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Mindfulness in the Classroom: An Evidence-Based Program to Reduce Disruptive Behavior and Increase Academic Engagement | The Soles of the Feet Mindfulness Program
Joshua C. Felver, PhD and Nirbhay N. Singh, PhD | Foreword by Robert Horner, PhD
New Harbinger professional books / Softcover / Sep 2020
9781684034741 (ISBN-10: 1684034744)
Education / Mindfulness & Psychotherapy
reg price: $42.95 our price: $ 40.80
224 pages
In Stock (Ships within one business day)

Based on the popular Soles of the Feet program, this groundbreaking resource for teachers offers a proven-effective, mindfulness-based intervention to reduce disruptive behavior in the classroom—so everyone can get back to learning.

As a teacher, you know that some kids need extra help staying focused in the classroom. You’ve probably also lost countless hours of precious learning time in class due to student disruption. Whether kids are suffering from stress, a behavior disorder, or emotional issues—the good news is that there are real tools you can use to help children manage their feelings, stay on task, and reach their full potential. This book will show you how.

In Mindfulness in the Classroom, two experts in the field of mindfulness research, child psychology, and school psychology offer a mindfulness-based intervention to help support a healthy learning environment. Based on the authors’ Soles of the Feet program, this book provides an evidence-based strategy to help you put a stop to disruptive behavior in the classroom, and help kids be their very best.

Without early intervention for disruptive behaviors, many students will maintain these behaviors as adults. The Soles of the Feet program not only decreases disruptive behavior and increases teaching time, it also improves the long-term outcome for children experiencing behavior challenges—so they can thrive well into adulthood.


“This book has a hugely important message for all who wish to understand and help children and young people, particularly those whose feelings easily spiral out of control. The simple but powerful set of proven strategies, laid out in a clear syllabus for class or individual teaching, promises to be a game changer.”
Mark Williams, DPhil, emeritus professor of clinical psychology at the University of Oxford, and coauthor of Mindfulness-Based Cognitive Therapy for Depression

“Soles of the Feet is a portable, easy-to-use mindfulness practice for students of all ages, with and without disabilities, to self-manage disruptive behavior. The program, firmly grounded in theory and research, is easy to deliver by teachers after limited training. The book is as simple and clear as the program, containing all you need to try it out: first for yourself, and only if it works for you, with your students!”
Susan Bögels, PhD, professor of family mental health and mindfulness at the University of Amsterdam, and author of Mindful Parenting

“There is so much I appreciate about this user-friendly book. Felver and Singh cover all the important details practitioners need to consider in implementing the Soles of the Feet intervention in their schools. The directions for each lesson are explicit and clear; the appendices include ready-to-use handouts. Assisting students in developing self-regulation is an important educational goal—in this book, readers will find a toolbox for achieving this objective.”
Andrew Roach, PhD, associate professor of school psychology, and doctoral program coordinator in the department of counseling and psychological services at Georgia State University

“Beautifully written and full of practical wisdom, Mindfulness in the Classroom offers a well-researched way to help students cultivate self-regulation skills. It provides a strong theoretical explanation for why this simple and usable mindfulness practice works, and includes clear class outlines and teacher-friendly supplementals. Highlighting the pitfalls of using mindfulness as a classroom management technique, the authors offer a powerful way for students (and teachers) to break free of coercive discipline, manage strong emotions, and practice self-management routines that will help them in every aspect of their lives.”
Patricia C. Broderick, PhD, research associate at Penn State University; and author of Learning to Breathe, Mindfulness in the Secondary Classroom, and The Life Span

“Felver and Singh have produced a practical book that ensures teachers can teach children in schools an evidence-based mindfulness strategy: Soles of the Feet. The resource is well thought through, offering advice from school experience and expertise in teaching mindfulness. Everything you need to help students to manage their strong emotions in school, and to reduce disruptive behavior as a result, is included in this fully complete manual.”
Richard Hastings, PhD, CPsychol, FBPS, FIASSIDD, FAcSS, professor of education and psychology at the University of Warwick, England

“Teachers will find this book remarkably lucid and practical in its aim to empower students to self-regulate their behavior using the mindfulness practice of Soles of the Feet. The authors have uniquely integrated the teaching of Soles of the Feet with evidence-based practices in behavioral and instructional support, and have embodied the qualities of mindfulness throughout the book, including nonjudgmental awareness, acceptance, and the patience and repetition necessary for mastery by students.”
Joseph Lucyshyn, PhD, BCBA-D, associate professor of special education at The University of British Columbia, and coeditor of Families and Positive Behavior Support

“Based on a solid foundation of theory and research, Mindfulness in the Classroom illustrates how a simple yet powerful practice can help children and youth develop psychological skills for meaningful and long-lasting positive change. There is no need for readers to fill any gaps with additional reading as it is all contained here—necessary background, clear and detailed outline of different practices, and easy-to-use supplementary material.”
Chris Krägeloh, PhD, associate professor of psychology at Auckland University of Technology in New Zealand, and coauthor of Mindfulness-Based Intervention Research

“Never have children needed to be resourced more than now with skills to navigate the myriad challenges in their lives. Mindfulness in the Classroom is not only timely, but it stands out from the field of other such programs because it is steeped in solid psychological theory, has been extensively researched, and was developed by two of the leading figures in this field.”
Willem Kuyken, PhD, Ritblat Professor of Mindfulness and Psychological Science at the University of Oxford, and coauthor (with Christina Feldman) of Mindfulness

About the Authors:

Joshua C. Felver, PhD, ABPP, is assistant professor of psychology at Syracuse University, and director of clinical training in the school psychology program. Felver teaches courses in child development, child and family interventions, and school-based mental health. His research broadly focuses on the development, implementation, and study of mindfulness-based programming in school and community settings. He directs the Mind Body Laboratory which studies how mindfulness-based programming implemented in schools can support academic functioning and classroom behavior, and investigates the neurobiological mechanisms of contemplative practices.

Nirbhay N. Singh, PhD, BCBA-D, is clinical professor of psychiatry and health behavior at the Medical College of Georgia, Augusta University, certified behavior analyst, and developer of the Mindfulness-Based Positive Behavior Support (MBPBS) and Soles of the Feet programs. His research focuses on assistive technology, health and wellness interventions, and mindfulness-based programs across the life span that reduce suffering and enhance quality of life. He is editor in chief of Mindfulness and Advances in Neurodevelopmental Disorders.

Robert Horner, PhD, is professor emeritus of special education at the University of Oregon. His history of research, grants management, and systems change efforts related to school reform and positive behavior support include helping schools and school administrators develop systems for positive behavior support.

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