Notes

NOTES

1. Kanopka K, Claro S, Loeb S, West, M, Fricke H. 2020. ‘What do changes in social-emotional learning tell us about changes in academic and behavioral outcomes?’ [Policy brief]. Policy Analysis for California Education. https://edpolicyinca.org/ publications/changes-social-emotional-learning.

2. Jerath R, Crawford MW, Vernon AB, Harden K. 2015. ‘Self-Regulation of Breathing as a Primary Treatment for Anxiety.’ Appl Psychophys Biof. 40:107-115.

3. Suttie, J. 2019. ‘What You Think About Your Emotions Matters.’ Greater Good Magazine. https://greatergood.berkeley.edu/article/item/what_you_think_ about_your_emotions_matters.

4. Waters L, Barsky A, Ridd A, Allen K. 2014. ‘Contemplative Education: A Systematic, Evidence-Based Review of the Effect of Meditation Interventions in Schools.’ Educ Psychol Rev. 27:103–134. 

5. Hebb, Donald O. The Organization of Behavior. New York: John Wiley & Sons, 1949.

6. Choudhury S, Moses JM. 2016. ‘Mindful interventions: Youth, poverty, and the developing brain.’ Theory & Psychology. 26(5): 591–606. 

7. Vulliemoz S, Raineteau O, Jabaudon D. 2005. ‘Reaching beyond the midline: why are human brains cross wired?’ The Lancet. V4, 2: 87-99. https://www.thelancet.com/ journals/laneur/article/PIIS1474-4422(05)00990-7/fulltext

8. Spencer, J. 2017. ‘Five Ways to Boost Student Engagement with Flow Theory.’ https://spencerauthor.com/flow-theory/ 

9. Csikszentmihalyi, Mihaly. Flow: The Psychology of Optimal Experience. New York: Harper and Row, 1990.

10. Sanders, L. 2016. ‘Microbes can play games with the mind.’ Science News. https://www.sciencenews.org/article/microbes-can-play-games-mind

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