“Mindfulness y Neurobiología”. Vicente Simón 2006. REVISTA DE PSICOTERAPIA 30 / Vol. XVII – Nº 66/67
“How Does Mindfulness Meditation Work? Proposing Mechanisms of Action From a Conceptual and Neural Perspective“. Britta K. Hölzel (1,2), Sara W. Lazar (2,) Tim Gard (1,2), Zev Schuman-Olivier (2), David R. Vago (3), and Ulrich Ott (1). (1)Bender Institute of Neuroimaging, Justus Liebig-University, Giessen, Germany;(2) Massachusetts General Hospital, Harvard Medical School, Boston, MA; and (3) Brigham and Women’s Hospital, Harvard Medical School, Boston, MA. Perspectives on Psychological Science 6(6) 537–559 © The Author(s) 2011
“How do mindfulness-based cognitive therapy and mindfulnessbased stress reduction improve mental health and wellbeing? A systematic review and meta-analysis of mediation studies”. Gu J, Strauss C, Bonda R, Cavanagh K (2015). Clinical Psychology Review 37, 1–12.
“Mindfulness-Based Interventions for physical conditions: a narrative review evaluating levels of evidence”. Carlson L (2012). International Scholarly Research Network 2012, 651583.
“Meta-analysis on the effectiveness of mindfulness-based stress reduction therapy on mental health of adults with a chronic disease: what should the reader not make of it?”. Bohlmeijer E, Prenger R, Taal E, Cuijpers P (2010). Journal of Psychosomatic Research 69, 614–615.
“Effectiveness of a meditation-based stress reduction program in the treatment of anxiety disorders”. Kabat-Zinn, J., Massion, A.O., Kristeller, J., Peterson, L.G., Fletcher, K.E., Pbert, L., . . . Santorelli, S.F. (1992). American Journal of Psychiatry, 149, 936–943.
Mindfulness en la educación
“Mindfulness and Social Emotional Learning (SEL): A Conceptual
Framework”. Molly Stewart Lawlor
«Impacto de una intervención breve basada en mindfulness en niños: un estudio piloto».Carlos GARCÍA-RUBIO, Teodoro LUNA JARILLO, Ruth CASTILLO GUALDA, Raquel RODRÍGUEZ-CARVAJAL. ISSN 0213-8646 | E-ISSN 2530-3791 • Revista Interuniversitaria de Formación del Profesorado, 87 (30.3) (2016), 61-74 61
«Mindfulness e investigación-acción en educación secundaria. Gestación del Programa TREVA». Luis LÓPEZ-GONZÁLEZ. Manuel ÁLVAREZ GONZÁLEZ. Rafael BISQUERRA ALZINA. ISSN 0213-8646 | E-ISSN 2530-3791 • Revista Interuniversitaria de Formación del Profesorado, 87 (30.3) (2016), 75-91
«Hábitos relacionados con la relajación y la atención plena (mindfulness) de estudiantes de secundaria: influencia en el clima de aula y el rendimiento académico». Luís López-González*, Alberto Amutio**, Xavier Oriol***, y Rafael Bisquerra*. *Universidad de Barcelona (UB), **Universidad del País Vasco (UPV/EHU), ***Universidad de Santiago de Chile (Usach). Revista de Psicodidáctica, 2016, 21(1), 121-138. ISSN: 1136-1034 e-ISSN: 2254-4372. www.ehu.eus/revista-psicodidactica © UPV/EHU DOI: 10.1387/RevPsicodidact.13866
«A Pilot Study and Randomized Controlled Trial of the Mindful Self-Compassion Program». Kristin D. Neff ( University of Texas) and Christopher K. Germer (Harvard Medical School). JOURNAL OF CLINICAL PSYCHOLOGY, Vol. 00(00), 1–17 (2012) ⃝C 2012 Wiley Periodicals, Inc. Published online in Wiley Online Library (wileyonlinelibrary.com/journal/jclp). DOI: 10.1002/jclp.21923
“The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes“. Patricia A. Jennings (The Garrison Institute, Pennsylvania State University) Mark T. Greenberg
(Pennsylvania State University). Review of Educational Research Spring 2009, Vol. 79, No. 1, pp. 491–525. DOI: 10.3102/0034654308325693 © 2009 AERA. http://rer.aera.net
“Mindfulness-based childbirth and parenting education: promoting family mindfulness during the perinatal period”. Duncan LG, Bardacke N (2010). Journal of Child and Family Studies 19, 190–202.