools

Part III: Yoga for Educating for Self-Regulation and Engagement

9: Yoga as Embodied Self-Regulation and Engagement: From Traditional Practices to School

10: The Yoga Classroom: Creating Supports and Structure for Yoga-Based Self-Regulation and Learning

11: On the Mat: Formal Yoga Practices for Self-Regulation and Engagement

12: Yoga Practice to Cultivate the Self Off the Mat: Managing Feelings and Broadening Competencies

13: School-Based Yoga Programs: Manualized and Structured Yoga Programs for Schools

Part IV: Mindful Self-Care for Students and Teachers

14: Mindful Self-Care